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Kl 6 a

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Pershendeje

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We have a lot of migrants in our school. Al the teachers of the different subject discuss the children, and theuir backgrounds. Moreover, we are provided with information about their culture, language etc. The children also like to share about their background. , eg by showing music from their country Our director also gives us time/opportunity to discuss things with teachers from different schools, like lessons learned/best practices. We also share teachingmaterial we develop ourselves.

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I read what have writen some of my colleagues around the Europe and in most of the times there are teachers them that try to do the best for new arrives . I also saw t videos and i liked the idea of co lab. of teachers. I also liked the organization of the teachers in Germany in the second video .

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we do not have a structure or even a plan. In my community I had been called to support , although my role is Behaviour Outreach, as I could speak their language or they were already in a small group that I was already aware off.
I think going up thinking is needed, sometimes it is left to individuals good will more than a school policy or cohesive approach.

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I don't have migrants in my school, but if i had to work with them i would really like to know about their culture, have a welcome day, a song, a tale.

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I don't have migrants in my school, but if i had to work with them i would really like to know about their culture, have a welcome day, a song, a tale.

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In my school there is a teacher who has the task to deal with migrant students and who is in charge of the organization regarding the integration of migrant students. Teachers are supported by the figure of a cultural mediator and seminars are organized in order to help teachers to deal with this issue.

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I don't work with newly arrived migrants, but if I had the opportunity I would need the support of my colleagues and of the structures, like gyms, sport and cultural centres...

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I don't have migrants in my school, but I think I could ask for psychiological support from professionals or NGO's and also search for some translators if this is necessary.

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Organising support within & outside of school

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Organising support within & outside of school

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Newly arrived migrant students regularly attend classes, but will delve more into the native language knowledge. They're not always have a constant support figua to help them integrate. Fortunately students arrived that to some extent already have basic knowledge of Italian, but the teacher must industriarsi to bring it to integrate nelcontesto culture and class. Subjects such as physical education, music and art are a notevolo support on which we leverage for the acceptance and inclusion projects. It's not easy!!! The teacher x feels alone in facing a reality that is sometimes greater than he.

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A new project has recently  started in my school that support immigrant students in their school activity during school hours with language support and studying approach. I am not sure about the results yet.

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I don´t have students of this kind or, when I have had them they had been in the area for a long time and they were integrated but the fact of having a net of teachers whose support we can look for is fantastic and if in addition to this someone can speak their language it would be ideal.

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We don't have migrants, but I supose we could ask for psychiological support from professionals or NGO's and also search for some translators if this were necessary.

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Although in Greece there are Decrees and laws pertaining to intercultural education as well as to the education of repatriated / foreign /Roma students, little is being done in practice. Actually laws are sparsely implemented (if not at all), therefore it is up to teachers' willingness and personal determination to deal with newly arrived students even more closely.

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Any organized supporting structures are non-existent in my school. I guess it's due to the fact that we have only 4 migrant students out of the 280.

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In my school I receive the support from teacher's equipe and local organisations, In my opinion, however, the support it could be optimized.

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The state have limited recourses and often do not have even the basics so when we have to deal with the needs of migrants students it is often only to our hand to help them. Unfortunately!

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In my school there is a commission supposed to welcome and support newly arrived students ... but in practice teachers are left to themselves in the classroms, with no supporting program. We just have to organize our work by ourselves, and very few extracurricular projects are implemented to involve the wider community (this is aso due to the lack of funds).

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 They are organizing a project In  my school 

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 They are organizing a project In  my school 

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We don't have organized supporting structures in my place and this makes things difficult.

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In my school, there is no support for the newly arrived migrant students. Although in the future, I hope to change, because some teachers are doing different courses to do this.

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At the school are very important lessons in Bulgarian language, supported by classes in mathematics. A joint team work between experts in school, social workers, the family of child

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In my school migrant students attend to italian lessons but I miss a teacher or a commission that works on this specific field (welcoming migrants, developing projects, organizing events)

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My school offers courses of Italian languages in the afternoon. It would be necessary have more help in class, with seminaries, integration activities with intercultural educators, more technologies to learn together throgh a common language.

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In the last 8  years I changed many schools, and I found different situations. Sometimes there was a good organisation, with the help of educators and psychologists, sometimes I found that no projects had been activated.
The situation is very different from one school to another, depending on the presence of young migrants attending that school, and even from the will of the single school to realize a real and significant integration.

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In my school from 0 to 3 years does not have a specific protocol to adapt to families and students of different nationalities. The sensitive and conscientious teaching team, through the claustro, consents to significant annual averages.

Respect for cultural diversity is what makes it a small home for these students

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In Greece we have not yet develped a system or etwork of resources that teachers could draw from when working with refugees. There is no teacher training or in-depth education in war issues, post-trauma stress or cultural diversity. Most of what we do relies on teachers' own personal efforts to educate themselves and find human and other resources to cope. It's activists and volunteers who do most of the job of caretaking of refugee children and their families.

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I think that in my school quite a lot as been done in the last ten years to find better and more structured ways to welcome and integrate migrant students. We have a special Group/Commission of teachers who worked on specific welcoming procedures, and every day design some overlapping project involving both regular and migrant students in order to promote reciprocal knowledge and integration; they also organize language support lessons for newly arrived migrant students. And this is all very good and useful, but it's still not enough, As one of my colleagues said above in her post, there's a lot of ado at the beginning, and too little is done soon after,

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A network of local teachers who work with refugee students is very useful, either for sharing ideas or being encouraged to keep on. And that because teachers usually have to work things out on their own. And that's tiring and annoying.

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A network of local teachers who work with refugee students is very useful, either for sharing ideas or being encouraged to keep on. And that because teachers usually have to work things out on their own. And that's tiring and annoying.

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There is no teacher's education about newly arrived migrats.Teachers on their own, are finding ways to cultivate to students and parents empathy and tolerance to this radical change.

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In Croatia, schools have thus far recieved little to no help in integrating migrant children, mostly based on individual help. However, for this to improve, apart from essential teacher training (such as it was mentioned in the second video, where staff devoted a day to organize themselves and share experiences), the focus really should be on building a sustainbale network of professionals and para professionals (social-services, local government, health services, etc.) who are all ready to help out children and their families, because the school, if made to stand on it's own as the sole bearer of the load of integration, will likely be unsucccesful due to how big that task is.

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In my school there's a good welcome project for the foreign students.Teachers are helped in their work: there are supported courses for students who can't speak Italian , some welcome projects organised in collaboration with local intercultural associations. Furthermore we collaborate with two universities in Rome: many students who are attending the Faculties of Oriental Languages and Civilisations come to our school to assist foreign children: they stay in the classroom near them and help them to understand indications and explanations, to make their work, to study,  they prepare specific exercises with the supervision of the teachers. They do a really useful job,also because they speak foreign languages, like Chinese, Hindo, Arabic, so foreign children love them, because they feel themselves looked after and considered, and they can improve Italian language and learn in a shorter time.

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I think I receive a lot of support in the starting point with newly arrived migrants in my classroom, but I receive less support along the time of the school year: newly arrived migrant students attend specific lessons of Italian L2, but I am not always connected with their teacher. Therefore I can’t always work with the same methods and aims. Furthermore I don't feel enough supported in helping newly arrived migrant students who have sad feelings or who suffer for a trauma. There is a counselling room, but psychologist works only with students and not with teachers.

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because of lack of money teachers sensitive to the problem (not many) activate by themselves with language support classes and afeternoon free support lessons

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In my school, some teachers are quite interested in dealing with the newly arrived migrants, but not many. It is difficult to convince those teachers who don't really care this matter. Some of them consider that they shouldn't be in the same classes and others think that it is impossible to teach these students. The ones who really want to help the migrant students feel tired and don't have enough time to deal with them. In general, there aren't enough teachers to teach these students in small groups and many teachers don't feel self-confident to teach to these students.

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organized in different groups and help with the lessons with easy question at class

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There hasn't been any official support from the school yet since there are no refugee children in our school. In the near future, though, I believe that school must be actively involved; organising meetings with the local authorities, welcoming days, seminars to help teachers how to deal with refugee students and creating a network of organisations to help refugees intergrate themselves sucessfully.

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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.

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In my school the more work is an own teachers' work. I think it would be important to have specialized support from psychologists and charitable institutions. I feel that the teachers have got a solitary activity to do. Creating network and collaborative spaces for teachers and psychologists and others local associations is the winner key for a good integration.

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The key to the successful integration of refugees students seems to be the innovation and collaboration of teachers. Hoping for external help in a country facing economic problems seems futile. We the teachers need to do our best to aid the adjust

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Courses must be tailored and interactive activities without marginalizing anyone

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There is a need of empowerment of primary schools that will receive migrant children for recognizing and integrating diversity and social justice into school curricula, for the implementation of the most efficient and innovative methods for supporting child’s development, child’s acquisition of second language and relevant educational content,  for flexible learning, quality individualisation and formative assessment in educational practice, for implementation of the methods of support to children and families in fostering resilience and dealing with trauma, for cooperation with families, cross-sectoral cooperation with professionals from different sectors, for group reflection and planning, as well as building of professional learning communities, in order to provide better support to migrant child and his/her family.

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We do not have any newly arrived immigrants in our schools at present. However, there are some in a nearby area, so the issue might concern us in the near future.

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The building a  network of headteachers whose schools have refugee students could be a great idea for collobrative solutions

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In many primary schools with students of immigrant background there is a "reception class". The "mission" of the "reception class teacher" is to help individually or in small groups students of immigrant background develop their academic skills particularly in Greek language. There is also material for teaching Greek as a foreign and/or second language available. This material is available online and in hard copies. These teachers have a lot of flexibility  to tailor made their approaches. From experience I should say that most teachers in Greece are not trained to develop their own lesson plans therefore the "reception class teachers" often feel helpless and not at all motivated. Those who are motivated can help a lot their students and their students' families.

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There is no refugee support in Greek schools. I think that the first thing that should be done is to make teachers, students and parents sensitive and tolerant to this radical change.

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There is no support system in Greek schools.The first thing that sdhould be organised in a school is to educate school staff about this matter and ofcourse there should organise counsilor services where shicologyst would give advises to teachers and especialy to parents of these children

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there is no program or support whatsoever for the migrants in grrece.

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As there are no newly arrived migrant students, there is not any support programme. 

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As there are no newly arrived migrant students, there is not any support programme. 

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The most important thing for me as a teacher with migrant students is first of all information (the students: who are they? What is their story? their needs...their thoughts). I need to communicate with them face to face to get familiar in every way I can do it (not only speaking to each other). Secondly, I need to communicate with the other teachers about it, exhange our experience and form together our steps to this. The formal policies about funding are less important to me. Before funding there is our willingness to do things.

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The most important thing for me as a teacher with migrant students is first of all information (the students: who are they? What is their story? their needs...their thoughts). I need to communicate with them face to face to get familiar in every way I can do it (not only speaking to each other). Secondly, I need to communicate with the other teachers about it, exhange our experience and form together our steps to this. The formal policies about funding are less important to me. Before funding there is our willingness to do things.

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Actually, I did not have newly arrived refugees in that time. However, my colleagues were coming together and they were talking about their problems. They were also organising a getting to know each other program for a week long. In this program they were checking for their school material needs, accommodations, translator etc. They were also getting additional support from one of the top universities in the city. They asked university to have student teachers in their program for helping them about translating, teaching and parent visits.

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As I stated before I do not teach newly-arrived immigrant Ss yet but I know that not all schools have psychologists to support their work.  What is even more stressful for collegues who teach newly-arrived immigrant Ss is that they do not really have the chance to migle with other Ts who experience the same problems appart from one or two beginning seminars with authorities.

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Specialist support activities are not provided for in my school. It would need to be able to have staff that can help the insermento of children and families even with psychological support

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Very interesting, in this special moment.

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Very interesting

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There is no support.

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The support that we receive from our school for our work with the newly arrived migrants is very  little, the school is not well organized for this purpose. In my school there is not a reference point that can coordinate the work, because there is no money. But despite everything, teachers work well, driven by the love of our work and the desire to help these kids. We work even outside of our time and for free.
We need more funds for the training of teachers, experts  in matters which could well drive our work.

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First, I need materials to use in class to teach refugees, maybe a special coursebook. It would be better if they join the regular classes after having learned the target language. The schools just offer help via counsellors but this is not solution.

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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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We don't have refugee students in Thrace but we have Muslim students who are natives and a very big part of them especially the ones who have not attended state schools and followed primary minority schools cannot spaeka well the Greek language.But for the refugee students the ministy of education schould organize every weekend, for the teachers who work in schools with the refugees, seminars in order to help them to face the problems they have. There should be distance learning programs and platforms supported by social media to give them the ability to find immediate answers to problems that occur dai

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Although a national program for the integration of refugees (parallel system) is applied in Greece, the teaching staff had never had any kind of educational support before the beginning of classes. Only some of the School Advisers organise lately (two months after the beginning) training courses in order to help teachers deal with the didactic difficulties. I believe that the additional support that teachers need is about the methods of how to teach to students with whom cannot communicate, how to enjoy lessons both students and teachers and how they could have positive didactic results. In my opinion, the Ministry of Education should organise a full educational program for teachers.

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I have no support in this field. In our school there is lots of work to develop to increase these resourses.

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As I teach music at school I virtually don’t have any official support for the newly arrived migrants (not refugees). On the other hand, I have the flexibility to adapt the subject of music to the needs of my pupils to a greater extent compared to other subjects.

The current school term (2016-2017) I have a newly arrived 6-year-old boy migrant (not refugee). I teach more music games and creative music audition using metalanguage to a greater extent and less songs. I encourage his classmates to interact with him (to help him, to play with him etc) telling them that this helps him to speak Greek as soon as possible. The boy has begun to speak a little Greek and his classmates are excited!

During the years 1998-2000 I had newly arrived migrants (not refugees) at the secondary education (junior high school, 12-15 years old). In this case, I had lessons about the music of their country of origin. I tried to find elements in common between the music of their country of origin and the Greek music (one of the intercultural education’s practice). This was not hard as the majority of their countries of origin belong to the same ethnomusicological region with Greece (Albania, Bulgaria, Egypt, Iran, India etc). The pupils were very motivated: they brought music from their countries of origin, they informed us about their recent popular hits (some of them are very similar to the Greek ones

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in my school we do not have migrants but I think that anyhow schools and of course the ministry should have an organized plan of how to deal with migrant students the best way possible. of course in Greece as well as in other countries there are organizations than take care of migrants and also the ministry of education offers some guiding lines to schools in order to deal with migrant students.

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I think the model of overlapping refugee classes for German/Italian/English and other classes together with all students can be a good combination in order to  promote inclusion and social skills and at the same time improve linguistic skills for refugees who often have problems in communicating even basic needs. Intensive language courses can help them reinforce their self-esteem and motivation. Psychologies, assistants and linguistic mediators also play an important role in integrating refugees and migrants in schools.
Last year, I took part of a Christmas dinner party for foreign students who were attending Italian lessons in CPIA (Centers for adult education) near my city. That was a great occasion to share typical dishes from different countries, exchange wishes and dance all together.

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What a great opportunity should be having refugees in our school. I truly believe that we could enrich not only ourselves as teacher but also our students could take advantages in exchanging experiences together with their mates, coming from other countries.

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As we don't have newly arrived migrants, I don't receive any support from my school. But I believe that teachers we have, they need absolutely a support to make the curriculum to be teached and learn how to better integrate those students.

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I am not the proper person to respond the question, as in my town there is none newly arrived migrant students. In the next town, Trikala, there is a refugee camp and children attend only afternoon classe in the nearest public school. This is not at all integration, but in my country the educational policy for the refugee children is new, two months ago has been in public. Schools need time to be organises.

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I think every school has to offer the same opportunities to all the students and look to everyone to give him the best way to improve himself. In all the school i've worked I found the desire to give this aid possibility to everyone, especially to who is in difficult for the language. It's the main way to comunicate between people and I'm happy to say that there are many actions to fill this gap. Like the teachers says in the second video, newely immigrant students go out from regular classes to study Italian and stay in regular class for the other subjects like math, art, music, English, P.E...

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In Italy the government gave some guidelines for the integration of migrant students. Then each school should see how to organize the migrant students integration and then write the "Welcome protocol". Usually there is a team or a teacher who is in charge of the intercultural department which organizes things. Sometimes the government offers schools also some additional money to do particular projects for migrants. Beside that there are also organization, townhalls or others which offer some help as linguistic mediator, intercultural projects an so on.

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Μαρία Ανυφαντή

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Μαρία Ανυφαντή

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I am not sure if there is a well organized support programme for young migrants. But I am sure that there are many schools in Greece that need this aid. Although the greek spirit of hospitality (philoxenia) is strong, it is not enough. We need grant and scientific support for these people

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In my school we receive only support from volunteers and the city council when the funds are enough.  There is a group of volunteering ladies, who bring sandwiches , eggs and fruit to the school for the children who need them migrants or not.  Also. the local authorities offer free English lessons and supplementary afternoon lessons for students with low marks in school subjects.  However they are not designed for immigrants only.  So basically we receive no support especially designed for immigrants.

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In my school there are not newly arrived migrant students so far. But I’m sure that if they were, our school will have to develop programs to support them, and I’m thinking of bilingual support (interpreting and translation services, English as a Second Language programs), homework and tutorial support, mentoring support,and counselling support.

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In my school there are not NA refugee students. We are not starting or planning a support program. Sooner or later they'll come. There is a structure of psycholgical and pedagogical assitance for special needs students. The motivation of the teachers in my opinion will play a key role.

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In my school there are not NA refugee students. We are not starting or planning a support program. Sooner or later they'll come. There is a structure of psycholgical and pedagogical assitance for special needs students. The motivation of the teachers in my opinion will play a key role.

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In my school we don't wok with young migrants so there isn't a support programm.

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In my school there aren't activities to welcome newly arrived students or projects where little language is used.

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Genova, Italy
In my school there are not refugee children at he moment. As I said, the teacher is alone to develop activities in order to welcome and training the new students.
There is a teacher who works a lot about immigration topic, but at the end , all is up to you.

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In our school we are really starting to coop managing this situation. Director is motivated to give a hand, collegues are not always ready to have the needed multicultural approach, but we are doing all possible, also thanks to organizations

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In my school there are several activities to welcome newly arrived students: a welcome evening, organized by our Parents Association, in the beginning of each school year, where newcomers, parents and students, are informed of how our school works, main projects and activities. There is a guided visit to the school, by some of our Secondary students. Parents are given the opportunity to know their children's classes and other school facilities. There is also some information regarding our community services supporting new migrants.
Every year, there is an "Open Day" with different activities, where parents have the opportunity to prepare and share food from their countries. As far as I know there is not a specific refugee program. Actually I believe that we have no refugee children either in Nursery or Primary levels...

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In my school, I think the reception of refugee pupils is very improvised, there are support teachers who take turns in supporting these guys, when they are not engaged in the supply teachers. There is nothing of all these improvements that I'm listening into this video.

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In my school there has been no form of preparation for receiving migrant students as we weren't sure about the number of students coming. Although  some teachers had some experience in receiving migrants in the past we didn't talk, share or schedule anything. Volunteer associations, who brought the students to school,  cater for their medical and psychological support. Eventually, we were sent a teacher who does the extra language class. However, I feel that I need training and resources for the teaching of English as older students speak English but they do not read or write. 

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In my school there has been no form of preparation for receiving migrant students as we weren't sure about the number of students coming. Although  some teachers had some experience in receiving migrants in the past we didn't talk, share or schedule anything. Volunteer associations, who brought the students to school,  cater for their medical and psychological support. Eventually, we were sent a teacher who does the extra language class. However, I feel that I need training and resources for the teaching of English as older students speak English but they do not read or write. 

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I see that in Germany, as in Italy there are no resources, we will seek resources outside the school, such as teachers retire. It could also involve other categories, such as parent volunteers or university trainees, placing them in well-defined programs. While for insenganti curricular especially in Italy would need a training to basic communication in the main languages.

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We don't have any kind of program in my school since there are few refugees in the area. I work as a teacher in a Minority school were all students are Greeks but Muslims and we are not allowed to have refugees because the children are already been taught 3 languages (greek, turkish and english).

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In my city, Viterbo ( central part of Italy)  school organization model is submersion, schools do not receive any support with the newly arrived migrants.
Teachers follow their own extra courses to learn about educational, social and cultural migrant students
needs.

In my opinion schools need additional support such as inter scholastic programs and extra scholastic projects,  for example schools can collaborate with intercultural associations  which can provide for  external specialized staff

I work as a volunteer in a multicultural italian association ( "Casa dei diritti sociali della Tuscia"
https://cdstuscia.wordpress.com/about/), I teach italian language L2 to migrants.
In my opinion school teachers need language support classes for their foreign students in order to allow them overcome language barrier.
We offer to school our experience and motivated staff.
My associations has experienced and qualified staff that offer also free cultural mediation service for immigrants students and their families.
We also organize intercultural activities (such as creative recycle, knitting and sewing labs) that are open both to Italians and foreigners so they really know each other and build strong and true relationships.

As volunteer intercultural association we offer to school our experience and motivated staff for free, supporting schools with extra scholastic project and  creativity labs.
But working whit class need additional financial, that is not always easy to find .

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In my school there's an Integration model:

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In my school there's an Integration model:

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Children attend classes and regular lessons , but they have additional classes in the language of the host country.

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We srart a new project about refugees, we are 5 countries. So we focus on good exchange, desiminate and multiply our ideas, our final products to all the school community and to our society. Networking will help us.

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We srart a new project about refugees, we are 5 countries. So we focus on good exchange, desiminate and multiply our ideas, our final products to all the school community and to our society. Networking will help us.

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My school doesn't' have any newly arrived migrants so we don' t have a support program.

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My school has not taken any action yet on how to deal with the situation.

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I have little experience with migrant children in school. In those few cases it has tried to facilitate access to school using a mediator, and having a lot of willingness on the part of all teachers.

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I know a few occasions in which migrant children from foreign countries were well integrated. The difficulties were so obvious that when they decided to go not done anything.

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In the school where I work migrant students are immediately put into regular classes. I don't think it's the right way to approach and welcome these people. i know that there are many resources, that school, at every level, should change its structure and its way of thinking with a new awareness about this situation. I sometimes see these students aking their heads in their hands, because they gat tired and confused when they have to listen to the same language they don't understand for hours and hours. it would be the same for me, if I found myself living in Japan, for example. They also have so many feelings that teachers can't exactly understand..I hope I will be able to give them much more attention and competence in my actions, but I'm sure I can't do it all alone.

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I changed school a year ago and now I'm no longer working with newly arrived migrant students, but in the past I was responsible for the enrollment and school attendance of these students. At the beginning it was difficult, as you have to convince the other teachers that they can be successful and that Teachers have to change their teaching strategies and help these students find their way and improve their knowledge of the Language. My previous school was making projects with other schools and we had a representative teacher who helped us and who coordinated our work. We made our students cooperate and work with students from other schools. They met together and discussed and acted realizing a play about their cultures. The Italian students were invited at the play and it was Amazing to see how they appreciated their work and how it was easy to understand what they wanted to tell the assembly.If you, as teacher, are inserted in a network, then everything is easier. You can compare your efforts, see the strenghts and weaknesses of your and other colleagues' actions.

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In the school I work, it is only a matter of time to have refugee children in classes. I am afraid that my school has not taken any action yet as how to deal with the situation. However, everyone is willing to do so, as soon as we receive some guidelines from the Ministry of Education. The counselor for teachers of the English language has organised a workshop about teaching English to newly arrived migrants.
Hopefully, I will get a lot from this course, though (as I did from the previous one)!

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I do not receive any special support from my school when addressing the situation of newly arrived migrant students, nor my colleagues. It is a work that we must face yet, to discuss about the matter and confront different point of views as well as exploring the possibilities that our educational system -especially with references to human resources- offer.

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In my school we do not have newly arrived migrants but, to my knowledge, no special support is given to Greek teachers for their work with newly arrived migrants. In my opinion, such support is necessary since we, the teachers, need additional education on the history, the civilization and the culture of the migrants’ country of origin in order to understand them better. We also need additional knowledge on their language and educational system and special educational staff for integrating them in our classes.

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In my school foreign children are mostly born in Italy to emigrants and therefore already know the language and are integrated. I think, though, that we would have big problems if they arrived migrant children to school because of lack of resources and therefore lack of teachers that could help both entering that learning the language.

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the only support the presence of a few hours available to colleagues who teach Italian dedicated to literacy of migrant pupils. I think it would require a higher number of hours, possibly a year at literacy classes with the help and the presence of cultural mediators to make the intervention more effective. In addition, a certificate on the level achieved by each student allow a subsequent and successful placement in classes. A useful networking could be the student presentation accompanied by a figure tutor
that follows in its path to school integration. this would be a good method of integration, gradual and significant, not humiliating for the boys but now are catapulted into class without understanding or to express themselves.