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How to foster community building in the classroom

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How to foster community building in the classroom

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In the short video below, Jana will present to you some concrete exercises you can use in your classroom in order to enhance the trust between your students and to foster the community building in your classroom.

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Using sports to enhance the trust between your students Part.2

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Integration Course on Teacher Academy: Jana presents some concrete exercises you can use in your classroom in order to enhance the trust between your students and to foster the community building in your classroom. http://www.schooleducationgateway.eu

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Our new Chinese pupils do not speak other languages ​​besides Chinese. The first weeks of school, entered the classroom with regular students, have been traumatic for them. The path was arduous and difficult from their point of view. Teachers have activated various recreational and social activities: games, songs, drawing, sport.

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Supporting newly arrived migrant students with language learning

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Supporting newly arrived migrant students with language learning

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Erika and Nora give you here very useful tips on how to deal with one of the most immediate challenges of teaching newly arrived migrant students: the language barrier. Giving your students some support in the beginning can make all the difference, as many are very motivated to learn the language very quickly.  Erika’s example of a blind refugee girl that was so happy about the first German words she learned shows how it is possible to connect via language despite all difficulties.

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Erika mentions in particular the book “The More-Than-Just-Surviving Handbook: ELL for Every Classroom Teacher” as a useful book to get started. Finally, Wolfgang presents examples of very interesting practical resources that will support you in your further planning of classroom activities. There are shortend links shown directly in the video or you can access all mentioned resources directly here:

Canadian Teaching Refugees Website

Students from Refugee Backgrounds – A Guide for Teachers and Schools 2015

Building Connections

Do Self Care

Ask for Help

Welcoming Refugees in your Classroom

Welcoming Refugee Children to Your School Guide

NUT Refugee Teaching Resources

Recorded Webinar “Promoting a Culture of Welcome for Refugees in Schools: Approaches and Opportunities”

PowerPoint Slides from Webinar

Flucht und Trauma im Kontext Schule

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Integration Course | M2 Internet Resources

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Classroom activities to support newly arrived migrant students

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Classroom activities to support newly arrived migrant students

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In this section, Erika and Katja Kiesler, a special needs teacher who works with newly arrived migrant students, give you a lot of concrete ideas on classroom activities that are particularly suited to help newly arrived migrants in their learning. Erika also mentions sports games as a good activity for newly arrived migrant students. In section 2.5 you will hear more from Jana Gottschalk of the CamP Group, who already introduced some of her projects to you in the first module, about how to make use of sports activities in your classroom.

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Classroom activities  - Integrating newly arrived migrant students

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In the webinar on 6th of December, Erika will be talking about how we can prepare our "regular students" for the new situation and how can we create a friendly and positive atmosphere in our class to make the newly arrived migrant students feel welcome and how can we support them. Use this padlet to ask Erika any question you may have regarding this topic, and we will relay those to Erika at the end of her presentation. Thanks to all!

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After completing her degree in Philosophy at the University of Vienna, Erika Hummer started to teach Italian, History and Computer Science at a Secondary School (Grammar School). Since 2000 she has been coordinating several projects focused on eLearning and multilingual didactics as well as intercultural didactics for the Austrian Ministry of Education. She also acts as an instructor (teacher trainer) at the University of Teacher Education Vienna and the Austrian Virtual Teacher Academy.

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Thank you very much to Erika! Very interesting webinar with a lot of  useful situations to integrate migrants students in our classroom with our regular students.

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In my school there are several foreign students mainly from China whose parents moved to Sardinia to work. The biggest problem is the language. Often they do not even know English and so were initiated of Italian literacy courses for inclusion in the classroom setting.

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And finally, in the third video, Erika presents some ideas on how to prepare yourself and your “regular students” to welcome the newly arrived migrant students in your class. Even if you do not teach both student groups together, you might want to introduce the newly arrived migrant students to your other students in the way Erika suggests.

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And finally, in the third video, Erika presents some ideas on how to prepare yourself and your “regular students” to welcome the newly arrived migrant students in your class. Even if you do not teach both student groups together, you might want to introduce the newly arrived migrant students to your other students in the way Erika suggests.

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Preparing yourself and your students to welcome the newly arrived migrant students

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Integration Course | M2 Nora Brezger - Preparing Teachers Who Teach Newly Arrived Migrants

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In the second video Nora Brezger from the Berlin Refugee Council outlines some specific things you can do to prepare yourself and to manage expectations, such as visiting refugee shelters in advance, an aspect also addressed in our previous course about Raising Awareness about the Situation of Newly Arrived Migrants.

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Preparing yourself and your class for arrival of newly arrived migrant students

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Preparing yourself and your class for arrival of newly arrived migrant students

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In the first video, Kristina Robertson, an English Learning Language (ELL) Program Specialist, gives some tips on how to get started and what to be aware of right from the beginning. She stresses again how important it is to get to know your new students and their different backgrounds.

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The Learning Objectives for this module are:

1. Identifying preparatory steps for yourself and your class to welcome newly arrived migrant students

2. Being aware of some of the specific needs of newly arrived migrant students and how they can impact your classroom work

3. Understanding when to look for external support

4. Developing some specific classroom activities that can support newly arrived migrant students

5. Identifying strategies and activities to facilitate the language learning of newly arrived migrant students

6. Understanding the importance of building trust between newly arrived migrant students and your other students and how to foster a community spirit in your class

7. Develop a development plan with concrete steps to prepare or improve the work in your classroom and at whole school level with newly arrived migrant students

8. Review the development plans of 2 of your peers

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Marina's ideas

As I teach in a secondary high school, I think that our long and old programs should have to be changed and reduced in a very strong way so teachers could have more time to prepare a project with small groups of students (not with our classes full of 30 students). In my country it is very difficult to abolish very old topics even if our politicians say they are doing it, we are having the same problems at the beginning of every school year.

ANONYMOUS NOVEMBER 29, 2016

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The RESPACT project presented by Jana is very interesting and not easy to carry out in some school settings still tied to the old school curricula. Thanks to eTwinning platform but we have the opportunity to experience similar approaches to this and collaborate with colleagues from the school and those of other countries.

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Community-based projects

Do you have any ideas for your own community development project, inspired by Jana’s video? Could you easily adopt the RespAct project ideas at your school?

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Integration Course | M1 Community Project

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Example of a community-based project

In the previous sections, it was repeatedly highlighted that schools should reach out into their local communities and build up strong support networks. However, community engagement cannot only be a requirement for the successful integration of our students, it can also be a method to help both our students and us as educators build up exactly the type of community network that was mentioned in the previous sections. So if you are working in a school where so far you only have a limited network of partners in the community, why not build a project together with your students to start engaging with the community. This will bring huge benefits to your students, who will feel much more part of the local community, as well as builds up your own network of partnerswho you can draw upon in the future when requiring support in your work with newly arrived migrant students.

The below video shows an example of a community-based project that can be organised in schools. Jana Gottschalk, project leader for the RespAct project in Germany, outlines how they have organised such a community project and the benefits it can bring to our students. Jana works for the CamP Group who also organizes other similar projects, some of which we will look at in Module 2. For more information about their work check-out their website here.

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Wie Lehrer Schule für Flüchtlinge gestalten

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The second video explores some concrete ideas of how schools should prepare themselves for the arrival of newly arrived migrants at their school, for example by organising one whole-school professional development day where potential requirements and actions are discussed with all staff members.

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Integration Course | M1 Support at School Level

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Organising support within & outside of school

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Organising support within & outside of school

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In the first video, Nora Brezger of the Berlin Refugee Council, who some of you will know from the previous course, outlines some general principles and ideas that schools and in particular school leaders should take into account when addressing the integration of newly arrived migrant students. Nora also highlights the importance of building within and outside of school functioning networks of colleagues and external partners, allowing for regular exchanges. This is also one of the main purposes of this course, providing you with an opportunity to find colleagues who you can exchange with so make sure to get in touch with each other via the forum or on social media.

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EVGENIA CRETE          In my country there are many newly arived migrants.They need to feel safe, accepted and be part of the school community!!! They try hard to communicate with other pupils....Actually I have an experience last august when I took part to a youth exchange project as a leader in Florence. There, with my students we met  7 refugees. We played energizer games to know better each other. We talked about our dreams, our fears!!! Games made them express their feelings, their joy of life. It was a great experience for me and especially for them!!!!

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Integration Course | M1 Models of Integration

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As you are probably well aware, schools in different countries but also within the same country organize the integration of newly arrived migrant students very differently. In some schools, the children are taught in seperate classes for a certain period of time or certain subjects, in others they are quickly integrated in classes together with the other students. In this section, you will hear from Wolfgang Oelzant, one of our course moderators, who briefly outlines some of the main ways how the integration of newly arrived migrant students is organized in schools. His list is not exhaustive, so please share how the integration is organised in your school. Getting an idea of all the different ways this is organised in schools around Europe will allow us to understand how we might be able to modify our own approach.

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Meeting the needs of

newly arrived migrant

students

What do you feel are the main needs of your students? Where do they and you require support in addressing their needs? Is it dealing with trauma? Or is it about language support? Do you also have experiences where students have very basic needs such as those outlined by Amber? And how do you meet those?
Few years ago, I have  had classes composed of foreign students with a traumatic history, a series of suffering, to escape from the war, forced removal from the family. They need to be heard and for this you have to understand and be understood by studying our language. Their needs are material but above all must be followed by competent staff.

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Schlüssel zur Integration: Bildung und Respekt

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M. Cristina Cau. Italy

I teach in an Italian secondary school and the integration of foreign students is very present, not only to language difficulties but also cultural. I am aware that the path has just begun and I agree with Professor Pant when he says that it would be an opportunity for change for the better for the school.

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The videos below are from the ‘Deutsche Schulakademie’, an organisation awarding the German School Prize once a year. In the videos you can see some of the schools which have been awarded with the prestigious prize sharing their insights about integrating newly arrived migrants in schools. While some aspects mentioned are specific to the German context, most challenges addressed are the same across European countries.

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The Learning Objectives for this module are:

1. Understand the general organizational models of integrating newly arrived migrant students in schools

2. Understand how school structures and management are important factors for the successful integration of newly arrived migrant students

3. Develop some ideas on how to create a welcoming and safe environment at school for newly arrived migrant students

4. Identify who inside and outside your school you can work with to support the integration of newly arrived migrant students

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This course will explore how to integrate newly arrived migrant students in school in practical terms and look at some approaches of integrating them successfully in your own classroom work.

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My students are aged between 11 and 14 years. All classrooms are equipped with interactive whiteboards and Internet connection that allows us constant access network for the use of ICT. In all my classes I use Edmodo. Also, with the first classes I started an eTwinning project on the eTwinning platform. Pupils interact constantly and are more motivated to study the French language. In my school there are no migrants but only foreign students whose families have moved to Italy to work.

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My name is Maria Cristina Cau, I live in Cagliari (Italy) and teach the French language at the middle school "V.Alfieri + Conservatorio."