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ΠΛΕΟΝΕΚΤΗΜΑΤΑ

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ΠΛΕΟΝΕΚΤΗΜΑΤΑ

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Εξοικείωση των μαθητών με εργαλεία WEB 2.0., αναζήτηση, παρουσίαση και οργάνωση των πληροφοριών και ενσωμάτωσή τους σε εργασίες.
ΜΕΙΟΝΕΚΤΗΜΑΤΑ
Δυσκολίες στην εκμάθηση και τον χειρισμό ίσως.

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there is not really a big population of imigrants in our schools. As i teach in a high school, children of different cultures have already included in greek speaking classes. What still remain as a problem and as a chalenge of course is to learn greek in a way that would not diversify their way of every day life....Their families because of the recent migration to Greece need some support, too.

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We have only two imigrant students.

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I have just  read  some of what my colleagues  have  written . There are  different experiences , I liked them especially  the fact  that  the name of the new arrival  has to be pronounce   as in original.  I do not have the experience of my European colleagues  but  I liked what I read. I  take  this  opportunity  to thank  them  again  for what  they  have  done for Albanian  emigrants .

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I had experienced students from Senegal, Ganna , Somalia, Afghanistan ...among others. It is important to listen to their stories, show interest and how do they face the day to day challenges.

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In my class there is one migrant student from Maroc, he is 16 years old and he speak good Italian. I have never seen his parents and I don’t know how they speak our language. As I teach in high school, all my students, also in the past years, speak good Italian but their parents normally need the support of their children to understand us. The economic conditions of the students are normally very poor and they have to contribute to earn in the family in their free time

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I told to the kids in the first grade (6years old) to sketch their home. One boy from Syria drew a tent... although here in my home country they live in a proper house.

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There are no newly arrived migrant students at my school but there are a lot of students from different countries whose families migrated to Italy recently or a few years ago. These students are from Eastern European countries, Africa, or Asia mainly India. Usually their families leave their home countries to look for job opportunities and better life standards. Most of the students say they miss their friends in the home country, but they wouldn’t like to go back and live there. During lessons we take advantage of the diversity we have in our classes to organize activities where the different customs and traditions may be discussed and compared (preparation of traditional dishes during cooking lessons – it’s a hotel school) or where migrant students can teach some basic vocabulary in their own language and talk about significant aspects of their culture.

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There are no newly arrived migrant students at my school but there are a lot of students from different countries whose families migrated to Italy recently or a few years ago. These students are from Eastern European countries, Africa, or Asia mainly India. Usually their families leave their home countries to look for job opportunities and better life standards. Most of the students say they miss their friends in the home country, but they wouldn’t like to go back and live there. During lessons we take advantage of the diversity we have in our classes to organize activities where the different customs and traditions may be discussed and compared (preparation of traditional dishes during cooking lessons – it’s a hotel school) or where migrant students can teach some basic vocabulary in their own language and talk about significant aspects of their culture.

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We don't have any refugee or migrant students in our school or around the town.

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In my schools there aren't any refugee student, but there are some newly arrived migrants who have individual necessities, as our native students. So, I totally agree that we, teachers, should deal with each student in a different way depending on their needs. Obviously there are some aspects that they will share, such as the necessity of learning the language of the host country and the integration of the students in the school life as well as the integration of the families in the town or city. I think that in a little village this integration will be easier than in a big city. And school can be the perfect place and organiser to make newly arrived families get in touch with the native ones.

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I teach ESOL (English for Speakers of Other Languages) to adult learners, and I work for a charity project that aims at supporting Asylum Seekers and Refugees during their first six month in the UK. We do support them after that period, too. We also work with other categories of newly arrived migrants, such as economic migrants. Yet, the vast majority of my learners are very new to the country and have had very traumatising experiences. The infographic below shows the ethnic background of my last year students. They come from more than 20 different countries and from very different paths of life. For instance, some of them are educated to a degree level, other have never been to school before. Having had different experiences, they all have varying goals and aspirations, and very different learning needs. We try to do our best to identify and meet their individual needs in terms of initial English language learning and progression to further studying in an appropriate college curse. We also try to help them overcome difficulties outside the classroom. The project is constantly building a support network that helps providing basic necessities as well as entertaining opportunities that would help the migrants to socialise and engage in activities broadening their understanding of the local culture and way of life in the UK.

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The newly arrived migrant student try to homologate as soon as possible to their classmates (language, dialect, manner of dress, etc). Know the cultural background foreingn's students is very important because the differences (food, music, history, etc) are an cultural enrichment for all the classroom. Teachers should create opportunities for dialogue

and know each other.

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we don't have refugees in our school, but if we did, we would try to make them feel secure and comfortable.

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we don't have refugees in our school, but if we did, we would try to make them feel secure and comfortable.

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In my school there are second immigrant students, mainly from Albania. This school year we have been accepting refugee students from Syria and Afganistan . There are about 2 in each class. Most of them speak some English but they cannot read or write. They are very happy they are at school and they are eager to learn.

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Preparing the class is very important for all: students and teachers. Brainstorming, circle time, respect the differenciality are basic steps.

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Preparing the class is very important for all: students and teachers. Brainstorming, circle time, respect the differenciality are basic steps.

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Greece

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In my school there are  some students coming mainly from Albania and Morocco. All the teachers try to make them feel comfortable and accepted. The students are supported in their learning process and the first thing which is taught to all the students, is respect and regard for everybody disregarding the nationality.

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I think that the teachers  have to prepare the class to welcome the new students. Respect and collaboration are the keys to develop intercultural competences.

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No refugees in our scholl, but we have on our territory some woman refugee from Africa.

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No refugees in our scholl, but we have on our territory some woman refugee from Africa.

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There are no refugee students in my schools yet. They said they will sent some. There are however a number of immigrant students, either whose families have been for years in Greece, most of the children were born in the country. Also, every year there is a small number of newly arrived immigrant students. Respect and understanding of the immigrant students culture and experiences is the corner stone of teachers' behavior. In my experience most children try to adapt to their new situation. If they are met with warm feelings and understanding half the way is already walked!

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In my classes there are students from Morocco, Philippines and Romania. I think it's important to understand their background and to share their experiences with other students.

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In my classes I have students of diverse origins: European, African, American and Asian. I like to have students from very different backgrounds and the first thing I try to work on is respect for one another. There are no better or worse countries. I think it's very important what Erika said about the students' names: I  always try to say the names of my students correctly and I ask the other students to do the same. Usually, when a new student arrives at school, there is always a welcome moment and I look for a "regular student" to help him/her in the first days. We also try to learn a few words in the language of these students and, for a week, we use that student's language to say 'good morning', 'hello' and 'see you tomorrow'. Students should also teach these words to other teachers.

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In my classes I have students of diverse origins: European, African, American and Asian. I like to have students from very different backgrounds and the first thing I try to work on is respect for one another. There are no better or worse countries. I think it's very important what Erika said about the students' names: I  always try to say the names of my students correctly and I ask the other students to do the same. Usually, when a new student arrives at school, there is always a welcome moment and I look for a "regular student" to help him/her in the first days. We also try to learn a few words in the language of these students and, for a week, we use that student's language to say 'good morning', 'hello' and 'see you tomorrow'. Students should also teach these words to other teachers.

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I've no NAM student in my classroom, in this moment. I know that now it's always possibile to welcome a refugee student. SO I think that the teachers could make an hard work to prepare the class to welcome the new students. Some good tips are described in these three videos: Brainstorming (talking about problems and stories of the refugees, share ideas and stories and knoledges); circle time (What can we do if there is a new boy or girl in this class? What we all think about the big problem of new integration? ); Respect (first of all from the teachers, and then from the pupils too).

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I think trying to understand their stories, perceive being a refugee  reasons very important. Actully, the important thing is respect. In my opinion, we  have to learn respect all people. Another important thing is learning a love  new  people.

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I think that Is very important for a real integrazione to start from their background. The narration is important to create the empatia between our students and newly arrived.

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I don't have migrants in my school, but I think that if there was the case the headmaster and all the colleagues will encourage them to integrate in the class activities but also to become friends.

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let them became part of the class

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So it's very important to understand how our migrant students live, to give them time to adjust to school needs and of course we must be a model of respect for our regular students.

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So it's very important to understand how our migrant students live, to give them time to adjust to school needs and of course we must be a model of respect for our regular students.

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An indication of how well migrant and refugee students are integrating into their new community is whether they feel they belong to their new surroundings and the most imprtant social enviroment is school.For this reason must be protected, find safety and support

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An indication of how well migrant and refugee students are integrating into their new community is whether they feel they belong to their new surroundings and the most imprtant social enviroment is school.For this reason must be protected, find safety and support

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There are no NAM students in my school yet. However, I've noted down a few key words : individuals in chaotic lives, time for both regular and NAM students to adjust, skills issues not cognitive issues, teach regular st's some words in your NAM st' s language, be a model of respect.

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in my school there are no migrant students and they never were but I totally agree with the ways ladies in the videos suggest we should use in order to make newly arrived migrant students feel less anxious and as a part of the classroom and of the school accordingly.

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I share the view of the importance of knowing about their backgrounds and create an interest among local students to learn about the new arrived.

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I agree completely on the importance of being able to pronounce the name of the foreign student correctly avoiding to change it in a more likeble name in the host country.

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I don't currently have any refugees in my school, although there were two cases of a Romanian migrant child and a Bulgarian one, 3 years ago and many second generation immigrants born in Greece to immigrant parents (mainly Albanian). These students communicate well enough, altough they are still unable to produce correct oral or written speech. In any case, although attention should be paid to them as well (several have expressed their desire to get extra help for better understanding,others have referred to bullying because of the language barrier or their skin color e.t.c ), their situation is not as bleak as those who are considered war refugees.

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We don't have any refugees in our kindergarten, but I think that if there was the case the head master and all the colleagues will try to be supportive and engourage them to integrate.

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There aren't any refugees in our school. Nevertheless, we have only four migrant students; all coming from Pakistan. When they first came, the only word they knew was 'Geia' (=hello in Greek). The teachers overcame themselves and tried their utmost to integrate them to the school community; and it worked! Now all of them write and speak without any serious problems, participate in all the school's activities, have become friends with the majority of the students from all classes and feel school like hom, as they said recently!
We are very proud for them and extremely happy to have them in our school!

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From my experience I noticed that refugee students enjoy teaching arabic language to their peers and this promotes discussion  and cooperation among the whole students.

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From my experience I noticed that refugee students enjoy teaching arabic language to their peers and this promotes discussion  and cooperation among the whole students.

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There aren't any refugees in my school but we have new migrants pupils every year from Albania or Bulgaria.All the trachers try to ma,e them feel confortable and include them in the class group.We are trying to help them learn our language so they can communicate with other children and with t he teachers.

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In the camp i work, there are more than 100 students. They originate from Syria and their mother tongue is Arabic or Kurdish. Most of them crossed the Aegean Sea at the risk of their lives! They feel great pleasure to go to school! To most of the students, be seated in a school desk is a newly experience!

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I don't have any newly migrant student in my classrooms.

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I haven't worked with newly , but I think it can be an important oppurtunity for me and my students.

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I don't have in my classroom any newly arrived migrant sudents.

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I haven't worked with newly arrived in my school but I think it can be an important oppurtunity for me and my students. 

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I haven't worked with newly arrived in my school but I think it can be an important oppurtunity for me and my students. 

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  I  have    never   worked with newly arrived in my school 

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  I  have    never   worked with newly arrived in my school 

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but  I want to improve  my Knownledge

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Hello..I am working now  in our classes with albanian student who came back  from emigrim ,,, and  we try to support them with methodology , special need , skill because some of them want to evaluate , in the moment when arrived .

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ROMANIA
I have never worked with migrant students but i leaded this year a summer camp with children from abroad. It was an interesting experience teaching in Romanian, Hungarian and English at the same time, translating twice the content. I think this is close enought to the theme of this course.

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I had a girl from Romania last year in my classroom. She couldn't speak a word in Greek, but all of us tried to make her feel comfortable at school. This year she speaks our language very well, she has lot of friends and she is a very good student. From the videos I got lot of ideas how to approach newly arrived migrants.

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At my school there are no  newly migrant students and I haven't work with such students so far.
Videos were very interesting and helpful to have an idea of how better welcome them.

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Last year I worked in different classes (first and second primary school) where there were foreign students arrived mainly from Morocco, Ukraine, Romania. While the previous year, teaching at a school in Milan, I could get experience with Chinese students and a Peruvian child. This year, for school activities started, I played a few private lessons with a Romanian student who need to upgrade with the Italian language.

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I haven't worked with newly arrived in my school but I think it can be an important oppurtunity for me and my students.

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It's a pity to hear from newly arrived refugees how is the situation in their homecountry.  Your own  problems seem minor when you hear that pupils don''t have any home.

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Although, in my school there aren't migrant or refugees students, I believe that is important know the new students and help them in their first days at school.

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First, we ourselves must be prepared for the arrival of the child / children migrants / migrants. I agree with my colleagues that we should be prepared teachers, the children in class and their parents.

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I think that with new arrived migrant children is very important to prepare teachers staff and other pupils of the classroom. Usually, in this situation I think that is important to use map, to show something typical about the migrant country, to sing simple song without sense (la-la-la) to involve all pupils.

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There aren't NAm in my school, but I'm very interested to this actual topic

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There aren't NAm in my school, but I'm very interested to this actual topic

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It's very important to talk about nam with students

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The information in the videos were very interesting and helpful, especially for those of us who have not had migrant students in our classes yet. I believe (and Hope) that next year migrants will be integrated in our classes, os those welcoming tips were very helpful. Especially the practical ideas offered by Erika, who is an english teacher like me, are things to consider using. Of course, preparing students and sensitising them in the situation of the refugees is of utmost importance and what we should begin with.

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No NAM students for my school so far. But what I've read here from you are very interesting! Thanks for sharing!

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Very often there is no time to prepare the class to the new arrival In the secondary school the newcomer make a presentation of himself to the c lasss. One year a Moldovan boy introduced himself to new companions saying: "In Moldova students are launching oranges against teachers."

The language problem exists, in some cases it is easier: math, art, music using different communication codes, but for matters of study is a problem !! For limited resources it uses peer education, a pupil acts as a tutor to the newcomer.

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When a young migrant comes to a new class, I think it's very important to prepare the school staff that works in that class, and the other students too.
All the community should study the social and cultural background from which the new student is coming from, and should try to improve their empathy skills, so when the migrant student finally comes to the class, everyone is ready to welcome her/him.

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how important it is to get to know your new students and their different backgrounds. A lot of anxiety involved then you pulled, they need to be rescued. they need time to adjust, teacher need to understand that it is not a cognitive, skill issue but refugees haven't
had the opportunity to be socialized to school and to learn those basic skill. They need the opportunity to be successful.
ADVICE. try to know how do they arrived (walking for our because they haven't money for ticket), if the slipped during the night, understand the background. try to know what situation they have in the shelter or in their country. Meet their parents.

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I have no experiences about groups of migrant arrived in my classroom, usually there is only one foreign student.

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I have no experiences about groups of migrant arrived in my classroom, usually there is only one foreign student.

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In my class, there are no migrant children, but only the second-generation children.

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Dealing with children is a demanding task on its own. Dealing with migrants or/and refugee children is much more demanding. Nevertheless, they are all children who need to be accepted so as to feel secure in a friendly environment. They need encouragement, so simple everyday acts and words can help them gradually adjust and develop. For example, a warm smile, a hug, a personal compliment about a skill, a short chat about their cultural background or even the use of simple words in their mother tongue can soften their fear and help them feel that they belong in a community. Besides, they are children among children who work and socialize with each other. They can help each other.

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We have had migrant students coming from very different countries, and most of them moved away from their home country for economic reasons rather than because of war, or persecution. Yet, leaving one's own home, the place where you grew up until that moment is alway difficult and even traumatic - especially if you move away only with a part of your family, leaving at home, for example, your mother, and brothers and sisters. In our school we implement many of the ideas suggested by Erika, Kristina and Nora, but in my opinion, the most important thing is to understand what is right for any single new student because each of them is a different person and might have very different needs from one another. For example, some of them really like talking about their countries, teaching some basic sentences and words in their native language, other would rather not, or need more time to feel like doing it.

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The start can be so hard in the classroom. Of course empathy is the important and make the host students to be onest and undertsanding and put them in place ( imaginary) n the place of refugees.

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Well, We’ve had immigrants from Ukraine, Romania, Guinea,…but not yet refugees and therefore I have no experiences to share with you though I believe it’s just a question of time.Anyway, from listening to the three videos, I believe that of paramount importance is to embrace our newly arrived students, make them feel welcome and “at home” and simply not forget them or leave them in their forced silence for further experiencing hurdles in their lives, now linguistic.

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Well, We’ve had immigrants from Ukraine, Romania, Guinea,…but not yet refugees and therefore I have no experiences to share with you though I believe it’s just a question of time.Anyway, from listening to the three videos, I believe that of paramount importance is to embrace our newly arrived students, make them feel welcome and “at home” and simply not forget them or leave them in their forced silence for further experiencing hurdles in their lives, now linguistic.

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I have no experience with newly arrived migrant students , however I suppose that their welcome is really important. Understandig their background is essential, too

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In my case the immigrant population is about 5% in the school and the majority come from countries of East, Romania Bulgaria ...
My main concern is to make them feel at home not only the student but also their family.

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In my school there aren't migrant or refugies students, but i think is important prepare the arrival of new student and help them to develop their knowledges

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My school hasn't got any NAM pupils yet, some nearby school have though, since there are two refugee camps in the vicinity. I can convey here the experience of a colleague in a nearby kindergarten where the 3 refugee children from Syria and Afghanistan communicate very well with the other pupils using body language and the materials at hand. And they seem very happy about being there!

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Although in the school I work we have no newly arrived migrant students, I can share some thoughts with our team.  As we know, migrant students may be refugee children’s or simply migrant students from families who have come to Greece for work. The first ones during the last decade have come from Syria, Iraq and other Middle-East countries. These children have usually more difficulties, since apart from not understanding our language and our culture, they feel unsafe and they suffer from psychological traumas. Also, sometimes they have lost their parents or other close relevant. On the other hand, the other migrant students live usually under better conditions, since they have their families with them. In all cases, they need to feel that they are in a safe and friendly environment.

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There are no newly arrived migrant students in my school yet. However, if I had, I would create from the very beginning a pleasant environment of admission - preparing pupils - preparation of a reception - participation of a  number of pupils at the reception.

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It is very important to prepare the arrival of new students. At the beginning of this school year I had a bad experience. I have started to teach to a new class that I haven’t known before, instead students know each other because they are attending the second year in the same school. Two new students have been enrolled in the classroom but nobody has said this to me and I couldn’t know it. One of the new students is Italian and he has explained me that he has come from another city; the other student is shy and she can’t understand and speak Italian well, thus I have discovered she was a newly arrived migrant student only the second day of school. I can imagine how she has felt afraid and confused!

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I think, every student needs Respect and Attention, because they are unique, they have their stories and sometimes even our “normal” students need to be called with their name in a proper way, need someone to trust and who can help them find their way.  There are also newly migrant students and they need our help and they need to feel themselves as the other students. We are rich if we can meet another person and encounter another culture. We are empowered by living together and being same and at the same time different. That’s what makes us stronger. When there is a new student in my class is like a feast. We ask him/her simple questions and let them speak about their life. We want them to feel at ease and at home. It doesn’t matter if he/she is a newly arrived students or a refugee or a migrant of a second generation, he/she is a person, someone who can stay near me and walk together.

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Northern Greece                                     In the Northern part of Greece there are many refugees/migrants mostly from Syria but also from Iraq and Afghanistan based in certain camps. At the moment some children  started to attend afternoon lessons in specific primary schools. In the recent days they have just started to enrol in morning classes at certain primary schools as well. They feel isolated but when they meet with other children at the school, they feel happy and want to play as well as learn new things. They want to be with the local children and not isolated in afternoon classes. Try to speak in English and have learnt basic Greek words

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Northern Greece                                     In the Northern part of Greece there are many refugees/migrants mostly from Syria but also from Iraq and Afghanistan based in certain camps. At the moment some children  started to attend afternoon lessons in specific primary schools. In the recent days they have just started to enrol in morning classes at certain primary schools as well. They feel isolated but when they meet with other children at the school, they feel happy and want to play as well as learn new things. They want to be with the local children and not isolated in afternoon classes. Try to speak in English and have learnt basic Greek words

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In our school we have a class of immigrants from ukraine, belarus and russian. Teacher ask them to write their personal stories in native language, then  translate stories and present to school community.

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at present i have not newly arrived students. but in the past yes. I always try to make them feel at ease and I use their experience to create an interculturale situation in classes

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I think that the knowledge of the language is essential, but there are also other languages ​​to communicate nonverbally as body language, the music, which can be used correctly to understand that there are elements such as emotions, common to all beings human and these elements would start to get the story of the boys.

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I think it is important not to give up on the migrant student inside the class because we teachers tend to forget them after a while and leave them in silence. Last year I had  2 Syrian girls who did not speak Greek only some English.  At first they were in a class with troublemakers so they got bullied.  We moved them to another and the kids embraced them as part of the group. It was only when they felt accepted by teachers and students that started to learn and speak the language.   Iam an English teacher so I got them into creative activities outside the book, we did a theatre play together and they worked the hardest of all to learn their words.

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In my area in North part of Greece near the borders to Turkey there are no refugees. As for this we don't have any refugee students at school but there are only 2 Chinese siblings whose parents are working for some years now in our town. The 2 children are isolated as they cannot speak Greek although they have attended Greek primary school,  but can speak only some English. I sometimes speak to them saying hello in chinese and they face me with a smile

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THE TEACHER OUTLINES THE FACT THAT SOMETIMES PREJUDICE AVOID US TO CONSIDER STUDENTS AS PERSON. THIS STATEMENT HELPS ME TO REFLECT ON THE FACT THAT SOMETIMES IT HAPPENS TO ME TOO.I LOOK AT MY STUDENTS AS MIGRANTS AND NOT AS PERSONS PROBABLY WITH A PAINFUL

BACKGROUND.

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My students have different background and come from different countries.

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My students have different background and come from different countries.

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As soon as they learn better the new language, they tell me about their journey and experience.

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The main problem I face with my migrant pupils is the language. I try to organize individual activities to teach them the language and group activities to interact with the rest of their classmates. However, I consider that their background should be one of the most important aspect to be consider by the community before working with them

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Maria Antonietta ITALIA....................1)Ten years ago I taught two Arab brothers, a girl of 10 years and a boy 11..The parents weren't interested indeed no of 'education of their daughter.Only the male had to be good .I and my colleagues have worked so hard.The sissy came willingly to school, but worked only scuola."  2)Now I don't have immigrant children but now, thanks to the course, I am inviting my pupils to read books for their age ,The topic:"immigration".When the pupils  will end the books, I will invite them to realize conversations, lapbook, cooperative learning, maps, wordle-cloud.I will invite them to invent and listen sings.    3) If me  to receive an immigrant and quiet child who doesn't know the language, surely I would welcome with great affection.I would I do all activities aimed at making get together the children and I would urge students to use gestures, drawings, videos and photos to communicate

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Maria Antonietta ITALIA....................1)Ten years ago I taught two Arab brothers, a girl of 10 years and a boy 11..The parents weren't interested indeed no of 'education of their daughter.Only the male had to be good .I and my colleagues have worked so hard.The sissy came willingly to school, but worked only scuola."  2)Now I don't have immigrant children but now, thanks to the course, I am inviting my pupils to read books for their age ,The topic:"immigration".When the pupils  will end the books, I will invite them to realize conversations, lapbook, cooperative learning, maps, wordle-cloud.I will invite them to invent and listen sings.    3) If me  to receive an immigrant and quiet child who doesn't know the language, surely I would welcome with great affection.I would I do all activities aimed at making get together the children and I would urge students to use gestures, drawings, videos and photos to communicate

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I do not have newly arrived migrant students in my classes yet. However, if I had, I would try to work with my students so that they would feel welcomed. We could organise a welcoming party or  simply a common activity, lsuch as playing football. The students could also make some research about the country-culture the migrants come from as a kind of project.

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10% of the students in my school are children of migrant families. Theis stories are not so dramatic as the majority of them migrated in a "standard" way. But last year we had a girl from Ukraine who had to mve to Italy mainly because of the conflict there. She wasn't interested to learn the language, to make friends so it wasn't easy with her. She refused to go to the school excursions, to centers for young people because she said she wasn't able to understand the language. She was happy only when she could speak about her country, her friends there, her memories when she was a child... Just to help her I lent her a Russin/Italian dictionary and she appreciated that a lot... she said the dictionary had become her friend. Sometimes little things can be of great help. I supported her for the exam and finally she succeed to put some efforts to pass it with the help also of the linguistic mediator. On her exam task she wrote about the war, and how everybody had to leave for that.

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I can't contribute to the discussion, as i haven't worked with newly arrived migrant students yet.. I hope to be prepared in the future

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Here are some steps to welcome the new migrant students:
1 - Meet the new migrant family and the student
2- Write a letter to the classmates (especially if the student doesn't speak the language)
3 - invite the classmates to write a letter  to the new migrant student
4- Organize some aboratory activities (e.g. Clay laboratory)
5 - organize a research on culture and tradition
6 - organize a welcome party

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Last year, I had some migrant students in my English class, coming from India, Egypt, Bangladesh. They were terribly shy and reserved. We hardly learnt their names. They didn't want to talk about their past. I tried to involve them in the class activities, working in pairs or groups. It wasn't so easy.

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My school has 40% students who come from other countries, Albania and India. Most of them have finished the Greek primary school so they know the language well. However there are 4 or 5 students who do not master the language well and this causes problems especially to them because they do not understand for example Ancient Greek. Immigrant students are not really open to tell us about their life. Only some of them, the older ones who have gained our confidence talk about their life and their habits and traditions. No one of them have talked about difficulties or being chased from their countries or leaving it because of war. Most of them are economical migrants and they came in Greece for a better future. Some of them are very smart and really hard-working but not open enough to talk about their lives.

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From now on, I'll think in terms of a real service learning project. As I wrote, here in Italy we have NA migrants/refugees from Nigeria mainly. They are adult males. After a first rescue phase, we're starting a real integration activity. So, we're running the first actions in the said direction. That is: to raise students' awareness (we discussed this topic in previous courses), to open communication channels towards NAM/R, to build up an operative network. Dealing with young adults, we have no big problems of background recognition or basic communication. They want to stay in Italy, they are nurturing high hopes, they actively cohoperate, they speak English fluently. My students interviewed some of them in English. I wrote about this matter in second course, too. We are planning an ambitious project of service learning this semester and we'll start our activities the next year.

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From now on, I'll think in terms of a real service learning project. As I wrote, here in Italy we have NA migrants/refugees from Nigeria mainly. They are adult males. After a first rescue phase, we're starting a real integration activity. So, we're running the first actions in the said direction. That is: to raise students' awareness (we discussed this topic in previous courses), to open communication channels towards NAM/R, to build up an operative network. Dealing with young adults, we have no big problems of background recognition or basic communication. They want to stay in Italy, they are nurturing high hopes, they actively cohoperate, they speak English fluently. My students interviewed some of them in English. I wrote about this matter in second course, too. We are planning an ambitious project of service learning this semester and we'll start our activities the next year.

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Last year I was working in an intercultural/multicultural school, where the students were only children of refugees and immigrants. Most students came from Africa and the rest came from various Middle East countries. They all had a tragic story to narrate. They came to our country, seeking a better future and some of them left with their families in other countries, of North Europe, where they had relatives. Most children did not speak the host country’s language nor did they speak English, thus communication was difficult both for teachers and their classmates. Some children were born here so they served as mediators for our communication. With the help of their teachers and classmates, those children learnt the language very quickly, while they, equally, socialized and adjusted to the ways of the host country and became members of the school community and society, overall.

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I think that it would help if not only newly arrived students but also the others are invited to share their individual stories. As teachers we often forget to know more about the pupils sitting before us. We undoubtedly teach but know very little about what happen in their homes or in their lifes. And sometimes this is a relevant information, all the same for migrant students.

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I haven't worked with newly arrived migrant students yet, so I can't contribute to the discussion.

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I don't have newly arrived migrants in my classroom, but as I keep in touch with an Association that takes care of them, I know some stories about some of them and I'm interested in where they come from, what is their individual story,  what I can do for them  and what they feel being at school. I like having news through this association where my niece works as volunteer on those migrants who have some difficulties and I know that in this association generous people  try to do their best to make them feel secure and comfortable in their new environment. One of the stories I want to tell is about  a boy, S. He is 13 and lives in one of the poorest countries of Eritrea. He escaped from his country but was stopped by the Italian Railway Police on a train while he was trying to reach his sister who is in England in a refuge. At the moment S. is in a refugee in Italy. He is attending the Secondary School supported by a Cultural Mediator and he is perfectly integrated at school.  But one of the story  that struck me most was about a boy, A., 12 years old. I met him and he was a sad and silent boy. He came from Gambia, a territory strip that crosses the South of Senegal. Talking with him I realised that he was very angry with his mother because he didn't want to come to Europe. In this association all volunteers have been very close to him with all their love and sympathy and  slowly he is integrating either at school with his mates or in the society. Moreover  thanks to Ujaama Association has been in foster care to an Italian family and at the moment he has perfectly integrated in his new family.

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I haven't worked with newly arrived migrant students yet, so I can't contribute to the discussion. But I found some of the posts really interesting, thank you for sharing.

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We have no migrant children class, but only children born in Italy to immigrant parents. In the past years I have had students in the class and I did not ask them to talk about their history; when they were ready they started to talk about their history and the curious companions have done so many questions and they said no problem.

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I dont have migrants in my classroom at the time being. I have got foreign students whose parents are expatriates working and settling up currently in Greece.... but their integration is gradual and their economic means are sufficient to be sustained. So i guess there is no comparison with the cases of migrants or refugees