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I try to make them feel equal by allowing refugees and Turkish students to play together.

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I think that is a good idea organizing a party: regular stuidents and migrant students can prepare together all is necessary to the party, so they can communicate and acquire more confidence.

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There are many nice ideas proposed here, I thank both the instructors and our peers for it.
I have tried the "catch the ball" game for the students to introduce themselves to the others (we can also use a stuffed animal toy instead of a ball).
Students also like pantomime, music (or a combination of the two - pantomime while listening to music).
Playing games is a great way of learning and making friends at the same time.
Very useful for the same purpose in working in small groups (up to 4-5 students).

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There are a lot of activities that can be implemented in class to help new migrant students. I think team sports would be great to make them feel part of the class group and make him acquire more confidence and self-confidence.

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I have tried the catch-the-ball game with my regular students and would definitely like to play it with migrant students were it the case. Also I would try to engage them in activities, not to make their stories known, but to make them feel comfortableQ for example I would make use of flashcards with animals, food and toys and play a like/dislike conversation game.

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An idea would be to ask all the pupils (regular and migrant ones) to introduce themselves through a painting. I.e. first they draw and then they come up to the board, stick their painting and talk about it. So, each one will give the others a chance to get to know him/her.
To prepare regular students to learn together with the migrant ones, educators can let them watch a related video, encourage discussion about the journey of the immigrants and the problems they have experienced and guide them in realizing how they should behave while receiving them to their class.

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2.4 Classroom activities

The first idea that comes to my mind is to paint in brilliant colours the classrooms; then let the "regular" students introduce themselves when arrving new foreign classmates; he third idea is to make a tour of the town and show the news students the most important places in town.

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1. Images and Games
Decorate your classroom or school walls with photos of diverse role models, including those of immigrants.
2. Friendly Conversation
Create mixed-student small groups. Students may feel more comfortable sharing and building new friendships in smaller groups or with partners, as appropriate to your lesson.
3. Similarities and Differences
Identify shared values and differences in the classroom. Plan for opportunities where students can voice their personal values and beliefs to create a sense of belonging.
4. The Power of Stories
Make room for storytelling, one of the most powerful ways to create empathy. Integrate immigration stories.
5. Civic Engagement
Create opportunities for positive civic engagement and discussion.  This is certainly not an exhaustive list of ideas to integrate immigrant students into the school community.

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Welcoming Refugees Into Your Classroom
I agree with Meagan Gillmore:
Teachers may not even know that a new student is joining their class, let alone familiarize themselves . Refugees arrive regularly, but the large numbers coming in a short time make this situation exceptional. It is important responding to students’ needs appropriately; listening to their stories and exhibiting resilience. They’ve fled their homes often because of persecution and war. Some have endured gruelling journeys over land and sea, often without clear destinations. Safety is not guaranteed. Some have hidden in jungles or had their homes destroyed. Children have seen their parents shot. Some have been abused, tortured. Resettlement brings additional stress: moving to a new country, learning a new language, meeting new people. They’re not just looking for a better life; they’ve fled for their lives.
Education is key to their future.
Support families outside the classroom. Provide childcare for parent-teacher meetings or allow parents to bring younger children. Ensure families can read information sent home or send English information to someone the family knows who also speaks English.Activities that don’t require verbal or written language are helpful: sports, dance, visual arts, instrumental music.

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I had a lot of good advice by Katja that I would like to try in the future. Some activities to improve their self-confidence as an example to accompany them to the market to learn how to call daily things and to taste them together.

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Hellas is a country that has had a lot of immigrants and refugees, not from other nations but from the same Hellenic nation. People migrated to every corner of the world due to economic and political unstability in the country. In every family they identify with the terms refugee or immigrant. A plan would be to ask students to bring in class the story of their family on migration. By presenting it in class, everybody can understand that it can happen to anyone, so everyone should be supportive to those that face currently similar situations.
Once the class has dealt with stories from the past, the ground is set to introduce the stories of newly arrived immigrants.

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I will definitely use the activities presented by Erika and Katja in the future. I have already used "catching the ball" (as an ice breaker in the first lesson) and muppet playing in  class and pupils had a great time. The only material that is required in the first activity is a small ball or other object that can safely be passed around the room and pupils have to pronounce their name in their native language (and then in English/French etc.) one by one. In the second activity, they had to choose an animal or a hero (muppets) from a story and present it in their native language (sitting behind the scene). Hiding made them feel more comfortable and safe. Wearing masks and other accessories and theater playing is another good idea because they can express themselves without feeling shy and using body language and gestures.

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I would use some movies and videos to prepare my "regular" students about the new students' culture and background. I think sports and games that don't include very much talking are ideal for new students to feel they are part of their class and "regular" students to get to know them.

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The video are very interesting. In my classroom use film Photos music to introduce new students

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My project is a lab of origami and traditional food. It is very inclusive.

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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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All my students are immigrants and often don't have any language in common neither with me nor with each other. But one thing I'm going to try out next year is to start each day with a silent smiling circle.

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A word cloud with lots of different words of different languages about friendship.

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Our classes to meet the specific obligation of emigrant student involvement in our lives has developed several activities, such as: thematic evenings, excursions, student debates,

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An activity I did in class last year was a lab of origami: a Chinese boy was little integrated into the class so we thought of an activity that will highlight and so we thought of an origami lab where he He taught his companions to build origami. Subsequently we made presentations in which each foreign companion told his comrades how they wrote and uttered some words in his native language. Has been
A success!

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I usually work with my students, both regulars and newly arrived, in small groups with peer to peer and cooperative learning method. on the door of our classroom we have a maps on wich everyone put his photos and the flag of his own country. We usually share in the class news and informations about lifestyle and habits of the countries of origins of the students

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I would like to try in my class  the sports games suggested by Erika and I would like to read the book suggested in this lesson "“The More-
Than-Just-Surviving Handbook: ELL for Every Classroom Teacher”.

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In my opinion one of the best  ways to prepare a good learning envirment and a good integration of newly arrived migrants in a class is implementing the Collaborative Learning Method and team work. In oredr to encourage curiosity and communication with the world outside of the classroom, thus helping both “regular” and newly arrived students. I can use some specific strategies within my classroom: teaching respect for different cultures; developing senses of empathy and appreciation for other cultures; encouraging team and group work; encouraging dialogue and debate activities in class; making used of the Collaborative learning methodology, where they have to work together towards a common goal; asking students to generate their own ideas for creating an inclusive learning environment.

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Astonish you with a video of the country of origin.
Show video of our country
To visit the school
Organize walk to town
Make mimic games
Cooperation games
Karaoke
Dramatizations

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When working as a teacher my students used to be seated in groups of 4 or 5. This way they all were working together equally, sharing the responsibility and having responsible roles. I was happy to attend a course By Johnson & Johnson to adapt

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When working as a teacher my students used to be seated in groups of 4 or 5. This way they all were working together equally, sharing the responsibility and having responsible roles. I was happy to attend a course By Johnson & Johnson to adapt co-operative learning practices to my classroom.

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When working as a teacher my students used to be seated in groups of 4 or 5. This way they all were working together equally, sharing the responsibility and having responsible roles.

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When working as a teacher my students used to be seated in groups of 4 or 5. This way they all were working together equally, sharing the responsibility and having respo

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When working as a teacher my students used to be seated in groups of 4 or 5. This way they all were working together equally, sharing the responsibility and having roles

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When working as a teacher my students used to be seated in groups of 4 or 5. This way they all were working together equally

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When working as a teacher my students used to be seated in groups of 4 or 5. This way they all were working together equally, sharing the responsibility and having

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When working as a teacher my students used to be seated in groups of 4 or 5. This way

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When working as a teacher my students

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When working as a teacher we

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According to my experience, the best way to create a good class team is working by Cooperative learning. When there is a new student entering the class, it could be useful to propose various activities on knowing each other, starting from Students’ names, country, religion, music/sport they prefer. Italian colleagues can find activities following the Cooperative Learning method in the books of professor Stefania Lamberti, University of Verona. I attended a 2 year course with her and her staff. We were so involved and we tried in first person that it works very well. I talk you about these books because there is a little theoric framework and so many practical activities.

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Normally in my school we use sports to integrate foreign students, we organize football tournaments or other sports activities.

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I believe that it is possible, in a context of integration, to be useful in teaching a way for students to understand the culture of newcomers and the political situation in which the refugees come from. In my experience, it was very useful to propose to my students the reading of the giuseppe catuzella book 'do not tell me that you are afraid': the story of the protagonist,, samia, moved many guys who did not imagine what was behind the trip that the refugees Face to get away from hunger and war

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I carried out with my students the "#e if it was me" activity in which they had to think about what they would take, only in a backpack, if they had to leave everything behind and how they would feel to reach a new, different country, and Without knowing anyone. A reflection was made followed by an exhibition of photographs of the backpacks and their individual reflection.

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I think games are the best way to help newly arrived students to get in contact with peers and the new environment. For example, a hunt game at school could be a nice activity for both Italian and foreign pupils. Another good activity could be an intercultural project based on drawing and painting ending up with an at

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I think it's very important not to force newly arrived migrant students to tell thir stories. Last month we analized a wonderful poem, Home, by Warsan Shire, and one of my students coming from Kosovo raised his hand and told us the terrible story of his father who left his family and land

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Newly arrived migrant students in the classroom2.4 Classroom activities to support newly arrived migrant students

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Newly arrived migrant students in the classroom2.4 Classroom activities to support newly arrived migrant students

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Zoi, Greece

Children in a pantomime game with body movements show what their favorite animals, games, family faces are and the rest guess with the indication of the relevant cards. In this way language is not a barrier to communication.

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Games are the key. Teacher could organize a game like Pictionnary where you don't have to speak but you have to use gesture to let others understand the word. In this game students could play in pairs: the refugee student with another student that could help him with the language. Teacher could prepare pictures, draws or other material for the game

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I think that very interesting activities, as Erika Hammer suggested in her videos, are dramatization and play. You might think of simulating a set of scenery in various places of daily frequency (supermarket, restaurant, home, school, doctor, etc ...) and thus stimulate learning a simple basic vocabulary. First of all, I think of learning the language as the first problem because it is what I'm doing most in my school. The game can also help, but acting or singing I think are more engaging because they force speech.

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This year I have tried in my classroom a nice activity that could help both regular students and newly arrived migrants to learn together. I created a padlet wall like this one (I cannot share it because there are personal details of my students). It was called United Nationalities and I presented it like a collection. The more nationalities we could get, the nicer our wall would look. Every student told about their origins (parents and grandparents...) and included flags or pictures. The result was that nearly everybody had a migrant background and it was OK. The wall was very nice and colourful and all students felt more relaxed about their origins from then on.

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Crissa, GreeceAnother interesting idea for regular students to welcome newly arrived migrant students is “the classroom treasures”, boxes with the flag and the name of the country from which the migrant students come from and contain (maps, photos, country features, coins, dolls with traditional costumes, toys, etc.). In this way, newly arrived migrant students feel familiar within the classroom environment and regular students learn about the peers' countries of origin and feel proud that the group of their class consists of many cultures. The contents of the boxes are filled with material from everyone. All students (regular and ΝΑΜ) bring what they see in their everyday life (internet, newspaper clippings, pictures, etc.) relative to the respective country of the box.

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Crissa, GreeceAnother interesting idea for regular students to welcome newly arrived migrant students is “the classroom treasures”, boxes with the flag and the name of the country from which the migrant students come from and contain (maps, photos, country features, coins, dolls with traditional costumes, toys, etc.). In this way, newly arrived migrant students feel familiar within the classroom environment and regular students learn about the peers' countries of origin and feel proud that the group of their class consists of many cultures. The contents of the boxes are filled with material from everyone. All students (regular and ΝΑΜ) bring what they see in their everyday life (internet, newspaper clippings, pictures, etc.) relative to the respective country of the box.

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I have already read about a lot of classroom activities presented in the links above and it is difficult to choose between them to apply into the classroom. However I would like to try the practical activities Katja described like visiting a supermarket and naming fruits, vegetables etc. or going to a train station buying tickets. I would reinforce it with shopping lists, newspapers, magazines etc. Learning through reality experiences is the best way to understand the culture and consequently the language of a country. Also I would like to point out the activity with pets, Erica presented. As I am a dog lover, I strongly believe that contact with dogs or animals in general, cultivates "regular" students' empathy and calm down refugee children. Furthemore I would encourage the use of home languages where it was necessary. For example all pupils could learn greetings and goodbyes. A very important activity I would apply is to use routines to help students to know what will happen next by posting the daily school work in the whiteboard and reviewing it each day at the beginning of the class. Other activity would be to notify children a day before for an anticipated absence of me. In this way a safe and secure environment is created. On the other hand I would train students to offer tours of the school to the newcomers, label part of the classroom in greek and their home language and have bilingual students to work with newcomers using bilingual dictionaries, if possible.

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The idea of Erica and Katia are very helpful .Also creating a familiar environment and expressing their feelings its very helpful.

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I gree that this section provides a lot of great resources to feel a bit safer in the difficult process of helping migrants. The hardest are the beginnings and I also fully agree that facing of problem of miscommunication due to poor language acquisition of NAMs, the best we can do is to involve them into any kind of activity.
I find PROJECTS extremely helpful to obtain the desired result, i.e. a smiling migrant student feeling confident among the others. And what is vitally important for the dynamics of every group is being sure that every single member knows his role in the team. It is obvious that a NAM cannot be given language tasks but they can e.g. search for photos in the case of commonly prepared presentation, or edit the slides to make them look better, or prepare the scenography if the task is a play, prepare invitations, welcome guests, etc

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In my class, i would try to make migrant students feel comfortable and wellcome. I could start with activities that would help them express their feelings. Music, paintings, role playing. An iconic trip to the countries that migrant students come from, and getting knowing more about the situation that forced them to move is a good begging and preperation for my  ''regular students''.

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We love play music and dancing all toghether!!!

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Teachers can use these activities for integrating newly arrived migrants:
- Activities of music, singing or dancing. Most pupils like those.

- Sports activities and games.

- To use technologies: for example, seeing their favourite music on YouTube.

- Activities of drawing, painting or colouring.

-  Using vocabulary in their language in classroom activities. I never had migrant students in my classroom, but these ideas surely will help me, one a day!!! Thanks so much!

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Play, sing act and share.
These are the most important activities to make a good climate in the classroom.
Every activity of everyday life can be the subject of work. Distances are eliminated when you perceive the other like yourself. Kids are more skilled than we believe in creating common languages, they also communicate in silence, in the game, in the game.

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I normally have two types of courses: Italian language courses for newcomers and French and English courses for regular students. In the first group I try to let them improve Italian knowledge by using memory cards (for vocabulary) or let them use some mobile apps to learn Italian in order to do useful activities at home. In the regular students' classes the migrants help theirs Italian schoolmates thanks to peer to peer activity. Besides I often do with all of them (Italian and foreigners) intercultural activities in order to study foreign countries and their characteristics.

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I've never tried this kind of activities because I've never had migrant students but I'd like to try something.
As I teach in a Primary school I always use songs to let them learn vocabulary. The one Erika mentioned is one of my battle horse. When we start a new song I just mime, I don't need our own language and so children from other countries would understand like all the others. Of course this it's better done with new songs that the other students have never heard before so they all start together.

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Only a week ago, my PE colleague showed me some of last year's sports games photos. In these games, newly arrived migrants have been well integrated into the sports teams. I think group games are useful because they favour integration. Last month I proposed a puzzle game to improve vocabulary. Everyone has created a personal puzzle with his favourite subject and then changed the game to execute. The outcome were useful for a role play.

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The choice of activities is very important. For example it is import to know if the newcomer understand the language. If he doesn't, activities with immages cold be useful, memory game. If he understands language the teacher could use other games or ask to present favourite food or music.

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As I work with young children the activity we like to do is the map. We have a big map and we like to show where we come from and what the life was like there etc. Another good activity is presenting favourite food and music.

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They are great ideas, I really like to go shopping with the kids, make simple meals, easily learn basic words. It is very good idea and to go in a station. You can also go on farms, factories, supermarket, do projects together, on types of buildings, traditional foods, traditions ....

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Games are very usefull in teaching and in boostering the integration among students.

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We are preparing a ceremony as a part of our national etwinning project. Our Afgan student will read a poem in Afgan language. Others will read in Turkish and English. Therefore he will feel both as an u seperable part of the class and an individual stick to his roots

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In my Current Events Class, 7th Grade, there are 15 students, 3 Germans, 4 new migrants and 8 with migrant backgrounds. There are 6 girls and 9 boys. We enjoy playing card games in small groups, reading fairy tales and watching the corresponding movies. If we don't find interesting news to talk about, then we talk about what the students are interested in. This is mostly YouTube videos. We watch the videos together and talk about them. This all happens is a stress free atmosphere, because there is no curriculum.

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I think that at the beginning, when language is a barrier to communicate, it’s very important to involve our students in group sports activities. This give them the opportunity to feel integrated and to show what they can do enhancing their self-confidence.

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Share at least one concrete ideas for classroom activities that you either already tried or would like to try in your own classroom. In addition, can you think of an activity that could help your “regular students” to be prepared to learn together with newly arrived migrants?
A good idea for welcoming refugee students is proposing practical activities, like sports or some manual activities.
I think that some team games could be really helpful, e.g. a miming game. In this way we can also help vocabulary building of foreign pupils.
For preparing our students to the arrival of migrants we could try to let them know better something about the culture and the country from which the refugee student is from (e.g. they could learn some simple words in refugee's mothertongue to let him feel welcome and appreciated).

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What a wonderful lot of precious resources: thank you so much. I totally agree with Carmela: the choice of activities strictly depends on the different characteristics of the children involved. For instance, some of my pupils don't like music or painting at all whereas some of them sing in a loud voice even though they are not really able to do so... Pets in class sound wonderful to me , even though I'd like to ask how many Italian teachers have experienced that (I know that there are a lot of "practical" obstacles to deal with...): a lot of my foreign students are afraid of cats (even very sweet and harmless ones...) and they could make with getting to know them... Even in my experience sports and active games are the most useful ones (one not so active could be miming simple verbs and actions, for instance: after the small group of newcomers has learnt some words, you can make a puzzle to compose the word and ask them to mime them to get the point... Or simply: one mimes a word, the others should guess it), followed by practical activities, like go shopping in the local outdoor market, even though very often children attract unwanted attention from the local people

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When it comes to teaching creativity is a must. I often try to invent or choose tailor-suited activities to arouse students' interest. An activity I have often tried with newly arrived students to improve their command of Italian is a word game where they are given images of something in english and they have to guess or look up the italian translation on the vocabulary, afterwards the are asked to create a simple sentence with a word of their choice either in English or their native language and then with the aid of the internet or online vocabularies try to understand the meaning. The same game can be done with traditional songs from their countries all the group class tries to guess the meaning of the words while they learn to pronounce them by singing.

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I agree with play games activity or quiz or video to begin the integration at school.

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Videos are very useful.
All good group activities are great for developing togetherness.

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TURKEY
videos are very usefull for me  Especially market shopping , get in classroom diversty animal...

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pantomime
dancing, singing
working with apps
improvisation exercices
warming up exercices... I didn't know the website improwiki.com. Cool!

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The choice of activities depends on many factors. First of all it is important to know if the newcomer understands the language. If he doesn't, activities with lots of images could be useful, memory game, for instance. if he understands the language, a nice icebreaking acitvity is "step in/step out: students stand in a circle facing each other. The teacher reads statements; students will take one step in towards the centre of the circle if they decide the statement applies to them. Statements are very simple, like "I had breakfast this morning; I play/watch sport; I like music; I speak more than one language; etc" As they play the game, students become aware of similarities and differences between cultures.

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We tried at the past the dancing activity and it worked very good as the 2 students joined the dancing group, participated in the team while learning form the others. At the same time they had the chance to do pantomime and body expression exercises and they seemed very pleased.
Other kind of activities we could do in the classroom are the storytelling in an interesting topic such as environmental pollution or outside of the classroom trying altogether to clean he seaside sending an environmental message

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If the new pupil understands English a good way to start is perhaps to create a moment in school-time when Italian students present the school to their foreign partner, without the presence of the teacher. We create a small group of pupils who go around school and show classes, gym, laboratories, bathrooms, indoor and outdoor leisure facilities.

If the pupil does not well understand English another way is to make some team sports games like volleyball.

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I agree in promoting activities based on playing games as they are good tools for younger and older pupils. There are many platforms promoting quizzes (Kahoot.com for example) with images and icons that can stimulate visual abilities and help students with learning difficulties. This is a good way to promote integration and participation for any type of student. Games offer also a good support in learning a new language, the home country language or a foreign/ second  language.

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An activity can be a Memory game about the language of the immigrant. They drw 17 animals in 17 cards. On other 17 cards I write the name of the animals in the two languages. The I turn down the cards as in the classical Mmory game.

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In the pedagogical part, the slogan is flexibilization. For students with language difficulties, it is worth, for example, accepting answers in the mother tongue in the tests as long as the teacher places them next to the correct ones in Portuguese. Back-to-back reinforcement classes, extra activities for the home, and closer classroom accompaniment also make a difference.

Tours to museums, theaters and other public facilities help foreigners to get used to the city and broaden their cultural horizons, which are usually restricted to the family.

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Playing games in which students can know each- other by being part of team while playing together. Games in and out of class. That way will be helpful method to make them feel in same position.

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Pantomima is one of nice activities that can help students to be together .Another activity can be to have different pictures and to ask for students to name the object in their language and all class to repeat the word.