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In Jordan we can say that 99 %of refugees are from arabic countries and most of them are from Syria .So ,the language is not a problem .But many refugees have problems of poverty and as aresult of that ,many children leave schools to work .Many girls marry in very young age for the same reason.For that, in our schools we receive training courses how to treat and support refugees psychologically and many organisations and the government bedside volunteers work together to help them continue learning.we focus on accepting them in classes and society,welcome them,provide children psychological help and support and we try to involve these students in the activities and learning by interesting ways to make them forget the suffer and bad memories and create active and positive human being.

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I have a migrant student in my classroom, but there are lots of refugees in my school. I try to welcome them warmly.

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In my some ı have migrants

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I don't have any migrants students in my classroom.

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I currently work in an Environmental Education Center, where we have different pupils from various schools every day.
In the past I have worked in welcoming classes in Primary Education. There I had pupils coming from Albania, Georgia, Ukrania and Russia

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I do not have any refugee pupils in my classes, still there are a few migrant pupils from Russia or Albania, who are very are well-integrated.

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In my classrooms I don't have refuges but only migrants students from Marocco, Romania. They are well integrated.

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2.1 Preparing for arrival

In my school there aren't refugee or migrant students coming from the war areas of these last times, but I certainly meet foreigh students who, in some circumstances, don't speak Italian or simply refuse, expecially at the beginning to communicate with me and the new classmates. In a particular case I met a Moroccan girl who spoke no Italian or English...After the first meetings I offered her some papers with simple sentences written in Arabic and English...she immediately smiled at me!

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Ourania, Greece
A great number of my students are newly migrants

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I have newly arrived immigrants in the Solidarity School I spend my afternoons. They have come from different countries but they all deal with the same problems. Trying to adjust in a new environment, in a different culture, facing difficulties in every day life, most of the time walking miles to reach the school that supports them.
In the official Secondary Education School I work there are no newly arrived immigrants and refugees, because it is Upper High and the acedemic level is difficult for them to attend.

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This year they were two, one in Grade 2 and one in Grade 5. They both came from Russia, so their mother-tongue is Russian. They were too hesitant and shy and hesitated to share their story.

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When I meet newly migrant student in my classes, the first step is to introduce the new students to the class and make them feel welcomed and accepted. The successive step is to help them to integrate and learn our language gradually.

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I don't have any migrants students in my classroom. I have some foreign students from Romania, Polonia and Egitto. The are weel integrated.

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In my class there is a child from Cina.

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There are no newly arrived migrant students in my classes.

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This year I do not have newly arrived students in my class.

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In my classroom there are continue arrive of migrants students. They are from Nigeria, Costa d'Avorio, Pakistan, Ghana. Some speak english other only daialet with very different background. It's difficult share their story, only in private.

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In my school there are foreign children who have learned the Italian language and are well integrated into school and community thanks to the support of the school, church and local organizations

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When I for the first time had an African pupil in my class, it was 20 years ago. I remember ìt was difficulti for me establishing commuication with him. He wasn't living no more with bis mother, he had a new shelter family and wanted to be a rapper.

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I do not have newly arrived migrant

students. But I will enjoy reading the stories you will share.

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In Greece, I had students who came from Albania, Russia and Bulgaria. I remember that I tried to learn how to say "hello" and "goodmorning" in their language in order to break the ice during the first lessons. I also tried to learn how to pronounce their names correctly and I asked the  head teacher about their backgrounds and family stories as they were really shy and introvert in the beginning. After a few months, all these migrant students were well integrated, they made friends at school and they spoke Greek and a little English and French.

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I have ONLY recently arrived migrant students in my class, so in my class the students are used to everyone being different. Of course we still do all the rituals above when a new student arrives.

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In my class I have three foreign pupils, recently arrived in Italy: a Ghanaian pupil, a Serbian pupil and a Romanian pupil.
The Ghanaian and Romanian pupils have fled poverty, the Serbian pupil is here because Mom has married an Italian and after living in Serbia for 15 years have returned to Italy.
The first two pupils do not speak Italian well, the third one speaks Italian well and is very educated. All three need to have friends in Italy.

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This year I do not have newly arrived students in my class. In the recent past, many people from India, Pakistan and China arrived here. The most challenging job was trying to include Chinese students or Indian girls because, for their cultures, they tend to wait for commands and not to take the lead.

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I'm a special need teacher in a professional school-
In my school, there aren't refuges or newly migrants

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Most of migrant students come to Finland from Russia, Estonia, Iraq, Somalia and Afganistan. In bigger cities there can be migrant students in all schools. Still, there are many towns where there are no migrant students. So, it really depends where you live in Finland whether you meet any newly arrived students or not. To me, one of the most important thing for all teachers is to have a never-ending faith to all students' capabilities to learn. Most of them simply need time to adjust, integrate to new society and to learn a new language.

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There are about ten migrant students in my school, but they're not in the classrooms where I teach. As I've already said in module 1, my school does very little to welcome these students. There is just a school project, "The cup dance", organized by a group of teachers belonging to "Organico potenziato" aiming at the integration of all stduents

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

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

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Zoi, Greece
The young girl from Syria who appeared in the middle of the school year did not know Greek at all. Her family was given apartment to stay and so attended the classes in the kindergarten of the particular neighborhood. Her family was troubled and the girl at first very hesitant, but then after the first day they embraced the children, I noticed how tender and sensitive it was. In the next few days with the help of children she started to know the children's names and to say her own. Within a month, she seems to understand what she has to do in the classroom and she plays with the other children in the break.
I have found that she is a smart kid who learns quickly the numbers and the days. I am optimistic that everything will go well.

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Last year I had this Rom student aged 7 or 8, nobody was able to tell is real age. He was abandon by his family and never been to school before. He was agressive when he wasn't able to do things like others and didn't fully understand the language because is mothertongue was another, couldn't say wich. The first issue was integrating him with other students, so we had to work a lot on social skills.

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I am a study guide for pupils who come from Romania and they experience different the life in a Swedish school, depends on their personal background. I have pupils who struggle to learn the new language, Swedish, as fast as possible to get fast integrated in the school’s community and there are pupils who regret that their parents took them to Sweden, pupils who think that is very difficult to make new friends and pupils who feel discriminated just because they come from Romania.  So, when I meet them for study guidance, I also have an open discussion about how they feel and I encourage them to stay strong and focus on their learning.

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In my school for adult, for students 16 age and up, I usually deal with migrants, and among them there are some refugees too; italian ones are the minority, and often they dropped out the education system. So every day I try to create a familiar atmosphere, to speak in a very comprehensive way, to ask them if there are news (about problems, matters they are dealing with), to stimulate to study, and especially the study of italian language.  I tell them how lucky they are in living in Italy, and to do any effort to reach their goals, with courage and optimism.

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I would like to share a happy story with you about a migrant student from an African nation who came to our school a couple of years ago. He was about twelve years old but, for some reason his official passport age  was sixteen, so he was included in high school with our eldest students. Spain was his first schooling experience. Besides, he came from a tiny village in the middle of the savanah, so he couldn´t stay still and he was always running up and down the corridor and jumping over the benches and chairs. Everything was against him, but the situation turned out very well. Our students literally "adopted" him and taught him how to speak, read, write and calculate. They taught him as well how a newly migrant person can be integrated in school and in the local community.

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I'm a special need teacher in a secondary school-
In my school, there aren't refuges or newly migrants

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In my country there are no newly migrants .I will mention the case of that boy in my class. He doesnt know how to write and read Albanian language .But also the  involvement with other pupils is difficult .But he will find a warmly welcome from the class.Also the hepl of parents doesnt miss.

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As I said in previous courses I volunteer as a supportive teacher in a secondary school, teaching linguistics to students of the 1st gymnasium. Only three of them come from Albania. However they are not refugees but migrants. Their families arrived here to find a job and improve their lives because there are more opportunities. So the incentives were of economical nature.
Nevertheless when they came, they have to cope with a lot of difficulties, especially language problems. They could not understand and express themselves. They also did not speak and write english, as english is the first foreign language we study in greek schools. As a result they felt streessed and tended to be more introverted.
Now, being nine months at school ,they have changed enough. Even if the greek system is not effective, the interaction of migrants with greek students improved their ability to understand and speak the greek language. Furthemore the english lessons in school and outside, too, helped them to gain one more ability-advantage. As for me, I tried to make them feel comfortable by listening to their personal experiences in their country, by making them laugh, by fostering them to teach me some of their native words, phrases, grammatical phenomena in order to understand the greek ones, by waiting to fully assimilate the greek lessons before going on, something that helped them to better understand the greek, by encouraging them to cooperate with others without being embarrassed and a lot of other things.

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As i mentioned before, i have no newly arrived migrant students in my school. I can imagine, though, how difficult that can be.

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In my school there are many foreign students: they come from Albania, Pakistan, Slovenia, China and they don't speak Italian .

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I workin a primary school therefore I imagine the arrival of my hypothetical student as top of fear, wilderment and expectations.
The first actitivies that I would propose would be on the personal history about each child and perhaps I ask them to bring photos at school about  their personal story, showing them to the other students. In case of foreing pupils (migrants and not too)I would ask to pronouncing some words in their language and to teaching them to the companions. The learnr words would bethen hung in the classroom.
I never have had or invited migrats in my classroom. Sincerly I had never thought about it perhaps because my students are little, perhaps there has never ben a specific motive
to do it.
I imagine nevertheless that school rules can make difficult to do it because headmasters, collegues and parents must take their authorization.
This problem can be resolved with tecnological sistem like web, Skype and other instrument.

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In my school there are many foreign students. Most of themthe come from China. Despite this common background, they have very different attitudes towards school and varied levels of language proficiency. Some of them speak Italian more or less fluently, some others cannot speak Italian at all.

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In my school there aren’t any recently arrived migrant students, though there are some students who are from former Portuguese African Colonies and from Brazil, speaking Portuguese as mother language, some Chinese and from Eastern European countries, such as Russia, Ukraine, Roumania, all of them are living in Portugal for quite some time and speaking portuguese language perfectly. I agree with what is said in the vídeos, I think it’s important for a teacher to know and understand thestudent’s backgrounds. Building community and identity requires a good understanding of our students and it takes time. In the context of cultural diversity such community building is of particular importance because students feel connected with each other regardless of their differences. This can prevent conflict or creates an environment where conflicts are solved in a positive way by the students themselves.

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In my class there are several students with foreign parents or born in  other countries: some of them come from Morocco, Egypt, Tunisia, Perù, Ecuador, Kroatia, Romania, Bangadesh and Sierra Leone. No one is a newly arrived migrant or a refugee. All of them speak and undestand italian language. I try just the subject matter in the class permits it, to do tell the realities of different countries of origin.

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I work in a secondary school and in my school there aren't refugees. It is important to create moments of integration and communication among native students and immigrant students.

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I work in a third class of a secondary school where there are two Moroccan students. The first time I met them, I asked from where they went and how long they have been in Italy, what it was the difference between our school and theirs. They were happy to be in a confidential and almost familiar atmosphere  in the class while in their country there is a wall between students and teachers. When they shared this information I highlighted hospitality of other students and their positive behavior. It was an emotional and of strong empathy relationship.

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I haven't got migrants children in my classes but during the year in a 4th class arrived a Chinese boy from Spain. We all learned a little bit of Spanish and we prepared welcome posters and even a sheet of paper with the commonest Italian phrases translated in English and Spanish. The children were always competing in helping him out at every occasion and were always ready to sit next to him in order to show him what to do. He is really integrated in the class.

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In my actual school in Madrid we are working on bilingualism. We are working a lot on welcoming all the languages spoken by pupils  with a special project. We started asking to students about their Languages. Here we don't have refugees ( even the school in the past hosted many refugees from Argentina or Chile dictatorships) but every child here speak more than language. We use resources like this one http://www.urbanlanguages.eu/

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I have Just one student for now. He has been in Turkey for 7years.Therefore he knows about our culture and. Language. He feels comfortable at class. However 7 years ago it must have been really Hard for him.

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The first thing is to introduce the new students to che class and make them feel confortable hand accepted. The successive tip is to help them to  learn our language gradually. 

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The first thing is to introduce the new students to che class and make them feel confortable hand accepted. The successive tip is to help them to  learn our language gradually. 

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Giovanna

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Last year I had a new arrived student from Ukraine. Her economical and social condition was good, in fact she moved because of her mother marriage with an Italian man, she also accepted quite well her mother’s husband. She had some problems, instead, at school: she was very shy and, over all, she was used to a school system completely different fronm the Italian one. She couldn’t even raise her hand because it was considered impolite at her previous school. So, I think that an investigation on the background of our new student can’t forget a research about his/her country of origin school system.

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In my school there are no refugee students but many foreign students from East Europe (Gipsy).
We have difficulties because these children usually never went to school before coming to Italy and there is a social prejudice to these people.
It is very important to know their background (where they live? In a caravan or in the apartment? How much time will they stay in our city? Does parents work? Someone can help them ?, etc.).
It is critical that the teacher is a model that smiles, is kind and shows respect.
Otherwise it is very easy this students will drop out of school

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It's important to create moments of integration and communication among  native students and immigrant students.

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I teach in the international school so we have got about 200 students from different countries in the world. We do not have at school any refugees, though. But even though, a child that comes from abroad to the Polish school has got language problems, undergoes adaptation process, feels alienated at the beginning or finds it difficult to communicate with anybody. Making them feel as comfortable and at home as soon as possible is crucial to both native and foreign students that is why our school provides special counselling service and support. Apart from that we organise some culture days or other events into which we try to involve the NAMs. It is a pity that we do not organise a big welcome party however it is understood in my school as we admit students throughout the whole school year, so it might be impossible to organise so many welcoming events for every student, but the topic is open and we are working on it.
The students get the language support whatever language they need but they always have the support of English which is considered to be a universal for communication in our international school.
But what works best are common projects

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I agree with Erika and Nora because I think it's very important to know migrants refugees backgrounds. It's a good idea to speak with students about the nationality, language or habits of migrants refugees students will come in their classroom, to assure a well organized futur integration.

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It is very important to assess the initial situation of the school and then organize the reception of migrants

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It is important for school and teachers to be prepared for these situations. New students need to feel welcomed and respected

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A good thing about my children is that they want to talk a lot about their previous experiences in their country of origin (but they are simply uprooted, not traumatised...) and make comparison with the two schools; in addiction, my last-coming pupil is now very active in making new students feel at ease (my children usually invite to play new students of other classes, whatever is their country of origin...). As far as I am concerned, I'm shy and usually anxious, so I must seriously work on my body language...

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Every child is unique and of course it is important to understand that not all migrants are the same! Not everyone is traumatized for example. In my school two girls arrived, 4 and 2,5 years old. They were not traumatized, the older one could speak arabic, english and german, while the younger one could only speak arabic. The two girls are now fully intergrated in the class.

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Preparing for newly arriving students is crucial for the school and for us teachers. I really agree with Erika when she says that is of the utmost importance making them feel appreciated and welcome. Refugees or simply migrant students are a resource for the whole class they can share their stories and their special background to the class so every single student can be enriched by this experience and become a better person. As Erika stresses every new student deserve great respect in the classroom and teachers should NEVER permit them to become the object of ridicule, The teacher is a role model so if he shows freat respect the students will follow.

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How many are migrant students, where are they from, what languages do they speak? How do they feel about being at your school? Did any of them share their individual story with you?
In my school we have not any migrant or refugee student. But we have many foreign students (from Romania, Albania, Perù, USA, Philipines etc.). It should really important and useful to know something before the introduction of the pupil into the class (here usually we do not receive any information before, students are literally thrown into our classes). So a welcoming activity is not always possible at the first lesson. We should use refugee's mothertongue to let them feel more confortable and be kind. We should know about their backgroud, the reasons which brought them here, their culture. They should be encouraged to share what they want to say with the class. A good idea could be a sort of ONU scenario in the class: each foreign student could be an embassador of his/her country and present some information about it, while the other students could be asked to personify other e.g. UE country.
In general students, when they feel accepted, are quite happy to say something about their life and their culture.

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I've already said that in my school there aren't newly arrived migrants but in the school there is a lot of young  people borned in Italy by foreign parenti. So, when I go in another class for a replacement, I enjoy asking to foreign students from where  they go or if they remember and know your mother  tongue.

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Actually I don't work with newly arrived migrants. I do meet them, in my neighbourhood and participate with them in a project at our local library. So I recognise the very importance to take the time to get to know eachother... I notice that it really takes time to get to understand my neighboors and there way of perceiving the world... How they learn and experience daily situations... As a teacher I work with traumatized children - so the importance of given them a warmful welcome is in my job also essential. I see that building a relationship with my pupils, takes always 2 or 3 weeks... What helps a lot for breaking the ice and getting their confidence is PLAYING! In play we all are humans, and it is easier to show our emotions!

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In my school I teach to both regular students and to migrants. My regular students have much time (almost an entire school year) to become familiar with migrants because these last attend the Italian language course to join level A2 of language knowledge in order to pass to the courses of Italian students. So during this year my colleagues and I, we have the possibility to talk in regular classes about the newly arrived migrant students and to discuss about their experiences. In this occasion I often plan an intercultural project to realize with my Italian students. Concerning the newly arrived migrant students I always keep in touch with the associations which take care of them because I prefer to know in advance something about my future foreign students. In this way I'm ready to welcome them and to find possible solutions to let them feel comfortable. The most part of them does not come from war zones, a few do it (from Syria, Sierra Leone). The most part come from North Africa, Senegal, Ghana, Gambia. These students want to ameliorate their lives and find a job like the refugees who need a further help That is a psychological support because of their previous bad experiences.

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I don't teach for the moment at the newly arrived migrant students in my school. But I can remember that three years ago we had in the rhythm club 2 girls from Afghanistan, 13 and 14 years old. They could speak the English language good enough to communicate with us and express their feelings while trying to dance and collaborate with the other girls of the group. I can still remember that no one prepared me and the gym teacher to face them in the way that the experts in the video suggest. We behave according to our feelings and so did the other girls. Before leaving to meet their parents in Germany pupils in NGO, where they were living organized a farewell party and girls invited us to join them. To tell the truth, we all missed them when they leaved our city...

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Prepare the students of the class, talk about the migrant students who will arrive, explain, about the country of those who will come and the situation in the country. It is the most important thing that can be done. I also think it would be perfect if you talk and with the parents of the students, prepare and parents about the migrants who are going to get to the class of their children.

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The first approach is the discovery of languages ​​that speak and write, so the degree of literacy and the frequented schools. Below they are the context in which they lived and so on to get to a global knowledge of individuals.

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When these children arrived in a new school I want to make them comfortable. I want to them to draw a picture that tells some good experiences in their country of origin so that they can immediatly communicate through a visual language. Later all the class will describe the picture to be part of this experience

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The first thing to consider when welcoming a refugee to a school is that he might not be socialized, not knowing what to stand in the classroom. In this, a fundamental problem is that of non-knowledge of the language, so a first intervention is definitely that of literacy. Then you can start teaching social skills.
We as teachers can know in advance the boy we will receive in class, perhaps with the help of a cultural mediator. Know your parents and ask them for information such as how the school system is organized, how their day is organized .. .
Another important point is the welcome of the refugee boy: other refugee students in the school may be able to help and who have already experienced their first entry. Special lessons from the tutor could be the ones that accentuate body language, good words, teach them respect for other companions

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To get there, the host becomes fundamental. Bringing the student in person to learn about the school's facilities, introducing it to other children, teachers, staff and managers is a great way to greet an immigrant. Throughout the process, the institution should be a place that values ​​diversity. Therefore, whenever there are cases of prejudice, such as offenses and nicknames, it is important to show the situation to the class and put what has occurred in the debate. "Teachers and managers need to question the reasons for the contempt of the other, silence only aggravates the psychic pain of the aggressor, we need to act to show that we all deserve respect regardless of origin

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It will be nice to welcome the new students with some simple words in their language. I think that is quite difficult as in most of the times teachers did know the nationality of the students before they come at first day in class. But is we can manage to have a welcome class with positive attitude and if we can manage to educate the national students to accept diversity i think that every child from every nationality can feel this and can feel comfortable and safe.

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Foreign students attending my school have different backgrounds: China, North Africa, India, Sri Lanka, Romania. The more open and available (at least this year) to talk and tell about himself and his story is an Egyptian boy. His tales communicate his strong motivation to integrate and, while having great nostalgia in his country, he loves very much Rome and Italy.

The other foreign students have other attitudes: most of the Chinese students seem to be very wary, and this sometimes makes very difficult to establish a dialogue about learning the Italian language. Some of them seem not interested in learning Italian and are strongly opposed. Others, however, are only very shy, but so much to limit themselves to answering questions without triggering a spontaneous dialogue.

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So far the migrant students in my classes come from families already leaving in Rome. When there is the a new entry in the class nobody anyway informs the teachers

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In September a girl from Rumenia arrived in my school.
She has the age to stay in a fifth grade, but according to the law and considering she couldn't speak any Dutch, she started the schoolyear in the forth grade.
She lived for some years in Italy, so since I am Italian, I could help her to feel more comfortable at school.
But I couldn't do it for a long time cause the main goal is to help her in learning Dutch, so far, unfortunatelly, her Dutch is not proceeding very well and fast. I feel she is very uncertain and too few listened in my opinion. We still know too few about her and I believe the school didn't give her the chance to feel "one of us".

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We have around ten migrant students in our school, 1 or to in each class, according to their age. Personally, I have never been informed in advance about the arrival of a new student. Every time I wasn't even told about the student's name or what his naitive language was. This has always caused me uneasiness and frustration. The first thing you need to manage is the regular students' reaction: they get excited, curious, they start asking questions and, even if good mannederd, notwithstanding their good intentions, they sometimes do get offensive.
The new student on the other hand does not understand what is happening and doesn't feel welcomed.
The videos show how important it is for the teacher to get as much info about the new student as possible, in order to prepare himself and the class. Integrations has to work from the very first step the newly arrived takes into our classrooms.

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One and a half years ago  we had 70 new migrants from over 20 countries at our school. We were totally overwhelmed. Three classes were formed with only new migrants depending on their previous school experiences. Their histories were not given to us teachers. They remained in these classes for one year with 20 hours of German a week. Now they have German classes for 10 hours per week and are submerged in the regular classes for 20 periods. Some histories are known some are not.
They do not like being at our school because we have over 70 migrants and it is a school for remedial and problem students.
The stories can be found in my Learning Diary from the last course. https://sway.com/SdT1ZncFZiqznqsq?ref=Link