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Sports and games can be good activities to keep students together and to develop self-confidence.

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I have tried the plank game, but in Seminars for teachers.
In Environmental Education we use sometimes a game similar to "robot and engineer'. We divide students in pairs. One student is blindfolded and he/she has to trust the other one in his pair to lead him/her to a tree. He/she touches the tree, trying to remember the shape and other characteristics. The blindfolded one is guided by the other kid away from the tree.
Then, the one who was blindfolded must try to find which tree he/she touched before.
It is a game of trust and orientation also, and kids love it. They learn to trust one another and also they must remember the route, the characteristics of the tree, so they have to use all their senses.
Such activities are games and help children to connect and trust each other, even if they do not know the language of each other.

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Communicating and expressing yourself through the body is one of the starting points for helping newly arrived students. Through non-verbal communication, students express their emotions, feelings and moods. They are helpful in team sports through which not only are the rules learned but also gain confidence in themselves as an integral part of a group.

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I have not used any of these activities, but why not get my pupils out of the classroom for once? I am for those activities as they foster solidarity, enhance non-verbal communication and cater for all ages if adapted.

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2.7 Classroom community building

Sports games are good opportunities of creating a closer contact among all the students. It's fine, easy and fun for everybody, expecially f you can practice open air.

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Annalisa, Italy           I had a lot of good advice by Jana that I would like to try in the future. Some  sport game (as an example "engineer game") to improve their confidence to the others.

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Annalisa, Italy           I had a lot of good advice by Jana that I would like to try in the future. Some  sport game (as an example "engineer game") to improve their confidence to the others.

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The videos show how sports activities can be very useful to get different students do something together without using many words, in order to enhance the trust  and to foster the  school community .

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Very interesting and helping activities. Sport activities though are not something I can use. I am an Economics Teacher in the Official School I work and I help in The Solidarity School with Teaching English and the homework studies. I have used practical activities, and presentation skills to involve everyone and to create a safer environment in order to integrate all students in the learning proccess.

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I 've really love these activities.I used to do them in theatre

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The videos are real. I use similar activity with total physic body and song, music, art in a specific laboratori to favourite inclusion  (www.closieu.it)

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Being a professor of motor science are strongly convinced of the communicative and expressive value of body and sport. The body communicates through non-verbal communication, so they can engage in emotional activities, real mimes of everyday actions that are hardly accessible to newcomers. Or I still think of all those psycho-kinetic exercises that are carried out through the use of colors that make the communication clear as each color corresponds to the movements that the boys can initially see doing and thus learn by imitation. I also think of sports that have common rules all over the world and that if they are known by the new guys they can be an excellent starting point for communication

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As I am a teacher of Spanish at high school level, I have never used directly sport activities in my classes. However, I am strongly convinced that introducing sport lessons as part of the welcome program is a good idea.

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Very important to do activities to facilitate inclusion.

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In Finland it's common for migrant children to take sports lessons together with the other children who speak Finnish as their mother tongue because it is seen as a great way to integrate them. However I do have one very bad experience with sports for refugee students. Last year when the school year was finishing and it was already summer I suddenly decided to go outside with my students ( afghan and iraqi boys about 16-17 years old)to play football. Two other teachers also with students of the same age and origin decided to follow me. After we had played about 5 minutes a huge group fight broke out. There I was, in the middle of 50 boys formidably trying to kill one another. I went home with blod all over my clothes

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I like doing activities to facilitate inclusion and to share different ideas and cultures

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I remember that our Social Sciences teacher in Secondary School taught us (the Greek students) how to trust each other and reinforce the team spirit through trust building games and we really enjoyed it! I haven't tried the activities presented here in French language classes but I will certainly do it in the future. In my daughter's creche, here in Switzerland (Suisse Romande), teachers are trained to teach using "Youp’là bouge". This is a project for young children who can learn through moving and playing altogether. The migrant students learn new words, express themselves, have fun and at the same time they are in good shape and make new friends.

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I think that sports and games are very good activities that can help in the integration of newly arrived students.
" Today, on the International Day of Sport for Development and Peace, we recognize the unique role sport can play in strengthening resilience and social cohesion in the world’s most fragile communities. As Jacques Rogge, the United Nation Secretary General’s Special Envoy for Youth Refugees and Sport, and former President of the International Olympic Committee, said on his visit to Generations For Peace in Jordan: “Sport has the power to reach many people across the globe, and in essence, is a language understood by everyone. Sport can inspire peace and foster understanding and dialogue. Sport is a magnet for young people that can instill hope and be used to teach positive values and valuable life lessons.”

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Today, April 6, is the International Day of Sport for Development and Peace. As the Syrian conflict moves into its sixth year, we are all painfully aware of the devastation and horrific violence inflicted upon its people. According to UNHCR, approximately 4.8 million people have fled to neighboring countries in search of safety and shelter, with 6.6 million remaining displaced inside Syria. Fleeing for their lives, untold numbers of people, young and old, have attempted treacherous journeys no person should ever have to face. Thousands did not reach their destination. And those who do reach the borders and shores of foreign lands discover it is merely the starting point of a long and difficult road ahead.

The impact of such numbers is overwhelming on the host communities. Turkey now hosts the largest number of Syrian refugees in the world, and in Lebanon, a country with the highest number of refugees per capita, one in every four people is now a refugee. In Jordan it is one in five. It is important to understand that at present, an estimated 90% of the Syrian refugees are not in refugee camps but are surviving in host communities, taking them to breaking point. There are enormous pressures - for both refugees and host community populations - on shelter, food, water, fuel, education and health services, formal and informal sector employment.

Over 50% of these refugees are under the age of 18. For children and youth in their formative years, the devastation of prolonged exposure to harrowing physical and psychological violence and trauma is further compounded by the isolation and ostracism they experience in their new host communities, by lack of access to education, and by resort to extreme coping mechanisms to survive, including child labor and forced early marriage. 2.4 million children displaced by the Syrian crisis are growing up as refugees; a lost generation filled with hopelessness and resentment, vulnerable to radicalization and extremism, that risks being a time-bomb for the future.

Whilst the situation in these host communities is a bubbling pot threatening to boil-over, the fuel to the fire is the conflict in Syria. Until that fire is extinguished every effort must be made to keep the lid on the boiling pot, by easing the pressures on host communities and strengthening the individual and collective resilience of refugee and host community populations together. This is where sport has a role to contribute.

In 2007, I co-founded Generations For Peace, a global peacebuilding organization dedicated to sustainable youth-led conflict transformation at the grassroots. Through our experience in diverse conflict contexts in 50 countries we have developed a unique approach to using sport to achieve peacebuilding outcomes. Rather than focusing on developing sporting excellence, our sport-based games use the same energy and teamwork dynamic of sport to achieve long-term attitudinal and behavioral changes, transforming personal capacities of participants and the relationships between them, building greater understanding, tolerance and trust, strengthening resilience and social cohesion. This reduces isolation and increases the social capital, which communities can draw upon for support, providing positive alternatives to more-extreme coping mechanisms.

All Generations For Peace activities are led by volunteer leaders of youth, passionate about addressing local issues of conflict and violence in their own communities, and powering a cascading model for youth-led change. Their role as change-makers in society is crucial and is especially important as a resource in communities facing extreme challenges. With mentoring and support from Generations For Peace, these youth leaders gain real experience of "life skills" and an opportunity to demonstrate their leadership and responsibility to contribute positively to their community, to measure the impact, and to feel the satisfaction of concrete progress which makes a difference in people's daily lives.

It is this combination of the unique power of sport to engage child and youth, with the deep commitment and local knowledge of youth volunteers, which makes these interventions most effective in communities. As Ahmad Al Omoush, a Jordanian Generations For Peace volunteer, explained about the Sport For Peace approach: "It is very non-traditional, the opposite of lecturing. In a program with sport you observe practical results. I saw it as an idea that could serve my community; the community in which I live, that my family lives in and that my children will live in the future."

We measure indicators of changes in attitudes and behavior, but we also see the impact for ourselves, and it is evident in these testimonials from activities with Syrian refugees and Jordanian host community youth:

"Before the program I did not fully accept the Syrian people; if I saw someone I would say hello or bye but not more than this! But when I integrated with them in the program and through the activities - standing beside the Syrian participants during the activities - I noticed that there is no difference between us. Now, I am a friend to all of them" ( Jordanian male youth participant).

"The [Syrian and Jordanian] girls were surprised because they had been in the same class in school, in the same school, but they had never spoken together. They had never talked, even in the same neighborhood. Now we are still seeing them speaking together, walking together, the 16- and 17- year old ones. Doesn't matter what nationality they are" ( Jordanian female volunteer).

"The cooperation between the Syrians and the Jordanians, and the acceptance that happened between each other, especially in the sport activities - the speaking and conversation that happened among this group was great, they started to speak with other classmates, breaking the barriers of fear" ( Jordanian school teacher).

Today, on the International Day of Sport for Development and Peace, we recognize the unique role sport can play in strengthening resilience and social cohesion in the world's most fragile communities. As Jacques Rogge, the United Nation Secretary General's Special Envoy for Youth Refugees and Sport, and former President of the International Olympic Committee, said on his visit to Generations For Peace in Jordan: "Sport has the power to reach many people across the globe, and in essence, is a language understood by everyone. Sport can inspire peace and foster understanding and dialogue. Sport is a magnet for young people that can instill hope and be used to teach positive values and valuable life lessons."

The work of Generations For Peace extends far beyond the Syrian Refugee Crisis, to many other communities around the world experiencing violent conflict and desperate displacement. Our volunteers are using Sport For Peace approaches, carefully adapted to local contexts and cultures, to support refugees, displaced people and host communities in northwest Pakistan, South Sudan and Yemen, and to promote deeper understanding and positive engagement between fragmented communities in northern Nigeria, Rwanda and post-conflict Sri Lanka. Through these programs we have seen the transformative power of sport as an innovative tool to engage meaningful youth participation in building peace.

HRH Prince Feisal Al Hussein of Jordan is the Founder and Chairman of Generations For Peace, the global nonprofit peacebuilding organization that uses sport, arts, advocacy, dialogue and empowerment activities as conflict transformation tools in communities affected by conflict and violence. He is also the President of the Jordan Olympic Committee and a Member of the International Olympic Committee. Generations For Peace is ranked #32 in the Top 500 NGOs in the World by Global Geneva.

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Sport for Peaceful Coexistence in Refugee Host Communities

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Today, April 6, is the International Day of Sport for Development and Peace. As the Syrian conflict moves into its sixth year, we are all painfully aware of the devastation and horrific violence inflicted upon its people. According to UNHCR, approximately 4.8 million people have fled to neighboring countries in search of safety and shelter, with 6.6 million remaining displaced inside Syria.

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I have tried similar class activities and I noticed the inclusion of foreign students.

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As I do not have a class of my own any more, I fondly remember the times when I worked as a teacher and agree with the power of sports creating real "team spirit" amongts students. I share the thoughts expressed about the unifying force of doing sports with classmates.

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This kind of games and activities of sharing and collaboration, karaoke song contest, for example are activities that amuse and create empathy. It is very important to create good moments for bridges and bonds between new students. It is also important to talk with parents and to introduce cultural and sports activities where they can put their children to socialize and integrate in the middleM

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Those activities are very interesting but not usefull for my students who are 15-18 years old. I could use group work to help strengthen student collaboration.

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I found all those activities very funny, especially for children. My students are 11-14 years old and they need also activities that make them feel older. One simple game which is very useful for creating a climate of mutual trust is “The Rescue Boat”: the teachers puts on the ground many sheets of newspapers, which represents the rescue boat, and students walk in circle around them till the teacher says STOP (or music ends, if you like better). At the stop signal, all the students have to jump into the paper. At first time, everybody of them will probably stay in. At the second turn, teacher removes some of the sheets in order to have a smaller rescue boat. Students have to know that they could be saved, even if there is no space for them in the boat, if a classmate gives them a hand. You have to continue onwards, till the rescue boat will contain only one student. At this point, we hope all the others were saved!

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The important thing is that the students relate, play games together, do projects, excursions.

http://www.kidspot.com.au/things-to-do/collection/outdoor-games

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Hi Rosanna, I'm an English teacher and I can't do sports either but we could do TPR activities instead!
With TPR you can mime all you want even if not in the gym. It's enough to clear the classromm moving all the desks aside and mime the action if not actually playing and if you do it teaching vocabulary in English, body words in science, maths when you put them on a line or verbs in Italian is good as well. Furthermore children love when you let them move and not  make them stay behind a desk all the time. They can socialize more and learn by doing.

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I've done some reliable exercises, as the video says. This type of exercise, in addition to reinforcing the confidence of the students, enables the creation of stronger bonds between the various elements of the class and the inclusion of all in the same way, respecting the differences of each one.

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Unfortunately in my school we don't do any sports or games to enhance the trust between migrants and regular students. Our students aren't children but adults so for this reason I think nobody proposes all this. Anyway I find sports and some games very useful to create a good atmosphere and a relatamong migrants and Italians.

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I strongly agree with my colleagues' comments: togetherness is the key of inclusion.

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Newly arrived migrant students in the classroom               2.7 How to foster community building in the classroom

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Newly arrived migrant students in the classroom               2.7 How to foster community building in the classroom

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Zoi, Greece
A game to build relationships of trust that we play in kindergarten is when the children are in couples and tries one blindfold to follow the instructions of the other child to follow some paths and reach the finish where a prize exists.

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The activities that can be implemented are many, once overcome the bureaucratic obstacles ... Below I point out a series of group activities that besides being very entertaining can be a very valuable educational vehicle:
https://www.youtube.com/watch?v=PHOhSfeFXKA
https://www.youtube.com/watch?v=VIo80-1phjM
https://www.youtube.com/watch?v=5QvbmD8f-cA
https://www.youtube.com/watch?v=h1rqbGwBtY0

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In my school we have field trips with the exchange students from European countries who come every year. Hiking, playing, swimming and eating together are a fantastic opportunity for integration. No one cares where you are coming from, the only objective for everyone is to have fun

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Cooking together, planting trees together, playing together, dancing together, painting together, praying together,  exchanging gifts together, sightseeing together, getting crazy together. As it is easy to decode - "TOGETHER " is a  KEY WORD
view photos in my LD
https://spark.adobe.com/page/CFUv9UlyZXuu9/
Wonderful resources from TA for sure enhancing the process of integration not only NAMs but any newcomer to the class.

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I especially like rope skipping, since it enhences cohordination so, since next year I'm supposed to work in a first class, I'm planning on using it for a few minutes every day. In this particular context, it's even more interesting since migrants children and girls are usually more good at these kind of activities than "our" children, who are too used to smartphones and video games, so this activity can enhance, from the very beginning, the newcomer's self-esteem and he/she can teach the schoolmates, favouring, in this way, socialization. I usually use phisical games and TPR even to teach vocabulary and linguistic forms. Another good choice of sport, since it's not directly related to strength or a particular body shape, it's the "bocce" (bowls) which could reduce short sightedness, help maintaing concentration, reduce gaps between generations (since the experts and possible trainers in my village are pensioners...)

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Doing sportive activity ,preparing and celebrating national entertainment in the community ,organizing meetings etc

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This semester I am not teaching segregated classes, but rather classes in which the new migrants are submerged in regular classes. I teach physics and am trying to build a community feeling by having the children work in "scientist " groups to do their experiments and to write their protocols in comic form. This way every one has a job , has to work in a team and language isn't so important.

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We do some of these activities,with variations, with my little students, even though there are no migrants. With such kind of activities, we help students develop their skills, getting to know each other, feel confident, feel that they belong in a team, trust theirselves. Great activities in order to foster community building in the classroom.

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I would like to arrive at a moment of communion and learning for every child, of different customs in the world,  planning an international breakfast, where children could prepare some foods,  helped by kitchen experts.

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In my school we use karate activities in groups.

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Sports activities is the best tool to strengthen resilience and social cohesion of refugees.
The advantages of trying such activities are multidimensional. First and foremost they cultivate the social and language skills of refugees while reducing post-traumatic stress disorder symptoms by distracting them from their everyday lives and the painful reality. Additionally sports promote the spirit of "fair play" which differentiates racism and provokes social tolerance. Intercultural exchanges are taken place, too. Last but not least, children learn to abide by the rules, gaining the opportunity to play again after war.

Here are some interesting links to videos and articles about football and sports activities in general in different countries:

http://www.ekathimerini.com/216209/article/ekathimerini/community/greek-soccer-hero-helps-refugees-win-battle-against-boredom

http://www.huffingtonpost.com/hrh-prince-feisal-al-hussein/sport-for-peaceful-coexis_b_9623210.html

https://www.google.gr/url?sa=t&source=web&rct=j&url=http://ec.europa.eu/assets/eac/sport/library/documents/streetworldfootball-refugees_en.pdf&ved=0ahUKEwjl-PTCve_TAhUjDJoKHbWiCGkQFghIMAw&usg=AFQjCNEKN6tkGK9s17ODER4_tkZoeu_p7A&sig2=rBPIM5HFOw9veF9MINvOxA

https://www.google.gr/url?sa=t&source=web&rct=j&url=%23&ved=0ahUKEwjFh4WQxO_TAhVqApoKHbIbCsUQxa8BCCYwBg&usg=AFQjCNF1sHlk2z9QIx28jtvfnGP_UlkifA&sig2=NtbXEPbKh-mXmvHTSRyYEQ

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Among the subjects that I teach is motor activity. Sport often approaches students, especially when doing group activities. In my school every year the sports competitions of the institute are a great opportunity to create the sense of belonging to a group and to allow my students to collaborate for one purpose. Many races are group so everyone must and can contribute to achieving the results of their class.

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I don't use sports in my classes as I teach foreign languages (English and Spanish) and I promote activities based on language learning. I would focus on the comparison among the different languages (L1, L2 , foreign students' mother tongue language). I know this comparison is quite difficult for a migrant student but  it is also very important  to teach a "language of instruction", a common language system/code that can help integration into the school system.

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I cannot use sport for my activities because I am not PE teacher. In Italy the PE teachers only use sport games for didactic aims. I collaborate with my colleague  with  interdisciplinary modules, e.g. sport games in different country.

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I think that sport is a great way to connect with other pupils.

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I have tried similar team building activities. They usually work and children have fun while playing.

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I cannot use sports activities as I teach French but I would promote the use of a foreing language (French or English) during the games creating groups of different ethnic origin.

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I cannot use sports activities as I teach French but I would promote the use of a foreing language (French or English) during the games creating groups of different ethnic origin.

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I have never tried these activities with the children but I agree with the fact that sports activities are a way for the children ti socialize and for a multicultural integration

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Our Afgan student is really good at Using technology. He helps his classmates with their presentations etc. So it becomes easier for him to integrate into the class athmosphere.

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I’ve never experienced activities like these: I teach Italian and generally these activities are proposed by Physical Education teachers in middle school. As a language teacher I want to stress of drama activities are useful to promote integration!

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I teach in upper secondary school. So some of these exercizes are not suited for teenagers.
In addition to this italian law is very strict about responsability and proposing some physical activities could be really dangerous if you are not a physical education teacher.
Above all I understand clearly how this kind of practical activities are really important

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I never have these activities in my classroom but I think they are useful to integrate the newly arrived migrants students.

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Sport is a great way to connect with others.

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I am member of the National Network "Living out in nature" and very often I do activities such the ones mentioned in the video by Jana. My pupils enjoy playing trusting games and this helps them develop a trusting feeling in between them. So, I think the idea of doing such games involving local kids and newly arrived migrant children will help to build a classroom community spirit.

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Schools open to diversity are those in which all students feel respected and recognized in their differences, or rather are schools that are not indifferent to differences. When we refer to these schools, we are dealing with educational environments that are characterized by quality teaching, which do not exclude, do not categorize students into groups arbitrarily defined by profiles of school achievement and by standardized assessments and that do not admit the dichotomy between education Regular and special. Schools for all are inclusive schools, where all students study together in regular teaching classrooms. These educational environments challenge the learning possibilities of all students, and the pedagogical work strategies are appropriate to the skills and needs of all.

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I found really interesting the sports games proposed by Jana, as a matter of fact it is important to create a trusting feeling between students and this is even truer when we refer to newly arrived students. Sports can promote the idea of belonging to a team, to a group of friendly people and even if students speak different languages the language of sports is a mondial transfert able to make barriers fall down and open to brotherhood and mutual understanding. I have never tried Jana's games at school but I really think I will do, I will use sports games to promote the basic idea of integration among students so that they can see themselves as members of a powerful team able to overcome every challenges in life.

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As i already refered i am not a teacher but i suse the trust exercise to group therapy and it is a good activity to see who is open and ready to accept things and who is not. As also i use the energize circle for fun and all people laugh and are ready to accept each other.