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kindrgarten class-imagine you are in a boat, night,with big waves and you are cold and wet. What are your feallings;

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Very good methods for inclusion.
Great videos

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I agree that watching video and Tv stories

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During this Easter holiday i spent some in Ventimiglia, close to the border to France.
On monday 17th April 2017 i wanted to cross the border and reach Menton but the border was closed.
A policeman who was patrolling the area told me that the border was closed for all day because of a demonstration "pro migrant".
So I wait for the demonstration to come, but i didnt see it.
The border by the see remain closed all day. #BorderClosedInEasterTime

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Videos were very interesting. I think that story narrative creates students sharing emotions by fostering mutual knowledge and understanding.

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2.4 Activities - Experiences of Fleeing

In my opinion, it is important to listen to various experiences of life, both of migrants, of volunteers, or of people who have helped migrants.

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I'm agree with Erika but I also think that teachers should be a middle way ... we should explain but don't show videos too much strong.. lots of a discussions aout migrations. thank you Erika

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I believe that drama would be an interesting idea.Drama provides a ‘safe space’ in which children can engage in situations and, at the same time maintain a distance from them

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I agree with both videos. Eroika gives very interesting tips , activities to work about this topic. I lived in Eritrea for four years until summer 2014 and I faced the eritrean reality . It's very problematic, sad . I would start talking about this with my students, telling some real stories, talking about the everydaylife of their eritrean peers and showing them my photos.I would work on discussion, storytelling and imaginig to go away.What important you can take with and what important you must leave....

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Videos were both great. The tips in the first video were great, thanks a lot! I think that a story personally told by a refugee is very powerful. Also the second video was great, although it got me very sad and almost desperate. There is so much help needed.

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Tv, radio and social networks help to know the situation of migrants in the world.

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Tv, radio and social networks help to know the situation of migrants in the world.

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Giovanna. Italy

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I think the best experience would be the personal storytelling of a newly arrived migrant from Syria in the nearby kindergarten.

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i think that storytelling, videos and the roleplaying are very effective methods to develop a real inclusion.

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I agree that watching video and Tv stories

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When I was a girl I experienced the mass migration from Albania. My school was closed for a month and all the town was dealing with migrants. I met a lot of people that were well educated but they had to take any Kind of jobs to survive. Many people left Brindisi, but many stayed trying to do their best to integrate, but it wasn't easy. I think that the issue is integration: because it's easy to help over a short time, but it's complicated on a long period.

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I agree that storytelling and watcing videos related to personal stories of newly arrived migrants are a great means of teaching empathy and compassion. Another way to understand and communicate with new comers is via their culinary traditions.
http://www.unhcr.org/news/stories/2017/3/58ca9a3b4/geneva-diners-discover-new-flavours-cultures-pop-up-restaurant.html
Local residents (students, teachers, parents) can be involved in a project where a theme is chosen and people bring ingredients and cook together. In addition, pop-up kitchens can be created where refugees, asylum seekers and amateur cooks prepare their ethnic dishes and share it with the community. Finally, cooking workshops can take place where people are given the opportunity to learn from, and cook with, the chefs in the community.

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Both videos highlight the important meaning of smoothly integrating students in their new school and social environment. Storytelling let other students better understand their emotions. Also expressing via art may be useful.

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Both videos are very interesting!
Contact with volunteers is also a very important activity to this subject approach.
The enormous pedagogical interest that involves the coming of people from the outside to the classroom, to “feel” the words in the presence of a lived experience makes a very relevant context of learning.
In my classes I also use some strategies that include video watching,storytelling or roleplaying.

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I totally agree with the importance of sharing personal stories with students also by volunteers working with newly arrived migrants.

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Do you have any other ideas how to address the topic of experiences of Fleeing with your students?

As Erika said storytelling, such as empathy, are great and powerful instruments to get students aware about the conditions and the situations of migrants. So stories, videos and games could be really important to develop student's capacity to feel what other people think, to change their perspective about the topic. Also using some stories about italian migration to other countries of "yesterday" (italian people who moved to USA, Germany or other european countries to catch a job) and "today" (a lot of italian young people left the country in the last three years moving especially to London and the UK). Above all making students reflect about what migrant felt is maybe the strongest and most effective didactic activity we could plan.

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If you engage the whole school in organising some wonderful moments for the refugee kids, then it becomes engraved in your heart and memory

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Days of Joy were celebrated in Complex of Private Schools in Katowice on March 18th and 19th. Our Guests were Chechen children, known in the media as "children from Brest railway station".

We were moved by their story. Because of the events taking place in their homeland, they were forced to escape from Chechnya. They lived in a brutal reality. Fear, torture, and persecution became their childhood trauma. Now, thanks to wonderful people, they are safe. "Children from Brest railway station" followed a long road to dignity. We did our best to show them a better world instead of an evil and hostile one. During those special days we wanted to show them that childhood can be joyful, good, and safe. Their dream is to learn about a friendly, colourful, and interesting world.

Before visiting us as part of Days of Joy, the children went to Lublin and Warsaw. Finally, the time came to visit Katowice. We prepared ourselves for their visit the best we could and filled those two days with smile and happiness. The children went to Museum of Silesia in Katowice where they saw the Mirror Room, and Guido Coal Mine with Queen Louise Adit.

Complex of Private Schools in Katowice prepared a lot of fun. Children had a chance to play team games, go rollerskating, form pots from clay, sing in a karaoke contest, and participate in a magic show. We shared our joy, love, friendship and hope with the children.

The whole school community prepared very actively for the visit. We organized charity sale events and raised money for the children and their families. Moreover, we collected clothes, sleeping bags, and sheets, for which we are very grateful.

Those two days were full of emotions. We got more than we could give.

We would like to thank: the Director and the Staff of Museum of Silesia in Katowice, the Director and the Staff of Guido Coal Mine in Zabrze, the Chancellor of University of Silesia in Katowice, Ms Izabela Nowak, PhD, and students of University of Silesia, eM Katowice radio station, Teachers, Students and their Parents. Special thanks to class 1B of our Amicus Private Junior High School for their active participation.

Organized by:

National Forum of Non-Public Education
​Erasmus+ Migrant

Days of Joy were celebrated in Complex of Private Schools in Katowice on March 18th and 19th. Our Guests were Chechen children, known in the media as "children from Brest railway station".

We were moved by their story. Because of the events taking place in their homeland, they were forced to escape from Chechnya. They lived in a brutal reality. Fear, torture, and persecution became their childhood trauma. Now, thanks to wonderful people, they are safe. "Children from Brest railway station" followed a long road to dignity. We did our best to show them a better world instead of an evil and hostile one. During those special days we wanted to show them that childhood can be joyful, good, and safe. Their dream is to learn about a friendly, colourful, and interesting world.

Before visiting us as part of Days of Joy, the children went to Lublin and Warsaw. Finally, the time came to visit Katowice. We prepared ourselves for their visit the best we could and filled those two days with smile and happiness. The children went to Museum of Silesia in Katowice where they saw the Mirror Room, and Guido Coal Mine with Queen Louise Adit.

Complex of Private Schools in Katowice prepared a lot of fun. Children had a chance to play team games, go rollerskating, form pots from clay, sing in a karaoke contest, and participate in a magic show. We shared our joy, love, friendship and hope with the children.

The whole school community prepared very actively for the visit. We organized charity sale events and raised money for the children and their families. Moreover, we collected clothes, sleeping bags, and sheets, for which we are very grateful.

Those two days were full of emotions. We got more than we could give.

We would like to thank: the Director and the Staff of Museum of Silesia in Katowice, the Director and the Staff of Guido Coal Mine in Zabrze, the Chancellor of University of Silesia in Katowice, Ms Izabela Nowak, PhD, and students of University of Silesia, eM Katowice radio station, Teachers, Students and their Parents. Special thanks to class 1B of our Amicus Private Junior High School for their active participation.

Organized by:

National Forum of Non-Public Education
​Erasmus+ Migrant

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Days of Joy were celebrated in Complex of Private Schools in Katowice on March 18th and 19th. Our Guests were Chechen children, known in the media as "children from Brest railway station". We were moved by their story. Because of the events taking place in their homeland, they were forced to escape from Chechnya.

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I have chosen this video and this song to give an impressive way to talk about migrants' dangerous  sea voyages

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Giornalisti del Mediterraneo 2015. Marenostrum Rock & Rai

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Premio "Caravella" all'Ammiraglio Enrico Pacioni, Capo Ufficio Informazione della Marina Militare. La Marina Militare nel 2015 ha prodotto un video sull'attività istituzionale e per l'impegno svolto con i propri equipaggi nell'Operazione Mare Nostrum. Lo ha fatto unendo immagini e musica.

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What a great idea! Storytelling and video are a suggestive way to develop empathy and compassion.
Roleplaying is a good method too, everything that can foster free communication and sharing of thoughts and ideas is an opportunity for personal growth (for students and teacher too).
To see and to feel histories of life can facilitate the ability of another person is identifield and feel not like enemy but like a human so worthily of consideration and respect.

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I think that talking about personal stories would be very useful! Italians had experienced migration, too, above all people from the South of Italy, where I work. It would be very interesting for Italian students to know better about what their grandparents had to face moving to America, Germany and Switzerland and share their stories with foreign students

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In my opinion, what both Erika and Wolfgang say in the vídeos is very important. We have to prepare our students how to deal, help and accept refugees and migrants. All the activities suggested by Erika are very interesting and motivating. In Language classes I often use storytelling, roleplaying or video watching. Very effective. I would also suggest to use all the resources and toolkit available on the United Nations High Commissioner for Refugees (UNHCR) website. In order to help my students feel as an imaginary refugee, they would play the online game Against All Odds, this game puts the player through the experience of fleeing a country and making a dangerous journey to safety.
http://www.unhcr.org/uk/teachers-toolkit.html
http://www.unhcr.org/uk/teaching-resources.html
http://www.playagainstallodds.ca/

I also consider the idea of  inviting a friend of mine who is a volunteer in a refugee camp in Greece to come to class and tell my students her personal story, her experience as a volunteer and the importance of helping.

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In fact, in Canada, there are approximately more than five million citizens who live below the poverty line. Fortunately, the federal government is equipped with tools that create measurable and positive changes to reduce poverty significantly. With all of these, Play Against All Odds aims to work on a more strategic federal course of action, including fund increasing and mechanisms accountability to further engage with government authorities.

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Play Against All Odds is a progressive and national organization composed of people who are moved by their faith to take the necessary action for environmental and social justice by optimizing Canada's public policies. Our devotions focus on these three vital policy fields: Climate Justice Refugee...

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Our Vision Play Against All Odds seeks to foster societal growth and development through maintaining creational integrity and changing faulty practices as our faithful application to God's teachings about justice and love. We look forward to a world wherein citizens, societal organizations,...

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Although the world has seen many changes over the centuries, including technological advancements and new trends are constantly arising wherever you might be, a considerable percentage of the world's population is still living in poverty. In fact, billions of people around the world are considered below the poverty line level.
So, what can be done to reduce this? In this article, you'll discover how to alleviate poverty and how industrial hemp and cannabis-derived products like ...

Who is the low socioeconomic status? These are adults that are unemployed or do not have sufficient educational attainment. They are usually classified like this as those with blue-collar jobs. This category of people lives below the poverty level in the United State.
According to research, this group of the U.S population is also identified to have an increased rate of tobacco usage and cigarette smoking than the general population.
Adverse Effect of Cigarette and Tobacco Use
For many decades now there has been an outcry from the health sector on how harmful ...

Integration barriers discover the challenges and limitations of the current socio-economic status of refugees in Canadian society integration. As you will see in this report, Abdille Halima uncovers some discrimination forms encountered by immigrants and refugees, especially regarding finding sources of income. This report actually gathers quantitative and historical data of the refugees' experiences.
More often, people in Canada consider themselves as accepting, nonjudgmental, and compassionate towards other members of the society despite their race, religion, and ethnic differences. Yes, some people really practice "...

There has always been a profound knowledge and wisdom in indigenous lectures about the relationship among all creations. A lot of indigenous individuals perceive nature with the utmost respect. For them, nature is something they have to preserve, appreciate, and foster.
It is also of ultimate essence to a lot of indigenous individuals and groups to protect relationships among animate and inanimate Creation aspects. Respecting these vital relationships and connections is crucial for economic and ecological integrity, holistic pandemic recovery, and peaceful relations with indigenous individuals and groups.
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The purpose of 2020 Poverty trends is to serve as a quick guide or reference for advocacy and education. Thus, we invite researchers and readers to reflect on the actual poverty cases and the realities of Canada's systemic oppression. Canada's set of implementations and laws are required legally to preserve its citizens' rights by granting them adequate education, quality health care, and living standard. However, it is unfortunate that these have not come to reality yet among a significant percentage of Canada's population.
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Skip to content In fact, in Canada, there are approximately more than five million citizens who live below the poverty line. Fortunately, the federal government is equipped with tools that create measurable and positive changes to reduce poverty significantly.

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I developed this activity with the students and there are a very interesting Ideias. Explore the real stories are very important.

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A photo essay documenting the one item Syrian refugees took with them when fleeing their country. Hala Gorani reports.

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I think we must approach this subject with students in a 'multimedial' way or by making use of different tools: guided discussions, the proposition of direct evidences, works of collaborative and cooperative learning, dramatization. The approach to work on several fronts is more able to involve a greater number of boys. As also pointed out in the first of three courses devoted to this theme, the fundamental feeling that we must raise is empathy, without this it will be difficult to achieve the purpose. In a world like ours, where consumerism and materialism permeate the lives of every day to understand what life is like without ease and immediate needs it is not easy. Abseiling in the shoes of a refugee or migrant may be an insurmountable goal for those who then has a curtain of prejudices to break down.

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During the big waves of refugees through my country, I offered my self as a volunteer in Pireas gate. There was need for English speakers to aid the doctors who were dealing with health issues on the spot, were directing more serious situations to hospitals, etc. Because I had my own transport I was given the late night shift and it was a difficult task. At the same time it was a helpful hand to people in need.
I still help but in a more organised manner in a Solidarity group that offers free language courses to those that need it. We talk often with our students about their culture. We organise evenings with international cuisines and it is a really trust building environment that makes me a better person and hopefully a better society in which we shall all live.

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Last year, during a project, we visited "Elaionas", a reception center for refugees. We talked with refugees from Syria, we played with their chldren, we asked about the way they live in Athens and the (poor) support our state provide to them. I really felt that my students involved themselves in the issue of refugees. Next days at school, we expressed our feelings and our thoughts, being more sensitive about these people.
https://tinyurl.com/jnmxv68

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We should assist our students cultivate empathy for others and especially migrant students. Storytelling, video, discussions, role playing games help them understand better all topics. They may understand that we can all be migrants one day, as some of their relatives may have experienced.

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I AGREE WITH BOTH THE TWO PERSONS, WE ALL SHOULD BE MORE HUMAN AND MAKE WHAT EVER WE CAN TO MAKE REFUGEES LIFE A LITTLE COMFORT, WE ALL SHOULD SHOW THEM THAT WE CARE. PEOPLE NEED A HAND OF HELP A GOOD WORD , A WARM SMILE, SOME FOOD, SOME RESPECT...

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I agree with Erika about the importance of storytelling to develop empathy. I didn’t know the websites and resources she presented and I find them really interesting.

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Storytelling, video watching are wonderful ideas! Very effective. I would also suggest helping the whole class write in small groups their own stories about an imaginary refugee (boy/girl at their age).

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A refugee is a person whose human rights have been violated and was compelled to leave his or her home and ties behind in order to find a place where he or she can be safe and live with dignity. Nobody chooses to be a refugee. Refugees don’t have options. So it’s not fair for us to say: let’s keep them in their countries and help them from afar. That isn’t possible: if they are refugees it means  they couldn’t stay in their country. They had to leave everything they cared for behind and now they have no one to rely on. No system, no dear ones, no means.
It is important that refugees get the feeling there is someone who cares.
I liked the ideas and resources shared in the videos and I did think of some more, one in particular that I am going to include in my lesson plan. It is the beginning of the movie "Blood and diamonds" starring Leonardo Di Caprio.

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All the activities proposed by Erika are, as usual, precious, but I'd like to underline two sentences from the videos, which are at the core of the matter: "Living in exile means having to depend on the goodwill of others" and "It is important for refugees to feel that somebody care for them". Human empathy is what we should help our students to develop. At the secondary school, investing time (even just to talk or teach a language) could be a life changing experience for students, as Wolfgang suggests (even the point on the value of time should be analized with students). Watching together a piece like "La scelta. E tu cosa avresti fatto?" and try to answer the final question could be a wonderful idea for secondary school italian teachers...

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VCSU Liceo statale Vito Capialbi, Vibo Valentia

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Il volo è un docufilm redatto da un importante e famoso regista Wim Wenders, autore del "Cielo sopra Berlino". Wenders rimase particolarmente sorpreso dalla buona integrazione degli immigrati nel contesto sociale ospitante, così volle girare, in un piccolo paese dell'entroterra calabrese(Badolato), questo cortometraggio col fine di far conoscere al mondo che le differenze culturali e linguistiche non impediscono la socialità e l'inserimento, ma anzi garantiscono un arricchimento culturale tangente in tutte le sfumature sociali.

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I agree with Erika about the importance of storytelling to develop empathy. I didn’t know the websites and resources she presented and I find them really interesting.

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Everytime I start this topic in the classroom, I use to' make students watch a short film "El viaje de Sahid" or another one talking about the first wave of migration to South Europe, "Las cartas de Alou". I think they can aid my pupils to understand the point of view of who decided to leave previous life and friends, family...

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İn this topic ı want share my experiences.
Two immigrant families live beside my home. Sometimes ı am helping. I am trying to emphaty. I am imaginaring their  needs. I wish I could help them a lot.

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I find very onteresting what Erika suggested us. So I think is a right idea to start lesson with a video to introduce the topic and then discuss them in class

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I really found very interesting what Erika advices to do with students when it comes to tell  the stories of migrants, great emphasy should be put when  stressing the difficulties of leaving their homes and embark on an adventure which eventually will take them in differents host countries. The best way to raise awareness and to draw students' attention to the topic is always the one which privileges the storytelling from the people directly concerned.

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I always start my lessons with a photo or video. I like my students guessing the topic of my day - lesson and share ideas. Another interesting idea is to address these topics using "games". Sometimes these topics are difficult to deal with and "games" are the perfect way to combine "fun and learning" in a very efficient way.

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I loved the idea of ​​the narrative, it is interesting to be able to speak, even via video, the guys who tell of their journey, what they leave in their own land. It would be interesting to also talk to those who chose to be a volunteer with refugees.

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Since there are no newly arrived immigrant in our communitiy, I would resort to their experience of having relatives abroad. We would write memories. They would get in touch with them and listen to their history of integration in those countries and retell to the class. We could do a compilation on Calameo.

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2.4 Experiences of Flight

People fleeing usually have very few things with them. One of my students didn't come to school, I knew he was not Italian and did not speak our language. One day, entering the classroom I found him; his clothes and schoolbag were very used, but he had a good pair of trainers. After some days, investigating the reasons for his long absence, I discovered that he had arrived from his mother-country with no shoes. He came to school when he could receive a pair of SHOES. I will never be able to forget that boy. Dignity first. For everybody. That's what I 'd tell my students to raise their awareness about people on the run.

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Nora, Italy I believe that young people today do not know what it means to live in a state of misery and constant danger. listen to the stories of migrants and volunteers who could help them to make sure that students do not take anything for granted and realize how lucky they were. This awareness should lead children to accept and help those fleeing violence 

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Nora, Italy I believe that young people today do not know what it means to live in a state of misery and constant danger. listen to the stories of migrants and volunteers who could help them to make sure that students do not take anything for granted and realize how lucky they were. This awareness should lead children to accept and help those fleeing violence 

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First of all I would like to make a confession. I feel guilty by the fact that while as a child I had a lot of migrants in my classroom and friends, too, I never asked them to tell me their personal stories from their countries. Why they left their country, why they chose my country, how they arrived here etc. Maybe because we all knew that the main reasons were economical and we were thinking that if we had asked them they would have felt embarrassed.
As for a personal story, I have already presented the story of a co-volunteer in METAdrasi(1.4) about "The girl with short hair and the boy with yellow truck).
Finally I would like to share with you this interesting link with school activities about fleeing, giving special emphasis on the activity "Time to flee". Also the online game presented by Erica is part of those activities totally accidentally. It is in greek, too. (for my compatriots)
https://www.amnesty.org/en/latest/education/2015/10/8-educational-resources-to-better-understand-the-refugee-crisis/

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I strongly agree with Erika about the importance of storytelling to truly understand the situation of refugees. I think students learn best with images and videos of fleeing people. With respect to this, I would like to suggest another website which was mentioned in the first module: https://iamamigrant.org/it . Besides, I find really useful the UNICEF youtube channel as it offers very moving videos, here you have the link:  https://www.youtube.com/user/unicef

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I think that it is a benefit for my pupils to listen to personal stories. So, an interesting activity could be my narration of my grandmom's migration from Turkey during 1922 and then I could invite a children from the ARSIS NGO to talk about its personal story and what forced him/her to leave its country. Then I could ask my pupils to search and find how people in our community (the church, the municipality, simple people) responded to refugee crisis and maybe  interview someone who is part of an active organization

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Personal stories are the best option because we understand that we could be in the same circumstances one day. We feel migrants are human beings just like us and we could be migrants ourselves one day.

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another way to deal with this subject would be to organize a debate with students regarding the topic

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Rossana, Brindisi - Italy                 Actually just the day before yesterday I got in touch with a staff member of a local shelter to offer a little bit of my time. I think that knowing from the inside I will have a different prospective and more involvement and I'll be able to tell some more to my students.

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Rossana, Brindisi - Italy                 Actually just the day before yesterday I got in touch with a staff member of a local shelter to offer a little bit of my time. I think that knowing from the inside I will have a different prospective and more involvement and I'll be able to tell some more to my students.

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Another useful way to make the students know the theme of immigration is bringing in class people who help the immigrants to integrate in the society. They can help the students ti understand the difficulties they have to face. This can also help the pupils the develop their civic awareness.

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I totally agree with the importance of sharing personal stories with students, ideally by newly arrived migrants themselves but also by you as a teacher or by volunteers working with newly arrived migrants.

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I consider very interesting the idea to invite a refugee or a volunteer at school to tell students their personal stories because it is more incisive to listen a story from a witness instead of reading it in a book or listening it from the teacher.
First of all I would  start sharing with my ss my
ordinary experiences.
I don't want to compare mine with the migrants' experiences of fleeing but that can show how strong homesickness can be.
When I was 7 my family
had to move to another town of the same region because of my father's job .I 'll never forget how sad was to leave my houses, classmates,friends,
neighbourhood,village to a destination where everything was new.
When I grew up I went to visit some relatives to the USA for a month.
They told me ,almost everyday, their painful stories of migration when they were pushed by economic reasons to leave their loved country, Italy ,for an unknown country .After a whole generation they were still homesick.
By the way ,as activity, I
would ask my students to share their family 's
experiences of leaving if they have got one.

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In the previous activity I focused on older students. Therefore, I’d like to share my way of addressing the experience of fleeing in class with younger students here. I ask them to bring their most favourite soft pet to class. I as the teacher bring along a big suitcase. The chairs are arranged in a circle and in the middle you can see the then empty suitcase. I have the students sit in the circle with their favourite soft pets on their laps. I tell them that they have to say goodbye to their soft pet now (but I also let them know that they’ll get it back) – every one of them has to say goodbye to their cuddly friend in a very personal way and put it in the suitcase. I close the suitcase but it is still in the centre of our circle. One by one I ask them to tell us about their feelings when saying goodbye (= the feeling of leaving somebody you love behind). Then we move on to another room and I lock up the previous room very tightly so that nothing can happy to their plushy friends. In the other room,  I have already prepared an interview reel with video clips of people talking about their experience of fleeing in different decades, which we watch together. I ask the students to collect feelings/emotions, experiences and problems of the people they have just watched. Then I ask them to write a letter to their soft pet in which they express their feelings of loss/longing and we read them in class. Finally, we go back to the other room and they reunite with their soft pets. Again we sit in a circular shape and I ask them about their feelings in the wake of the reunion. I hope my idea is not to controversial. However, it works with younger kids in a trustful environment.

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I think asking the students what they would take with them, if they had to leave their homeland by foot to walk for 2000 kilometers and could only take a backpack, is a fantastic idea. The migration game sounds like a good way to get the students and teacher to think about where the refugees come from and why they are migrating.

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As a teacher, it will necessary to consider in class the situation of the migrants, to understand why they decide to leave their countries finding new places to work and live.

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In my opinion, what Wolfgang says is very important for every human being. We can not remain in front of the tv. We all have to do something for refugees and migrants arriving in our countries. We could think of organizing something with our pupils, like cooking together or teach them languages, as Wolfgang suggested. It would be a unique experience in ours and in theirs lives

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I consider videos extremely enlightening for all ages.

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Last weekend I saw my refugee student's mother&brothers in the park.They were weraing such dirty&bad clothes that it could be suddenly understood that they were in need and the poorness they were in.I felt moved.On one side, my kid with nearly perfect clothes; and on the other side his brothers Who need something to eat, let alone clothes.

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Migrants fly away from devastation and misery. It would be a good thing to share altogether (teacher and students in the class) their thoughts, their fears, their general experiences through the storytelling activity. I don't want to create embarrassment so I never push them to speak they're free to do it as well as not. Their being on the run or leaving their native countries is an experience not so simple to tell.
Erika's idea to think to an imaginary bag to take on his own journey is an interesting activity to do with Italian students pushed to be in migrants' shoes. In this way they could think to what they would miss and what they would like to forget for ever.

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Watching the video we can only imagine what migrants' eyes had seen during their "escape". it's important to help them

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In this months a NGO has organised a project for the schools in Italy:
A raft in class to explain to students the tragedy of the young refugees

http://www.repubblica.it/cronaca/2016/05/12/news/un_gommone_in_classe_per_spiegare_ai_ragazzi_la_tragedia_dei_profughi-139609918/

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Erika’s ideas are very useful.

As earthquakes take place often in Greece, I think it would be useful to share with my pupils experience of flight in case of an earthquake.  The flight in earthquakes have things in common with flights of refugees: your life is in danger, you are not prepared to flight, you have no choice but to flight, you have no time to take much of your personal belongings…

I have personal stories with regard to earthquakes. I experienced  the strong earthquakes in Athens, Greece both in 1981 and in 1989 (during the earthquake of 1981 my family and I fled with our pyjamas, as the earthquake took place at night!). In 1985 my cousins’ houses were destroyed during the earthquake that took place in Kalamata, Greece… In 2008 I experienced the strong earthquake that took place in Patras, Greece.

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Using personal stories is a great idea. The students can ask questions and find out things by real interaction with the refugee people.

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while i watch your video , it comes to my mind one of my pupil" s story.She was an emigrant in Germany.She told me about the lifestyle she has to live there,for the campus and people who live together.Also about difficulties that people have to go throw.It was an intersting one story very significants for as

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Very interesting videos.

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Fantastic videos. Storytelling Photos, game and so on are great ideas. Leave our confort zone is the must
With my students I try to Connect with extraschool so we Can listen and see the locali situation of refugees

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Loved the activities... the game was a bit harsh but instead of playing all the violent trash on the net i guess it'd be better to get informed and at the same time mollified by real ordeal even if it is virtually presented.

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I believe that sharing personal stories is a great example of openness to others. Wolfgang says" cooking together"..great!!

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I really found very interesting what Erika advices to do with students when it comes to tell the stories of migrants, great emphasy should be put when stressing the difficulties of leaving their homes and embark on an adventure which eventually will take them in differents host countries. The best way to raise awareness and to draw students' attention to the topic is always the one which privileges the storytelling from the people directly concerned.

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Βασιλική Κρικώνη, Greece

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Βασιλική Κρικώνη, Greece

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The ideas that Erika presented were really valuable. I believe that learning by acting and doing, in the specific theme, has many advantages. The cooperation with organizations such as Unicef and Actionaid and using their material, can be  very helpful.

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With a newly arrived student in my class, I proposed him to tell his peers the way he reached Italy, what he left at home and the difficulties he found during his journey. The tell was very touching and his peers have now really understood the reasons why he is here.

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With a newly arrived student in my class, I proposed him

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Interesting video

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This video in very interesting and the storytelling is an important efficient means to communicate own's

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A nice storytelling that can be used in class is
"Meet the Somalis"

The illustrated stories of Somalis in seven cities in Europe
Meet the Somalis is a collection of 14 illustrated stories depicting the real life experiences of Somalis in seven cities in Europe: Amsterdam, Copenhagen, Helsinki, Leicester, London, Malmö, and Oslo. The stories allow readers a unique insight into what everyday life is like as a Somali in Europe. Meet the Somalis is based on the firsthand testimonies of Somalis in Europe interviewed during six months in 2013.Meet the Somalis depicts experiences many of us will never know, like fleeing a warzone with your children or, worse, leaving your loved ones behind. But more often, these stories portray the values shared amongst many of us, like the importance of family, well-being, and identity in an ever-changing world.

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Very of interest for the video. Migrants must be understood and supported.

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very interesting videos I agree with all the activity suggested by Erika

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To hide from the students the reality, which distracts attention from the violence that the newspapers bring to the picture, to which the television gives time of antenna, go to do them better than to confront them, to explain to him the reason of all that. "It is unthinkable to hide what is happening. Not that. Hide, no. What we teachers have to do is make our students aware that what is happening is serious, that those refugees need help, so that one day, when they were adults, they have their own Opinion, so that they become better citizens so that they can reach out to those who need it most. "

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Storytelling, I think is the first step to complete awareness Lots of videos with true stories of migration can be found on youtube. Volonteers working at refugee camps could also tell stories of migration. And of course the refugees themselves, in our classes could tell their personal stories, even though, as I have personally experienced, they are not willing to do so.

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One man gives his account of being smuggled into Europe. Hundreds of migrants are suspected to have drowned when their boat sank off the coast of Libya on Sunday. They are the latest casualties of the increasingly deadly journey to Europe.

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Albania
I think that it is important to get support to migrants or refugees into our classes.

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PATRIZIA Italy
I think that in order to bring migrants or refugees into our classrooms in Italy it is really important to get the support, committment and involvement of the entire school - director, schoolhelpers, colleagues, parents, etc.