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In this module, we really want to focus on what you as a teacher can do in your own classroom. This module aims to inspire you to develop your ideas and classroom activities that support newly arrived migrant students in their learning. And general goal of this course to find colleagues to share resources and experiences with on a regular basis also beyond this course.

2.1 Preparing yourself and your class for arrival of newly arrived migrant students
In this module what we as teachers can do and how we can be in a confident position.
In the first video, Kristina Robertson, an English Learning Language (ELL) Program Specialist, gives some tips on how to get started and what to be aware of right from the beginning. Main topic of this video is  how important it is to get to know your new students and their different backgrounds.
In the second video Nora Brezger from the Berlin Refugee Council outlines some specific things you can do to prepare yourself and to manage expectations, such as visiting refugee shelters in advance, an aspect also addressed in our previous course about Raising Awareness about the Situation of Newly Arrived Migrants.
And finally, in the third video, Erika presents some ideas on how to prepare yourself and your “regular students” to welcome the newly arrived migrant students in your class. Even if you do not teach both student groups together, you might want to introduce the newly arrived migrant students to your other students in the way Erika suggests.

2.2 Live Webinar: 6th December, 17:30h CET
I missed the webinar but I watched the recording as soon as possible.

2.3 Supporting specific needs of newly arrived migrant students

Students may need various things. It is important to know your own boundaries of ability and responsibility and it is not your job to solve these issues for your students, it is essential that you know where you can refer them to the external support they need. Last year I was at an another school and we got some help for our refugee students. Some people in the village brought clothes, some brought food and some brought coal and wood and the villagers want the students' father to be a shepherd and so earn his family's life. So they are really comfortable in that village.

2.4 Classroom activities to support newly arrived migrant students
In this section, Erika and Katja Kiesler, a special needs teacher who works with newly arrived migrant students, give you a lot of concrete ideas on classroom activities that are particularly suited to help newly arrived migrants in their learning.
I especially use visual things or real objects. For example to teach countries and nationalities I told the students wear traditional clothes of countries. So my Syrian student wore according to their traditions. And the lesson was funny and students learned something about other countires' cultures.

2.5 Live Twitter Chat: 8th December, 17:30h CET

While I am waiting for the time I forgot the live chat; I am so sorry. This time zone is different from my country's so I misunderstood the time.

2.6 Supporting newly arrived migrant students with language learning
Erika and Nora give us here very useful tips on how to deal with one of the most immediate challenges of teaching newly arrived migrant students: the language barrier.
Their ideas is really helpful. I can start teaching greeting words to them. And also sport or music is universal; so if I had refugee student I could use these activities.

2.7 How to foster community building in the classroom
In these videos Jana presents us some activities (Energy Circle, Engineer & Robot, Plank Game, Partner Jump). The activities are really funny.

2.8 Activity: Finalising your development plan
I finished my plan and handed it.

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This module tells us what should we do when we have newly arrived students and how should we do these things.  It is the introduction part of the module.

1.1 Challenges & Opportunities
The videos in this section aim to provide you with the general context and outline some general challenges but also opportunities for schools. However, these videos are in German and unfortunately I don't know German. And there aren't subtitles in English.
I think newly arrived students are opportunity for us. It is opportunity because we can help him/her; we can introduce our culture and traditions; we can make new friends. However, it can be challening at the beginning.

1.2 Meeting the needs of newly arrived migrant students at school
We should recognise the needs of the students. They have living needs beyond educational needs. For example some don't know how to use bath, sink and even shampoo. So we firstly try to help them their daily needs and try to understand them and their feelings. I liked the tree activity in the second video.
I don't have refugee students this year because I work at a high school now. But last year I have 3 refugee students and their main needs were clothing, cleaning, food and language. They didn't know our language so at the beginning they had some problems with others. And we as teachers help them buying boots and coats and we did a huge shopping for them. Then their father got a job and later they were happier; because they started to adapt the town and communicate with other people.

1.3 Models of school integration
This part gives us information about models of integration; they are submersion, integration and parallel.
In Turkey, we usually use the submersion model; because in our schools there are few refugee students; so it is hard to create a new classroom. However I think even this is really important for the students, because they make friends and have a social environment.

1.4 Organising support within & outside of school
Nora Brezger of the Berlin Refugee Council outlines some general principles and ideas that schools and in particular school leaders should take into account when addressing the integration of newly arrived migrant students. She also highlights the importance of building within and outside of school functioning networks of colleagues and external partners, allowing for regular exchanges.
I don't receive any support because our school manager and others are not very interested in the refugees they have mor important things to do (!) Everybody can't be same; I try to do my best to help them and be close to them everytime.

1.5 Example of a community-based project
This module tells us about a community-based project called "RespAct". Jana Gottschalk, project leader for the RespAct Project in Germany, outlines how they have organised such a community project and the benefits it can bring to our students. I liked the idea and the project sounds really useful, but I can't adopt it at my school. Our school is a bit far from city centre and to take students from somewhere to another place is hard. But if I had opportunity I would do this project.

1.6 Activity: Preparing a development plan

I started to prepare a plan.

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Ankara is the capital of the Republic of Turkey. It is Turkey's second largest city after İstanbul.

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My name is Sultan. I work as an English Teacher at a vocational high school in Ankara. I don't have ant migrant or refugee student but I want to learn about this topic and develop myself.
On web, I am @sultan_eliz_alp on twitter and Sultan Ercüment Alp (https://www.facebook.com/sultan.eliz.alp) on FB.