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1.3. Sharing my own teaching resource                

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1.3. Sharing my own teaching resource                

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A story (book)about unaccompanied children and their experiences in the new coutries
http://www.elniplex.com/πριγκιπας-σημαινει-αμιρ-της-αννας-κοντολεων-20160702210315

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2.5. Developing empathy and open-mindedness 

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2.5. Developing empathy and open-mindedness 

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I would like to agree with two of great importance articles I read in the Value the Difference Resource pack. First and foremost I strongly consent to the idea that culture is like an iceberg. We only see a small part of it which usually has to do with the language, the habits, the traditions etc. However there are a lot of other perceptions and behaviours we do not know. Every culture is a melting pot of other cultures and beliefs as the article mentions. For instance as a dog lover and supporter of animal rights I really like people who take care of a dog or other animal. Although I feel that a large number of Greek people are against animals with multiple ways especially in the suburbs. In my opinion the way we face animals shows many things for our culture. This perception about animals is a non-observable aspect of our culture. This matter is also connected to the terminologies of empathy and open-mindeness two values which have nothing to do with selfishness and insularity. According to Edith Stein empathy is not a teachable skill because it requires experience. Although it can be facilitated.Thus by being animal friendly I develop my empathy and open-mindeness. Additionally enriching my experiences while travelling helps me, too.Not to mention my family's influence through their friendships with Albanian and Russian people or through their great relations with our relatives in Germany. Furthemore a good source for me were and are the books in different language or the movies with different cultural background which familiarise me with multiple and different pictures.
As for my students I am always trying to "borrow" my experiences in order to open their minds but sometimes it is quite difficult due to their backgroung influence. Nevertheless I am going to adapt the activity of "What is privilege"in the way you suggest it and not only this but I will try the "identity and its complexity" activity from the Value the Difference Resource pack in which participants are asked to give up two aspects of their identity and justify their choice. Here is an interesting link: about six habits of highly empathic people https://www.google.gr/url?sa=t&source=web&rct=j&url=http://greatergood.berkeley.edu/article/item/six_habits_of_highly_empathic_people1&ved=0ahUKEwiqroqp1b_SAhVzSZoKHVmJABEQFggdMAA&usg=AFQjCNGfpZi699Zf-iZOj1zNhxEKS5lV0A&sig2=Dy5vh7iDU0HQ_Ea_MawXww

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2.4. Creating a sense of beloging and identity in your class and school 

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2.4. Creating a sense of beloging and identity in your class and school 

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To be honest I have started to study and learn deeply about cultural diversity and activities to develop intercultural competence in everyday practice in this MOOC. However I tend to believe that my class has this feeling of belonging to a small community because my teaching methods based on collaboration and mutual respect. I always encourage everyone to express his /her opinion and I deliberately push them to discuss together their views, taking the role of watcher. I only interfere if I have something to add or if they ask me to. I also urge them to help each other if anyone has a question. Team work in combination with their diversity is the key to the class identity formulation. On the other hand as for the school I teach are not specific measures taken which help community building. This depends exclusively on us. Of course there is an adequate communication between school and parents but only to some extent. To be more specific it is limited to a phone conversation. The school I work as I have already mentioned offers remedial teaching for free to every student of secondary school without being organised to such fields. It is more a volunteering process without important infrastructure. Regarding my colleagues few of them are active to such issues. They are mainly superficially aware of cultural diversity.

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I sincerely enjoyed this webinar. The idea of language profile was totally new to me and I am going to try it on my students. Generally I came up with new meanings such as language biography, linguality, identity profile and I am very excited about this. I think I have learnt numerous things and approached new sections. Especially linguality is extremely significant to me. The ability to express what I mean and make my students understand what I am saying is one of my first goals. So all those examples Erica presented are very useful and inspiring to me. Some of them are: 1. drawing with different colours different languages in different parts of body
2. painting what is important for them, what they can do well
3. singing in order to "unlock" very shy pupils
4. sign language

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2.2. Supporting students with different first languages

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2.2. Supporting students with different first languages

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To begin with I would like to point out that the mentioned ideas are as interesting as useful. I totally agree with Erica about the reinforcement of students' self-confidence. I am always trying to make them feel comfortable and safe in such a different educational and cultural environment. So I allow them to speak their mother tongue because I have noticed that it is much easier for them to understand the language of instruction. Using their native language tend to compare it with the educational language and as a result they find a lot of common things. Furthemore I allow them to use technology in order to find a meaning of a word or ask someone. Sometimes I deliberately ask them to tell me how they say a specific greek word in their mother language and explain it to me. Students like this process because they feel and act like teachers. They realise they can offer to the lesson by sharing their own experiences. However all this process requires time and patience to see results. To sum up, I would like to say that the greek educational system is behind in some areas. For instance the learning library and the value of parents' engagement in the learning process (if I make a mistake please correct me).

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αρχείο λήψης (3)

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This is a very useful link to understand the model of intercultural competence by Darla Deardoff.

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This is a very useful link to understand the model of intercultural competence by Darla Deardoff.

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https://www.google.gr/url?sa=t&source=web&rct=j&url=http://www.education.uw.edu/cirge/wp-content/uploads/2012/11/Darla-INTERCULTURAL-COMPETENCE-MODELS-deardorff-09.pdf&ved=0ahUKEwiBstDyyr_SAhWrB5oKHWyeBAoQFggfMAE&usg=AFQjCNEzb4PxTDrixM2hjHsi9atkabvPDQ&sig2=hXjzhXk398K9XPQa7ALVLQ

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2.1. Example activities to develop students' intercultural competence 

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2.1. Example activities to develop students' intercultural competence 

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The activities Alicia and Erica presented are very interesting.Not only I am going to apply them but also to enrich them. In my opinion the most significant principle that every teacher should follow is to allow students to gain the knowledge themselves. The role of teacher is not forwarding. Especially I am a great supporter of the "obstetric method" of Socrates. What I mean is that teachers have to lead their students to find the truth-solution themselves. For this reason I totally agree with Alicia about the creation of engaging experiences through games, quizzes etc. By this way they learn more effectively through their research. They discover the world themselves. As a result this process includes the feeling of surprise. This is what I am trying to do in every class. I avoid giving answer directly but trying to make them find it. For example if they do not know a word, I indicate the relevant dictionary, if they do not remember a grammatical phenomenon the relevant grammar, a famous person the relevant source, the Internet etc. Furthemore teachers should provide students with the necessary tools in order to use them themselves. Technology for instance. We can encourage students to communicate and collaborate with others all over the world by proposing certain projects. To conclude I would like to mention interactive boards, a really interesting and useful tool, which offers a unique experience both teachers and students.

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2. Recognising cultural diversity for learning in everyday practice -Some general information about the students I teach.

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2. Recognising cultural diversity for learning in everyday practice -Some general information about the students I teach.

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I am working now with students aged 12-14. Three of them come from Albania and it is their first time in Greece except from one. As a result they do not speak Greek very well having few comprehension problems,though. Generally speaking they are trying too much to understand especially the totally new to them lesson of ancient Greek. However they interact with each other very well without causing problems. They are very willing to learn and I extremely appreciate it. The only notice I could make is that they are a little bit shy something which tends to change with my assistance and classmates' positive behaviour.

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1.4. Developing intercultural competences of your students

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1.4. Developing intercultural competences of your students

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Developing intercultural competences of our students is not a simple thing. In my opinion we should be sufficiently prepared to deal with the different cultural backgrounds. My view not only includes the adequate knowledge of their languages and their particular needs but the most important is to get into their souls. The psychology in such ages is very sensitive. As a result teachers have to be trained on such issues like chid psychology on specific situations (wars e.t.c.). If they manage to do this, then they will be able to make students overcome their differences and respect each other. Our job is to learn them how to communicate and collaborate understanding that diversity is the most beautiful thing in our relationships. Without it the world would be boring.This can be easily done through workshops with a common goal. Thus they will realise how constructive is to support different views.Furthermore it would be attractive to them if we organised thematic days such as food in a chinese restaurant or a french movie at the cinema with subtitles of course or visit to a "different" museum. All these will encourage them to improve their communication skills and their personal relationships. Last but not least I would like to remind that we ourselves are role models for those children. As a consequence our actions should keep up with the values we maintain. This is the biggest challenge we have to consider.

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1.2. Developing intercultural competence as a teacher                                  

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1.2. Developing intercultural competence as a teacher                                  

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I believe all those areas are equally important. However I feel that the most significant is our self-knowledge. First and foremost we should take into account our cultural values and our family background. Only if we define our personality and realise who we really are and what we really believe we can accept others. If we manage that introspection leaving behind our prejudices and stereotypes, then it will be easy to allow space to others to express themselves in their familiar environment. Furthemore we will be willing to leave our comfort zone and discuss about things we don't know. Besides learning is not an one-way process but a bidirectional exchange of views. On the other hand due to our limited time in the classroom, it is rarely feasible to create resources and materials which specifically reflect the diversity. Unfortunately lessons here in Greece are more examination oriented. As a result we almost always study special and technical things. However as Alicia said, we can find ways to integrate cultural diversity in the specific topis we discuss. Additionally it is essential need for me to discover more things about their language, their social identity and the parental involvement skills necessary for an interculturally competent teacher as Tomislav indicated. As for the biggest challenge for me I think that the combination of all those above is the most difficult. However if there is strong will and love for what you are doing then everything is easy.

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1.1. Why address cultural diversity in schools?

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1.1. Why address cultural diversity in schools?

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Cultural diversity more contemporary than ever. More and more people are migrating to other countries in order to find a better way of living. As a consequence a huge number of children arrived in different cultures and have to face a lot of adaptation problems especially in schools. In the first place are the language and the relations with other children. In this case teacher has the most significant role.The teacher needs to be able to control such differences. In order to do this she/he must have all necessary education, ability and skills to create a balanced environment between children so as the integration will become smoothly.

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αρχείο λήψης

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Hello!My name is Angeliki.I was born in Thessaloniki and I love this city and its peopIe.I studied history and archaeology in the Aristotle University of Thessaloniki.I have been teaching literature lessons at home since I was a student which means about 8 years.Last year I was working as a supportive teacher in a private school.Now I am volunteering in a local educational program which provides students of different secondary schools in difficult economical situation with remedial teaching. However I have only 5 students but the three of them come from Albania. As a result there are a lot of understanding problems especially in the lesson of ancient Greek.I hope to find useful and interesting ways to make my students' educational life more convenient.Also I would like to focus on the issue of migration especially in my country due to the massive inflows of refugees this year in order to be prepared for such a situation and gain experience.