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mily'. The children could have the oppurtinity to communicate each other the experiences they leave in their families. They will feel proud for their families

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In some groups, it is easier to promote a sense of belonging - maybe we must work withthe parents of our students, all of them, because theirs ideas and valores are build with the influence os school but also, of course, with the influence of families.

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The class group should be strong around diversity to be always ready to face new proposte.Favorire occasions when there is exchange and learning is always my goal

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The class group should be strong around diversity to be always ready to face new proposte.Favorire occasions when there is exchange and learning is always my goal

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Every teacher should try to create a sense of community in the classroom

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Every teacher could try to create a sense of community inthe classes

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Creating an identity is not easy when students are different ... However, they can try to create bonds by checking for similarities in our students' dreams. Create a sense of belonging to the community and to the classroom.

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I think that is  very imprortant to create a sence of belonging to the school community and in the classroom.

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It is important to be able to create a friendly and respectful atmosphere in which students can come in touch and know more of other people's cultures. A great help can be the use of ICT

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Our students lost their sense of community in general so we need to create positive feeling in working together. They want to be protagonist of their learning so it would be interesting organizing events where they can show their personality and ability to accomplish works

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Our students lost their sense of community in general so we need to create positive feeling in working together. They want to be protagonist of their learning so it would be interesting organizing events where they can show their personality and ability to accomplish works

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It is very imprortant to create a sence of belonging to the school community and in the classroom too.This can be succeeded with activities that promote team work and give to the students a feeling of belonging and becoming acceptable.

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Each class has its own identity, even thoughn there are different people from different places. But the real aim of a teacher is create a unique feeling of belonging..how?? it's not an easy thing to do for teachers, but the challenge is that by motivating and creating an equal social level. of coure alla can do that : teachers an collaborator..in my school, an adult mukticultural one, is a challange to do every day

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I think that a good manner to create a sense of belonging to the school community, is first to create  a strong cultural  sense among the whole school staff,  each teacher  should to be an important model, example shareing good practises

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It is important to create a sense of belonging to the class/school. At the beginning the teacher has to give time to activity that increase the sense of community.

For example, the teacher has to do activities to promote contact and understanding among students.

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In my school there is a feeling of belonging to a small community  because the teachers are very committed to helping.

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I'm trying to create a sense of community in my classes. It's important to develop a feeling of belonging in my pupils.
I use activities where everyone can work in group and share their opinions.

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People identify themselves in many ways
because they belong to many different cultural groups. Cultural identity is important for ones’ sense of self and in relating to other people. A strong cultural identity can
contribute to a person’s overall wellbeing. Identifying with a particular culture gives us a feeling of belonging and security. It also provides us with access to social networks,which provide support, shared values and aspiration

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Children are naturally inclined to learn and to foster learning the teacher has to work to form a learning community where you develop mutual respect, loyalty and solidarity in order to grow together.

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Students have different personalities, different cultures but the same needs. Teachers have a significant role to help the students to work successfully together to a harmonious moral and intellectual growth.

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I'm trying to build up a sense of community in my classes, but I think it's not so easy, even though I can say that the most important contribution should come from all the school staff. If a school encourages cultural diversity, if we all show that we are pround of our multiethnicity, we have done a great step towards a common feeling of belonging.

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In the context of cultural diversity, a good teamwork is of particular importance for a good understanding of our students.

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Creating a class identity is important, both if you have foreign student  or not. I try to  build some kind of  recitals  to show to the other classes , and this fact is not very common. We usually make these thing for the parents, at Christmas or at the end of the school year, but showing something to your school mates ( music, plays, dances...) both creates an opportunity for children to do their best as individuals and as a group, and builds a feeling of belonging to the same school.

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How can we do that? By working together, collaborating, helping each other. By empathy, by being there for others, by resolving conflicts.

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I’m a supporter teacher, so every day I encounter the diversity, not the guys that I follow but of my colleagues. Alicia and Erika continued to show positive insights and operational advice on how to develop a sense of belonging in a class, in a school, in a community. However it is not easy especially for labels that are constantly awarded. That’s Arabic, that’s deaf, that's stupid, that's ... that's ....
But I do not give up! Every day I try to overcome obstacles, to untie the knots, making the group in the classroom, in the school, in the community.

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I work in 16 different groups as a Physics and Technology teacher. Grades 5 and 6 have a class identity they work well together. The classes are small, 17 students of which 9 are non-German speakers. The class teachers put a lot of effort and time into creating this harmonious atmosphere.
However, in grade 7 many students who have failed out of the higher standard schools come to our school and disrupt the class community. Many of these students have behavioral problems and don't want to be at the lower level Secondary School. This is very disturbing for the learning atmosphere  and  these students bring many prejudices with them.
Many of our teachers and the headmaster go out of their way to make the migrants feel welcome and involve the parents in school activities. There is a parent student teacher cafe several times a year, where there are games to play and time to communicate with others. The entire family is welcome.

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I work in eight classes as an English teacher. Not all of them are 'a group' and I think it depends on how the prevailing teacher or teachers acted with them and among themselves.

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Developing a feeling of belonging is an essential element in our classes! Working together and helping each other, celebrating together are some of the ways to be proud of each other and have a feeling of belonging to a community.

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Well, I think that to create a class idetify such as a feeling of belonging to a small community is the first way to resolve conflicts. So students  feel connected with each other regardless of their differences and conflicts are resolve in a positive way by the students themselves. Building community and identity requires a good understanding of our students and it takes time, of course. But there are some activities that can help such as celebrating student's cultural diversity and fostering student's sense of belonging to the classroom and so dealing with conflicts in the environment using dialogue, facilititating the comparison, promoting mutual understanding.

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My classes have a class identity and they have a feeling of belonging to a small community.  Intuitively I tried to show my interest in their mother tongue, in the languages they speak at home.  Now I realise that this kind of interest make them feel appreciated.  I did already an informal kind of language identity and biography, but after this course I will do it in a formal way.

I will also start a whatsapp group with my students, as of tomorrow.  I am sure they will love it.  I will share links to websites, TV-shows, articles.

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In my I class I use to tell my students that we are like a small familly. We have to treat each other like in famillies (we can have dissapointments but I´ll be here always to help you). This is good because it gives you the feeling of belonging to a group and it doesn´t matter where you come from.

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My job at the moment consist of give a support with programs inside classroom for disables students, but it's rarely find teachers there who create this kind of situation for team building. Usually students create their own collective identity by themselves, so in this way maybe there are some bad dynamics :xenophobia, bullism.. As a teacher we have to spend time to promote belonging and respect, and i find we have to work a lot for change the traditional way to teach.

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I work in two small towns, near Florence.
In particular, in Campi Bisenzio there is a big  Chinese community.  This is the reason why in my school there are approximately 4-5 Chinese pupils in each class (other nationalities are present but with smaller percentages).
Chinese people are very different from Italian people: they apparently prefer to not mix with Italian people. They stay with each other and rarely participate actively in the school life. This not only depends on their low language proficiency but mainly depend on their own culture. In brief, they show the tendency to marginalize themselves: for instance they create small "Chinese" groups and do not like working in team.  Indeed, such marginalization also surfaces outside school: the Italian and the Chinese community are not well integrated in Campi Bisenzio.
In order to promote intercultural communication and let Chinese pupils to actively participate in the school life the first step is to foster collaborative activities. This is the reason why in my lessons I always promote pair-work and teamwork. In more general terms, in mixed classes (Italian and Chinese) it is important to promote cooperation between different cultures, that is, creating teams characterized by pupils with different cultural backgrounds and variable language skills.

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I am a support teacher and I teach in two classes. Always I try to create a positive climate between students through dialogue, common passions, shared problems.
The atmosphere is friendly because all meet and play togheter after school. There are some pupils from different countries I’m trying to create cooperative learning situations and promote different laboratrial activities (dances from the world, gardening and planting, music competitions, ICT, theatre...)

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I teach in a second class of a primary school where the sense of belonging to a  small community is strong. Last year, which was their first school year, we tried to create it saying to all pupils that they should be given a trophy at the end of the year as a prize to their effort not only in the partecipation to learning activities but also in their good beahaviour in terms of reciprocal respect and respect of the school rules. This year their friendship has grown with them and everybody have their own role in class like members of a social group.
For what concerns the whole Institute, which has a musical address, we've got a multicultural chorus and orchestra which performs during special occasions and Festivities, like Christmas and the end of the  school year, which represents the social identity of our Institute.

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My school is in a small town and the sense of belonging is very strong in this center. The atmosphere is friendly because all meet and play football after school. There are some pupils from different countries I’m trying to create cooperative learning situations. Last month I divided the 2th class students in 4 groups and appointed a leader. He was responsible of their work and everybody took it in turn. I was only an observer. I noticed their roles in the group. I could understand both their potential features and their ability of working together. They proposed a whatsapp chat for exchanging information and the final result was a brochure of their professional school. All teachers cooperate in alternating training projects so we try to work together.

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The school should be built on the philosophy everyone is equal. Turn the class into a cooperative environment by encouraging students to be supportive to each other, it means building a suitable place for learning. The membership, trust, a sense of self that comes from being part of a community, in the classroom keeps students in school and keeps them engaged. Resulting healthier learning experiences.

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Marina, Italy            In my class there is a sense of identity and belonging that promotes the acceptance and inclusion of newly arrived children. My colleagues and I realize inclusion projects and we communicate them to parents who collaborate in creating this climate.

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Marina, Italy            In my class there is a sense of identity and belonging that promotes the acceptance and inclusion of newly arrived children. My colleagues and I realize inclusion projects and we communicate them to parents who collaborate in creating this climate.

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Multiculture is a treasure even if at first we (the teachers) may judge it a problem. It is necessary giving our pupils the sense of belonging to the school community, surely our work will be enriched!

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I teach English in a secondary school so all students use English in the classroom whether their mother tongue is Greek or another language. This gives me the feeling that we all have English as a second or third language and this brings them together. We have the opportunity to talk about various subjects and we also talk about other cultures and about diversity and tolerance, respect etc.. this has helped in creating a loving and positive environment in the classroom.

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I work in a very small company that has its own identity which fells strongly belonging. It was not hard for me to foster a sense of belonging of pupils to the class, becausee everyone knew each other and maybe it was the other way for me when i arrived. I had to show them i wanted to enter the community, to share the same values and objectives. So, i understand how frustrating il can even be joining a community with other than your own language and culture. Being on the other side it's very hard. However, i have not noticed a lot of resistance towards foreigners, and indeed i found out how quickly the entire community opens and becomes supportive

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I think that it's very important to create a feeling of belonging to a group in the classroom. In the school where I teach  there are some classes called "senza zaino"  in which it's adopted a didactic method that proposes a way of cooperative learning , where students share their materials and help each other. I teach English in two of these classrooms and I think that this method helps much the inclusion and integration.

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Unfortunately my classes don’t have a class identity. I try with the methods I have already said to create a feeling of belonging but it isn’t always easy … My colleagues and I try to organize events and projects for bringing children together, but parents aren’t always open minded. We try to have patient, to talk to them and to convince them to participate.

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It's important to build a climate of respect and belonging. Collaborative projects by web 2.0 tools i a great chance to achieve these goals.

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Although I think that the feeling of belonging to a group is more important in other kinds of organizations, like the economic or the military ones, my classes and my school sometimes give me the sense that they have such a characteristic. This is managed by discussing not only for the subject and its applications but also for any kind of problem they may face, so that we learn to trust each other and make positive relations. Also, by setting goals for the whole group and try to achieve them, not only by working separately but also in pairs or groups. In school framework, this may be managed with the previous ways and also by:

Integrating aspects of the school life with the local society.

Learning more about the local history and how school became a part of it.

Preparing students for succeeding in National Exams and in their life.

Participating in local, national and international contests with appropriate school groups.

Participating in any kind of athletic events.

Creating unions of former students of a specific school, so that to make them keep in conduct after finishing their studies

In our school we do most of them, except of the last one, yet not always systematically… Anyway, the local society seems to estimate this. As far as cultural diversity, it is not appreciated by most colleagues at school level; they consider it more a problem of their everyday life rather than a blessing for educating children in becoming the citizens of the future in a globalized and more complicated world.

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I'm lucky because I teach my pupils playing guitar. They often play it in group, or all together with pupils who play other instruments. Music is a language that all can understand and share, when they play in group they don't feel different each from others, because their are collaborating to a common goal, the musical performance.

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I believe that there is a feeling of belonging and  indentity in my class and school in general. Our school consists largely of students from other countries. So a newly- arrived from other country student, quickly feels that enters an interculural group. A group that celebrate it's diversity and don't hesitate to show and speak for it.

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Education is the way to know the world and to be educated together with other cultures is the best way I think. Belonging in a multi-cultural class, belonging in a group means (in my opinion) belonging in the world. To work in groups can be very helpful to develop team-work and to solve problems together with cooperation and

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To create a class identity is possible through educational activities.

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Maria Pina from Dicomano (Florence) Italy.

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Maria Pina from Dicomano (Florence) Italy.

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As I wrote in the post just before this comparing culture in different ways ( words, food, environment, habits...) help students to recognise their origins and that they have common roots. It's important to feel part of a community and rise their value of cooperation.

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sometimes students tend to consider their class or their school as a community only when their own rights are in question. In that case there is a strong sense of being part of something. When the discourse is enlarged to other aspects this strong belonging tends to disapear.
I think it is important to develop the sense of being part of a comunity also in order to create a cooperative group.

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I always try to create the sense of a community in my EFL classes by instilling in learners behavior classroom rules and important human values, and by forwarding them in daily communication in class and during the break. I encourage learners to contact me when something negative has occurred and invite all sides involved to discuss the problem and find a solution. We also work in pairs and groups. However, the school I currently work does not have the same attitude; it's rather uninterested. Cultural diversity is not appreciated by most colleagues at school level; they consider it more a hindrance to their daily job rather than a blessing for educating children inbecoming the citizens of the future in a globalized peaceful world.

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In my class I always try to build a climate of respect and colaborative behavor between my pupils.I found a very good way to succed it.Many years now I work etwining projects and my pupils come closer  to different cultures and meet different civilizations.
They learn to accept  and respect the differences between people and the most of the times  they are very enthusiastic realising that there are so many things we have in common with people who live far away from us.

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In our school and in my class everyone is encouraged to express their opinion in a respective way. Offending behaviour is not accepted. Each personality is cherished and mutual respect and acceptance plays an important role in my teaching as a role model and as an educator.
Collaborative work is encouraged and valued higher than individual work

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In my classroom I create a climate of collaboration and respect because everyone have to express an opinion, working in group, sharing ideas and responsibilities. In my school every year we organize intercultural parties where students share food, musical traditions, dances...

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In our school there are a lot of Philippines students. Teachers are not racist and they try to help them on studying and of their integration.

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I agree with Erika when she says that not all the teachers support their pupils. Yes, some of us are racist also without knowing it. Three years ago, at my school we decided to celebrate the European Day of Languages. As we are a multicultural reality (many students come from EU outside) we thought it would be nice that all people speaking a mother tongue different from english, french, spanish or german were invited to teach to the whole community some easy words like hello or thank you in their language. I won't forget in my life how proud was my wolof speaker girl writing a little sentence in the blackboard...but a colleague said: "I can't understand why we should waste our precious time listening to these guys ...in fact what they are repeating in every classroom isn't useful for the topics I teach".

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All the teachers in my school work together in multicultural projects in order to show that multicultural diversity is a treasure. We organise projects to make childen of different cultures work with each other and we  have international parties in which children play the famous games of other countries. This is a way of making children have fun and making them create an open-minded multicultural background in the classroom.

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In my school every year we organize intercultural party where students share food music traditions opinion dance. My collegues are enthusiastic because theese moments help the positive clime in the classroom. We use party or little trip to Connect and give some opportunity to know other culture and school materiale.

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My school is proud of its Cultural Diversity.This is my second year there and I choose it for this reason because it is attended by pupils of many different conutries, being situated in an area where many emigrants live, as I already said.
Recently many Italians are also coming again because of its peculiarity and the many activities, projects we have in cooperation with Associations, families, cultural mediators,local and  african artists, the chinese school etc .
As I have always being working with children of many different countries in Rome, Germany and Eitrea I my self  found this was my place. Classes welcome many different cultures.
The problem is that new students coming directly from China, Bangladesh etc. arrive and go  suddenly  during the entire school year and this complicates the school plannig, class identity and activities. But this  aspect is also stimulating because pupils are used to have new children in the class and this opens their mind, they must adapt themselves to changes new situations.I find this a big chance of growing. So welcoming,  stimulating tutoring activities is  almost normal even if complicated.
Building community and identity is a basic aim to have a good  social and  learning class environment. I usually work a lot on this aspect in my classes. It's very important that children know each other through circle time discussions, pair and group activities, drawing, playing moments, comparison and learning same words in the different languages of the class, tutoring through children speakers of the same languages and also  italians. Activities must have a different organization and approach but this is the challange.
I agree with Erika and Alicia.First of all we as teachrs are part of this community and must give the example. The sense of togetherness makes pupils fell part of a group and feel  more confident in opening themselves to the others, expressing their emotions and long for learning.

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I believe that a class identity shapes step by step during the school years. I usually try to help my pupils to create a feeling of belonging to community /to the class giving them the chance to work in groups , projects and using the cooperative learning.
In my school we organize weekly meetings with parents of Chinese students, teachers and Chinese cultural mediator. These meetings help us a lot to establish  a good relationship with the local Chinese community and to build a feeling of belonging to our school.

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Think it's an ambitious objective!! Hard to reach, but even important: it's basic to feel hood at school.
It's easier if all the teacher go on this way, and everyone must do his best.
In my own small way I propose group works, team plays, and I ask them to collaborate and to have confidence each other.
In this way they learn to know advantages and fragility and accept them. To play sport is easy find a way to work together.

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I've been in the same class for two years. In the first year the class wasn't too united, but after a long work of mutual cooperation, circle time, division of labor, taking responsability, all the teachers have been able to make a community, a place where everyone can say his think and can ask an help.

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I try to create a climate of collaboration and respect because everyone have to express an opinion. working in group, sharing responsibilities are useful activities to reach this aim, but it' is not always easy.

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I have been trying to create a class identity and a feeling of belonging in our school community mostly through extracurriculum activities and school projects such as a school magazine and a book club. These activities help our students to get better acquainted with each other, create bonds between themselves and they enhance their communication.

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I think that in my country the educational system is organized in such a way that we don't have the problem to create a sense of belonging and identity as class. In fact I teach in six classes and I notice that each class has got its own identity and each student feels of belonging to a small community ,different from the others of the same school and at the same time to be part toghether with the other classes of the same school.We carry on each curriculum with the all class no

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Unfortunately I don’t have my class and sometimes my pupils come from other schools for the mother tongue tuition. We have to borrow a classroom so we cannot expose our work on the walls and we have to take with us everything we do during the lesson. Otherwise the material will disappear until the next meeting. Because of this, I work extra to create a good feeling among the pupils, to make them feel that they belong to our small community. We establish the class rules together, I create different exercises which help my pupils to discover themselves, their feelings and what they want to do in future, and I encourage my pupils to say what they think even if they will pronounce wrong the words. A very important rule in the classroom is: no one will laugh if someone says something wrong or pronounce incorrect or read with difficulties. I chose this rule because some of my pupils are born in Sweden or in other countries; they have never been in a Romanian school so their mother tongue is quite poor.  I use technology and different hand craft technics and all of this creates a good atmosphere. I also let my pupils to choose three subjects they are interested of so I can prepare three lessons on these topics.

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I am a support teacher and I teach in two classes.Always I try to create a positive climate between students through dialogue, common passions, shared problems, but it's almost difficult to build trust and collaboration.

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I'm an EFL teacher in  a primary school so I teach  various classes. This means that I can't build an environment of trust, safety, communication and collaboration as easily as a class teacher can do. However I think that I make pupils feel safe to express their feelings and address me when they have a problem, a complaint or a conflict. This is a long process and it is built step by step always being myself, sincere, respecting the pupils needs, setting limits and being a positive role model.  Most of my colleagues respect cultural diversity and our headmistress always tries to engage us in various projects towards diversity acceptance. I think her role in convincing the teachers is very important but it takes loads of patience, hard work, perseverance and negotiation skills

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Depending on when, how and why a student has come to your country, a teacher within its team could develop a series of strategies to let them feel part of the group and learn like the others. In my opinion, any of these strategies vary according to diverse factors happening in class. However, a teacher has to focus on the development of some empathy with the newcoming and some speaking/vocabulary activity in class.

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I'm a support teacher and I spent all my time (18 hours a week) in one class, so it's easy for me to understand if the pupils create a class identity. I think that the easyer way to involve everyone in the building of a class identity is to propose a long term project which can give the student a common goal to achieve, like, for example, the creation of a class blog or of a wiki

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I work a lot on teambuilding: without it it's impossible to teache and learn! To do this, I usually use collaborative games in which the children have to work together on a same aim. Another simple activity is to create a multilingual vocabulary for a topic or a part of it. At my school level, there are some activities related to the common sense of the community, related to local traditions . For the next future I'd like to promote a project in which to involve expecially foreign pupils and their families to share with le "local" ones their traditions regarding food and organize a big lunch at school al together. It could be a draft idea for a simple eTwinning project too

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Although I taught French twice a week in each class, I tried to create a class identity and a feeling of belonging by assigning team projects. Therefore, all my students had to collaborate, to support each other, to respect each other's opinion and to give their best for a common goal e.g. present their final project ("Food, celebrations and traditions of France/ my country") to the German classes or in front of all the school and local community.

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I teach to adults and it seems to be difficult to create a sense of community and a collaborative climate in my school. Probably there are different causes for this situation. First of all,  teachers aren't proud to work in such a school, so they don't foster students' sense of belonging to it. On the other hand, students don't spend a lot of time at school and sometimes their attendance is quite sporadic.

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Create the group spirit in a class is not easy, but it is one of the first objectives that a teacher must ask yourself when in precisely this goal depends on the positivity of the learning process. To create a sense of belonging to the school community, I think it's important to know, so the first thing I would suggest to the kids of knowledge games, then talk about their lives, the things they like and things you hate so everyone kids understand that despite the diversity they have many things in common. Then discuss them do different things to make sure that all are passionate about something other nations, and that curiosity stimuli so as to become even more friends

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Since we have minorities in the school we encourage them to expose their habitudes and customs. We organize parties and shows where they can show their culture. They can celebrate their holidays as a sample of what does theese means to them in the school

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- schools are proud of their diversity - offer courses for the parents - they celebrate the differencies
- schoolwide effort
- togetherness - a class moto - a colour - a class theme - community project - a blog - collaboration - we maybe different but we have a common goal - they gain confidence - express their opinions
- teachers influence the  atmosphere of the whole school

I am so lucky that I work in a music school in Greece because the students have to work every day closely together in order to prepare a concert. They learn to put aside their differences and work on a common goal. That atitude reflects in the classroom aswell. I try to foster this togetherness by planing projects and activities in order for them to work together and create something common. And I try to communicate with them so that when they feel the need to talk with somebody they know they can come to me. I liked the ideas of Alicia and Erika a lot and I am going to try new things out. Thank you!

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It is not easy in my school to create a sense of community and a collaborative climate because not all colleagues are sensitive to the theme of cultural diversity.

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-- I started by requesting a fixed classroom for the class, (in the secondary the students move from classroom to other classroom) It was important for them to have their space where they could leave their things and organize the classroom in their own way.

-- Starting classes, I have a meeting with parents and children in order to get to know each other and elect their representatives.

-- I create a team of parents to support extracurricular activities (establish contacts etc.).

-- Students sit face to face to communicate better

-- Important to start classes by talking about us. They have to be the most important of all (joys, hardships, achievements).

-- The wallpapers in the classroom are good to share diversity ideas.
---Events created by them also unites them. A study tour, trip, a theater ...
-- technological activities that include other  classes: QRCode game with tracks. Exhibitions organized by them with Aurasma etc ...

It is important for these students (special needs) to be protagonists in school, to get a positive look at them ...

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Inclusive education is very hard in this particular moment, when Italian people are facing the new phenomenon of migration. Most parents are simply scared, because simply they do not know anything about other cultures. We often have to solve prejudices learned at home. Students may have two different messages: inclusion, that is the message of the school, and separation, that is the message from some families. I experience this double aspect that is not always easy to solve, especially when it creates conflicts inside the same classroom. I think it is extremely important to collaborate with experts who work outside the school. Teachers sometimes should be a bit humble and accept help. Of course, they can go on with their inclusive projects, cooperative learning approach. However we shouldn't forget that school is only a multi-community  within a bigger community.

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An inclusive education must emphasize differences with immersive and interactive experiences.
In my classes activities are programmed to favor a serene and positive where everyone can express his own personal and cultural characteristics.

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An inclusive education must emphasize differences with immersive and interactive experiences.
In my classes activities are programmed to favor a serene and positive where everyone can express his own personal and cultural characteristics.

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This year, I feel strongly a sense of community in my classes but it hasn't always been like that. Unfortunately, there 's not a lot I can do as I see my classes only one hour per day, or not at all some days, and at these ages (high school) boys and girls prefer to form different groups or be only with their best friends, especially girls. Personally, I try to refer to them as a group when I return some test evaluated and inform them how well they went as a team, if they reached the goal all together. On a school level, actions that can help community building, and we do practice them, are sport games, excursions and celebrations. They work really well.
I luckily don't have colleagues sceptical about that, or at least they don't feel free to express racist ideas, if they have some. If  I have to deal with such a problem, it would be very difficult for me as I get angry and have no patience towards this way of thinking, it 's something I really have to work on.

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In my school there are children from Albany, Morocco and Syria.
We have decided to use cooking to share culture.
Then we propouse to create a new dish all together

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To creating a sense of belonging i create with the class a topic learn on different languages one for each foreing student

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I have read some nice comments about how to develop a sense of beloning to the class and school. I think if we have a student from different cultural background, a good way for him/her is to presented the class his/her culture, to talk about his/her country maybe talk about food and other.

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In my opinion, the best way to create a sense of belonging and identity in our class is proposing class project , or team works but most of all let the pupils feel free to explain their ideas and opinions.

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Unfortunately, the school I'm working in at the moment has not many connections with the Italian community or other schools. I am teaching adults, we have two classrooms for our lessons in a secondary school, but we don't have any type of relation with the school that hosts us. For a matter of safety too, they prefer to keep adults and children of the school apart.
I proposed to let our students and the students of the school meet for a guided discussion, just to let them know a little bit more of each other. But my colleagues were not enthusiastic about the idea. And probably I was not so motivated as well so I gave up.
I still believe in the importance of creating a community and I think we achieved that in my class: we trust each other and we respect each other, but my students don't have any type of contact with the  italian community. The only thing that we do is having some trips with the students around the villages where we work, we take them to the library. But that's the only thing we do. We don't have any kind of "cultural-mediator".
I am sorry but in this matter, my experience is not very positive.

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We don´t have classes at all in Finnish Upper Secondary Schools. Every student makes his or her own learning path very individually. It´s very difficult to build community or belonging in this kind of system. It´s like studying at the university. I try to get to know all my 300 students as well as possible: by the third or the fourth year I know them pretty well but the first year goes guessing the names and faces. We can only try to build connections in the classroom, each course takes only seven weeks which means the teacher will get to know the student for only seven weeks.

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Art is the liason beetween students, there's no class identity because they aren't following all the same lessons. students are working on their professional  art improvement and ready to go somewhere else. Something coud be done in the Academy and is very hard to achieve

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I think my class now has a kind of belonging together. It 's the second year together. In the beginning you need time to get to know them, their strenghts, their friendships, their ways of learning. In our school when a class comes together in summer in November we pass 2 days together in a house in the forest and work together in the woods. Eat together, wahs dishes etc. This helps alot. After these days we know each other better! In my school there are also colleagues who don't like cultural diversity. They don't know other languages and sometimes I can convince them to see the advantages of cultural diversity, but as Erika said we also have some sort of little racism coming out of the mouth of some teachers talking about "these strangers...". It is a long way to go. But I hope it will go in the right direction! I personally lived abroad for 7 years, I know other ways of thinking and appreciate the diversity. If you never leave your own country maybe it is not easy to understand, to have the empathy for foreign usages, languages.

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To be honest I have started to study and learn deeply about cultural diversity and activities to develop intercultural competence in everyday practice in this MOOC. However I tend to believe that my class has this feeling of belonging to a small community because my teaching methods based on collaboration and mutual respect. I always encourage everyone to express his /her opinion and I deliberately push them to discuss together their views, taking the role of watcher. I only interfere if I have something to add or if they ask me to. I also urge them to help each other if anyone has a question. Team work in combination with their diversity is the key to the class identity formulation. On the other hand as for the school I teach are not specific measures taken which help community building. This depends exclusively on us. Of course there is an adequate communication between school and parents but only to some extent. To be more specific it is limited to a phone conversation. The school I work as I have already mentioned offers remedial teaching for free to every student of secondary school without being organised to such fields. It is more a volunteering process without important infrastructure. Regarding my colleagues few of them are active to such issues. They are mainly superficially aware of cultural diversity.

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School class is like a babushka doll. It is a small community, in a larger school community, in the larger city's community. Of course the class has an identity that can support diversity or not, but the overall attitude of the school's community towards diversity is critical. Usually most of the teachers are skeptical towards integrating diversity in their everyday practice. What we could do is to make them interact as much as possible with different cultures, points of view, let them become students themselves and they could start having a more positive attitude afterwards

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Creating a class identity and a sense of belonging is not so easy. I have found that the students easily start competing and it's difficult to get them to understand the importance of team-work and togetherness. I liked Alicia's tips very much: the class motto and other small stuff like that. I'm going to try that for sure.
What Erika said about the teachers influencing the school atmosphere is very true. The whole school should work together to create a feeling of togetherness and of celebrating diversity. And as Erika said, I think the head-teacher holds a key position in this. I have found that if the other teachers and the head-teacher are not so interested in cultural diversity, it is difficult to try to promote it on your own.

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To create a class identity we can make some activities. Journey, picnic, going to movie, going to swimming, ice skating etc... These activities are increasing communicating between different pupils. İn these activities pupils learn their languages. They make new friendships. They can learn their backrounds. For making class identity we produce many activities that pupils like and share their feelings and their idetities. İn tis regard one of the most important things is go out of the class and doing such activities.

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Although students in my class were in good terms as friends and I often used collaborative projects with them divided into small teams, I wasn't able to create a sense of community as a class because there was a strong feeling of competition. In the future I' m going to try other approaches such as working as a big team to present some work to the rest of the school or to research and address similarities and characteristics that combine the identity of the whole class.