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I think it isn't important how, but it's necessary to start the comunication.

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Sing song, for example with simple word and with sound from foreign country (Africa, Morocco,...).
Read a story with image, about someone that leave their home and come i another country (but only image).

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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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I think that migrant kids would be collocated in regoular classes is for music, art, gym. In this way they could integrate. But to learn the language of the new country, I think they would have a support and a special class until they learn based comunication. About phycologicla support kids and their families haven't an adeguate presence. But phycological attention is very important to develope every person.

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In my school there is a submersion model. New migrant are inserted with children of the same age and they follow the same lessons. Often, classroom's teachers stay with them in separate place for some hours to help them national languages. Often these migrants don't know any words of local languages.

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I think the needs of refugees are material things that they haven't. Then they need      a quiet place in wich ri-elaborate their changements . Feeling of emphaty, comprehension, sense of hospitality. There is also the necessity of some specialized people than colud listen to  their stories , write and draw them.

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I think that the young migrants arrived is a great challenge for the society. I think that these young people could help to integrate and to know the new reality, but also they have a great cultural bagage that they have to mantein for themselves. Educational system has to develope the individual risources and also it should drive the migrants to grow up in the new country.

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Where I teach, in Primary school, there are always new kids that arrive. In the first classrooms children acept the new kids easier than students of major classrooms.

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When a cathastrophic situation hapenned, I talk about my students of Primary school to understand the rality and to aware about our emotions.

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In the North East of Veneto the migrants arrive by Africa: Morocco in particoular, there are many migrants, that live in Italy from a lot of years, but there are many new arrives; then there are migrants from Algeria, Senegal, Ghana. In particoular we have some new arrives from Ghana. Then fron Asiatic territory, in my area there are some migrants from Bangladesh, that choose this zone, because thare are established comunities. Also there is some migrants from China.

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I teach in a Primary school and we have migrants kids that arrive continuosly. So these kids enter in classrooms, when the class group has just started the programme. The major difficulty is comunication because the kids don't know the language and often there aren't cultural mediators to speak and know the story and to speak with the new students. Also with the migrant families, the difficulty is the same. The migrants centre underlines that the situation will remain like this because the migrants arrive are many. The migrants arrive from Africa: Morocco, Ghana, Senegal.

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I would continue this lessons because I started in the first course. I my classrooms in Primary school, often, I haven't refugees' children, but a lot of migrants' kids. In the course of the year there are a lot of migrant students that arrive in classrooms. Kids can't explain why ther family come in Italy and the families don't say to the school why they leave their countries.

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When I think about emphaty, we have to be sure that the students have the right words to describe our own and others' feelings. I think that emotion education could help to know, in first, ourself and also other people. To give emotional words, with all them little shades, means creating awarness readers of the situations. To know right words means telling ownself and it allows to discover other worlds.

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Group activities and circle communication are education actions that create a sense of learning comunity. In my lessons I use dialogues in circle , where someone could say own opinion.
Often I read tales about different countries and all togheter we reflect about the similar aspects or the differences. Other materials that I use are songs, poems, objects, pictures, videos.

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The primary school, where I teach this year, has about 30-40% foreign students. Generally this kids are born in Italy, but their parents often at home speak in their own language. So, often in classroom languages differences remain. About traditions and other customes, few times different cultural students share their experiences. Inside the classrooms  student's relationships are positive, but out of school there aren't any interactions.

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Pro-active and engaged with everything students bring to the class

You are a reflective practitioner who pro-actively engages with your students and everything they bring to the class. Your engagement with parents and local community allow you to fully understand your students and make the learning experience relevant and effective for them. Your openness and curiosity allow you to integrate different cultural practices into your teaching and ensures that the diversity of every one of your classes is accounted for in the resources and teaching practices used in the classroom.

Take a look at this table with the different answer options to see other ways how cultural diversity can be addressed in the classroom.

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I think in Italy there are both co-existence and integration models. Into society co-existence model is the most present and the social space is created just when the relationships start. There isn't a pubblic space dedicates to dialogue between cultures. And, often, there isn't people able to connect cultures and valorize the strenghts or open a constructive communication to create a new multi-cultural thinking.
In school, sometimes, teachers could create a space to share thinkings or experiences: so I think in some classrooms there is an integration model. It's very difficult to establish an equilibrium between the different identity that is present in a contest. Because the roots are very important, but they are in function of the present and the new. I think  the school is the place in which an adeguate model of integration could create  a better society, where differences are considerating risources.

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Developing intercultural competences of our students

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Developing intercultural competences of our students

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I think, as educators, we should look at the differences as a great treasure to share. Emphaty, dialogue and respect are the key words to grow up together. In this way the classroom could become  a learning community, in which build the knowledge. I believe that facing the differences we should go to the core and find a common element . There we could discover the starting point to know the other, but also ourself.

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Often I dedicate a part of my lesson to speak with the students in circle time. There we can be all at the same level and all have the same importance. In this specific time I use animated readings that come from different countries. I use also different songs or rithms.
In every case the most beautiful moments are where we discover that the differences are not between different countries but between different people, even if they are from the same place.

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I'm a teacher in Primary school. I've teached for many years different subjects. This year I've a new rule in my institute: I will be involved in music and inclusion, entering in all the classrooms to develop projects. I think I could have the possibility to innovate myself and my way to teach.

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Why talk about cultural diversity in schools

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Why talk about cultural diversity in schools

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When I enter in a classroom I see kids from different countries. I know that everyone have a great cultural background, but often it doesn't come out. I would like that this background become a wealth to grow up the whole group. Because every group is more than the sum of the particolar person that compose it. Therefore I believe that a multicultural classroom is a place where the knowledge could be build all together, sharing the different points of view and experiences with respect.

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I think communication is the first element to connect different cultures and to appreciate the diversities. This communication is directed to the students as first, then to the families and to the entire community as last.
Knowing cultural background of foreign countries allow to reduce the distances between cultures and evolves fear into curiosity. So diversity will become richness!