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How to foster community building in the classroom

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How to foster community building in the classroom

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As I am a teacher of Spanish at high school level, I have never used directly sport activities in my classes. However, I am strongly convinced that introducing sport lessons as part of the welcome program is a good idea.

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Using sports to enhance the trust between your students Part.2

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Supporting newly arrived migrant students with language learning

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Supporting newly arrived migrant students with language learning

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When Erika says that the mother tongue is the tongue of the soul, she is expressing a big truth that many teachers deny. I mean that foreigner kids are often expected not to communicate with other children from the same country or talking the same language, because the teachers think that they can't learn a new language if they use their own one at school. On the contrary, bilingual people are able to learn more quicky than others. I would like to tell to you colleagues a little story. About eight years ago, I was a volunteer
teaching italian in the afternoon to a chinese girl. The teacher in charge of the coordination of the project had noticed that in the normal lessons  in the morning the girl stayed said and alone. After six months of school, her vocabulary was very poor, she didn't spend time with italian kids and always received bad marks. My work with her was not easy: she had to do the same homeworks that were given to the rest of the class and furthermore some exercises to learn italian....but the problem was she couldn't name the colours, for
example. Until the day I saw she had a pink cellular phone. My phone was also pink...can you imagine what happened in the following days? She called me the pink teacher and with some pencils could learn colours, after came paintings and descrptions....now I don't know about her, but I hop she is happy.

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I specially like the idea of outgoing with pupils and let them try to buy a bus ticket or food in a supermarket. As foreigner kids just learn how society is, it seems to me a good way to develop quickly also communication skills.

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Classroom activities  - Integrating newly arrived migrant students

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Supporting specific needs of newly arrived students

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Supporting specific needs of newly arrived students

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Erika explains some techniques that are useful just in case a kid shows  himself nervous or aggressive. However, I think that should be a psychologist to train him to use them. We, the teachers, are unpreparared to support kids who have big problems. I agree with Dr Raimo Salo in considering that a teacher should affect a kid trying to help him. I knew a girl who had suffered a trauma, about which ìt is difficult for me to talk. So was for her,much more because she was the main character of her own thragedy. She had never said a single word , every teacher considered her a little silly girl, when another girl received a confidence. She was having a bad period in family and her mother thought to sell her to many men...Every teacher in the school had a chock: we had played with a young, destroyed life....after discovering the truth, the head of the school kept in touch with the social workers and she went to live in a shelter house. Ìt was a terribile choice to take.

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Creating a safe and welcoming classroom environment.

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I like the idea of creating a different model of school, where people can have an active role in the integration process

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Integration Course | M1 Community Project

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I specially like the idea of outgoing with pupils and let them try to buy a bus ticket or food in a supermarket. As foreigner kids just learn how society is, it seems to me a good way to develop quickly also communication skills.

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My name is Sara Viotti, I am an italian teacher of spanish in a general secondary school based in Genoa, in the north west of the country. Due to my region is on the way to France, a relevant number of newly arrived migrants stay here for months or years, waiting to receive the compulsory documents to move to the neighbor country. Some of them finally decide to establish themselves in Italy. In my school, we have many foregneir pupils, the most part perfectly integrated because they where born in the city or study here all their life. We have a pull of teacher engaged in investigating the relationship between the  migrants and the school.

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This is the link you can follow: www.gobetti.it

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Yes, it's true: every kid is unique and the schools should try to adapt their curriculum design to the individual needs. I am very impressed by the example of the German organization shown  in the video, it would be very useful if every european citizen had the opportunity of listening migrants storytellings, there are so many narrowminded. The schools can led activities to change things, but we the teachers often feel tired,we are just about to live in a world when diversity is the rule and we are lazy, we don't want things  are different.

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Schlüssel zur Integration: Bildung und Respekt

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Meeting the needs of newly arrived migrant students 

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Meeting the needs of newly arrived migrant students 

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I agree with Ekaterini: it is quite a surprise listening to the kids in the video. Really, they are able of analizing their past as ìt would have been only a nightmare. Comparing with other pupils that arte studying ar my school, I think our kids don't feel so accepted by the community and don't dream about their future. I mean, we don't give them the necessary bases to imagine themselves as a doctor, for example. A couple of months ago, a girl, an italian student, said clearly she likes her place because there aren't migrants near there...

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Integration Course | M1 Support at School Level

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My city has been experiencing a wave of arriving migrantsfrom Ecuador for 18-20 years. First, only women came to work as housemaids, but when they could, they made their children join with them in order to live together. Those kids were the first challenge for our schools: they had left their country thinking they would find a Promise Land, but their mothers hadn't time to take care of them and they felt different and aggressive, they didn't want to be integrated in the social context of their new world. The teachers were unprepared to their new role: it was really difficult working with people that pretended  crashing you jokes or laughed in your face when trying to teach. In 2003 four colleagues and I had an idea: opening the doors of our school to pupils aged 11-14. In a first step, we worked sa volunteers in the afternoon, we were 5 teachers and 5 girls of the fourth year of the upper secondary school. Time by time, year by year, the,project has become  more important and now our students of the last 3 years collaborate with,many,other schools. We are requested!

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In my school there are migrants, but rarely they arte new arrived. Anyway, they attend the same lessons that are organised for the other pupils. The new italian education policy alllows the schools to design a quite flexible curriculum because of the new human resources that where introduced in the public school in the last two years. So, if a no native speaker has been attending the previous step of education, but he feels not so confident in a field of the curriculum, the school provides an extra program for him. A young teacher takes him in charge and explains the main points of a subject through additional lessons. We try to encourage the engagement of the whole class, with the peer to peer education approach an find ìt very useful.

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Integration Course | M1 Models of Integration

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Wie Lehrer Schule für Flüchtlinge gestalten