# data[].attributes.body
«This badge is awarded upon completion of Module 2 of the Integrating Newly Arrived Migrant Students in Schools course on the Teacher Academy of the School Education Gateway. In order to complete the module, the course participant has explored a range of resources addressing how newly arrived migrant students can be effectively integrated and supported in the school community. Furthermore, the participant has finalised an outline of a 6 month plan of activities to integrate newly arrived migrants better at the school level as well as reviewed the work of their peers.»

# data[].attributes.body
Actually, we don’t have refugee students yet, but if we have we’ll support them with extra Portuguese lessons as we always have done with the migrant students that have arrived to our school from Ukraine, Romania, China, Moldavia,… all them have been well succeeded with these extra lessons that we call “Português Língua Não Materna” (Portuguese As Non-Native Language).

# data[].attributes.attachment_link.title
President Obama - Alex is just six years old. He lives in... | Facebook

# data[].attributes.attachment_link.description
Alex is just six years old. He lives in Scarsdale, New York. Last month, like people around the world, he was moved by the heartbreaking images of Omran Daqneesh, a five-year-old boy in Aleppo, Syria, sitting in an ambulance, in shock as he tried to wipe the blood from his hands.

# data[].attributes.body
Heartbreaking video from Sheikh Maqsoud in Aleppo, where a Kurdish child asks: "Why do they attack us? The shelling was not enough, now the regime also attacks.The regime attacks, the FSA attacks, all have gathered against us".

# data[].attributes.attachment_link.title
Save Kobane - Heartbreaking video from Sheikh Maqsoud in... | Facebook

# data[].attributes.attachment_link.description
Heartbreaking video from Sheikh Maqsoud in Aleppo, where a Kurdish child asks: "Why do they attack us? The shelling was not enough, now the regime also attacks. The regime attacks, the FSA attacks, all have gathered against us". Video: Rojava Breaking News #SheikhMaqsoud #SaveTheChildren #Aleppo #Syria

# data[].attributes.body
After watching the videos share any further ideas, insights and also resources in the Padlet below. For example, in Germany, there is a Facebook group where teachers share language learning resources that are especially suited to working with newly arrived migrant students: https://www.facebook.com/groups/697495993718779                              There is a range of resources documents and materials to guide schools in how to receive newly arrived students provided by the Portuguese Ministry of Education to the teachers and educators. "More than numbers" is a project to the students related to interculturality that include a "Welcome Guide" for preschool, elementary and secondary education and a "Teacher's Manual" with a glossary of terms related to the world of migration and asylum, refugee stories, first-person stories and follow-up for photographs and various suggestions for activities to the students between the ages of 12 and 18.

# data[].attributes.headline
Supporting newly arrived migrant students with language learning

# data[].attributes.subject
Supporting newly arrived migrant students with language learning

# data[].attributes.body
Nora gives you here very useful tips on how to deal with one of the most immediate challenges of teaching newly arrived migrant students: the language barrier. Giving your students some support, in the beginning, can make all the difference, as many are very motivated to learn the language very quickly.

# data[].attributes.attachment_link.title
Integration Course | M2 Nora Brezger - Language Support

# data[].attributes.headline
Multilingualism - how to support students with different first languages?

# data[].attributes.subject
Multilingualism - how to support students with different first languages?

# data[].attributes.attachment_link.title
Multilingualism - how to support students with different first languages?

# data[].attributes.headline
Supporting newly arrived migrant students with language learning

# data[].attributes.subject
Supporting newly arrived migrant students with language learning

# data[].attributes.body
Erika gives you here very useful tips on how to deal with one of the most immediate challenges of teaching newly arrived migrant students: the language barrier. Giving your students some support, in the beginning, can make all the difference, as many are very motivated to learn the language very quickly.  Erika’s example of a blind refugee girl that was so happy about the first German words she learned shows how it is possible to connect via language despite all difficulties.

# data[].attributes.body
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?
To prepare sports activities, music, practical activities and games in groups to learn the language and the culture to facilitate the integration and the interaction among our pupils.

# data[].attributes.headline
Classroom activities to support newly arrived migrant students

# data[].attributes.subject
Classroom activities to support newly arrived migrant students

# data[].attributes.body
Erika and Katja Kiesler, a special needs teacher who works with newly arrived migrant students, give you a lot of concrete ideas on classroom activities that are particularly suited to help newly arrived migrants in their learning. Erika also mentions sports games as a good activity for newly arrived migrant students. We will hear more from Jana Gottschalk of the CamP Group, who already introduced some of her projects to you in the first module, about how to make use of sports activities in your classroom.

Erika mentions, in particular, the book “The More-Than-Just-Surviving Handbook: ELL for Every Classroom Teacher” as a useful book to get started. Finally, Wolfgang presents examples of very interesting practical resources that will support you in your further planning of classroom activities. There are shortened links shown directly in the video or you can access all mentioned resources directly here:

Canadian Teaching Refugees Website

Students from Refugee Backgrounds – A Guide for Teachers and Schools 2015

Building Connections

Do Self Care

Ask for Help

Welcoming Refugees in your Classroom

Welcoming Refugee Children to Your School Guide

NUT Refugee Teaching Resources

Recorded Webinar “Promoting a Culture of Welcome for Refugees in Schools: Approaches and Opportunities”

PowerPoint Slides from Webinar

Flucht und Trauma im Kontext Schule

# data[].attributes.attachment_link.title
Classroom activities  - Integrating newly arrived migrant students

# data[].attributes.attachment_link.title
Strategies, Methods, Classroom Activities for Newly Arrived Migrant Students (with image, tweets) · aliciabankhofer

# data[].attributes.attachment_link.description
Twitterchat for participants of the MOOC on Teacher Academy, School Education Gateway

# data[].attributes.attachment_link.entities[].name
Teacher Academy School Education Gateway MOOC

# data[].attributes.attachment_link.description
Prepared as part of the Teacher Academy School Education Gateway MOOC on Integrating Newly Arrived Migrants to your Classroom - December 2016

# data[].attributes.body
Did you experience yourself that your newly arrive migrant students had difficulties you struggled helping them with? Would you know where to find help for them or is that difficult to organise in your school/country?  There aren't any experience about newly arrived migrants in our school due to the refugee crises, but we have foreign students. We think that we will find the right path with a warm welcome, some loving faces, a safe background and teachers with the surplus help of a psychologist and outside organisations.

# data[].attributes.headline
Supporting specific needs of newly arrived migrant students

# data[].attributes.subject
Supporting specific needs of newly arrived migrant students

# data[].attributes.body
Erika also gives a lot of tips how you can help your students already by creating a safe and welcoming classroom environment.

# data[].attributes.attachment_link.title
Creating a safe and welcoming classroom environment.

# data[].attributes.headline
Supporting specific needs of newly arrived migrant students

# data[].attributes.subject
Supporting specific needs of newly arrived migrant students

# data[].attributes.body
Erika & Nora stress that newly arrived migrant students often have some very specific needs that you as a teacher cannot always support them with. Many newly arrived migrant students have lived through very difficult or even traumatic situations back in their home country or during their journey to Europe. Sometimes they do not feel safe yet about their present and future in the new country. While both Erika & Nora stress how it is important to know your own boundaries of ability and responsibility and it is not your job to solve these issues for your students, it is essential that you know where you can refer them to the external support they need.

# data[].attributes.attachment_link.title
Integration Course | M2 Nora Brezger - Specific Support

# data[].attributes.attachment_link.title
The integration of newly arrived migrant students in daily school life webinar

# data[].attributes.headline
Preparing yourself and your class for arrival of newly arrived migrant students

# data[].attributes.subject
Preparing yourself and your class for arrival of newly arrived migrant students

# data[].attributes.body
In this video, Erika presents some ideas on how to prepare yourself and your “regular students” to welcome the newly arrived migrant students in your class. Even if you do not teach both student groups together, you might want to introduce the newly arrived migrant students to your other students in the way Erika suggests.

# data[].attributes.attachment_link.title
Preparing yourself and your students to welcome the newly arrived migrant students

# data[].attributes.body
During the course series, we already stressed several times that we should try not to perceive “the newly arrived migrant students” as one homogeneous group but stress that each student has his or her individual background and story. The point is again made in this section and that some preparation about understanding their background is crucial to making them feel welcome and helping them learn. So to help us imagine this diversity and as an incentive to learn more about your students' backgrounds, share here more about your newly arrived migrant students. How many are they, where are they from, what languages do they speak? How do they feel about being at your school? Did any of them share their individual story with you?
There is no newly arrived migrant students in my class and in my school but maybe they will arrive someday. This is the reason why I'm attending these courses. We should be well prepared to make these new students feel well.

# data[].attributes.headline
WEBINAR: The integration of newly arrived migrant students in daily school life

# data[].attributes.subject
WEBINAR: The integration of newly arrived migrant students in daily school life

# data[].attributes.body
A presentation and Q&A session with Erika Hummer looking at the integration of newly arrived migrant students in daily school life and building on her video in the first section about preparing your class for the arrival of any new students.

# data[].attributes.headline
Preparing yourself and your class for arrival of newly arrived migrant students

# data[].attributes.subject
Preparing yourself and your class for arrival of newly arrived migrant students

# data[].attributes.body
In this video, Kristina Robertson, an English Learning Language (ELL) Program Specialist, gives some tips on how to get started and what to be aware of right from the beginning. She stresses again the point we have made already in the first module: how important it is to get to know your new students and their different backgrounds.

# data[].attributes.headline
Newly arrived migrant students in the school

# data[].attributes.subject
Newly arrived migrant students in the school

# data[].attributes.body
«This badge is awarded upon completion of Module 1 of the Integrating Newly Arrived Migrant Students in Schools course on the Teacher Academy of the School Education Gateway. In order to complete the module, the course participant has explored a range of resources addressing how newly arrived migrant students can be effectively integrated and supported in the classroom. Furthermore, the participant has identified and adapted activities that they can use in the classroom with newly arrived migrant students, identified individuals at school level who can support their work, as well as started the drafting of an outline for a 6 month plan of activities to integrate newly arrived migrants better at the school level.»

# data[].attributes.headline
Preparing yourself and your class for arrival of newly arrived migrant students

# data[].attributes.subject
Preparing yourself and your class for arrival of newly arrived migrant students

# data[].attributes.body
In this video Nora Brezger from the Berlin Refugee Council outlines some specific things you can do to prepare yourself and to manage expectations, such as visiting refugee shelters in advance, an aspect also addressed in our previous course about Raising Awareness about the Situation of Newly Arrived Migrants.

# data[].attributes.attachment_link.title
Integration Course | M2 Nora Brezger - Preparing Teachers Who Teach Newly Arrived Migrants

# data[].attributes.body
Do you have any ideas for your own community development project, inspired by Jana’s video? Could you easily adopt the RespAct project ideas at your school?
In our schools, it is common developing projects that promote peace, tolerance and respect for difference. These projects are not designed specifically to the newly arrived migrants, but for the student healthy socialisation that must exist in all schools. For us, it is all about respect, acceptance and appreciation of the richness and diversity of the cultures of our world and of our ways of expressing our qualities as human beings. It is a question of teaching how to find harmony in difference. It is a matter of teaching our students that respect for difference and tolerance are virtues that make peace possible and contribute to a culture of peace instead of a culture of war.

# data[].attributes.body
«CamP Group gGmbH is a “Think-and-Do-Tank“. Our goal is to solve social problems with the help of sound research and well-established pedagogical practices. The business area “Think-Tank” explores new approaches and shapes politics through development work, consulting and evaluation services. As a “Do-Tank” we develop and implement projects in the area of participation, democracy and engagement which contribute to solving social problems.»

# data[].attributes.attachment_link.readable_text
Die CamP Group gGmbH ist ein "Think-and-Do-Tank", dessen Ziel es ist, soziale Probleme mithilfe fundierter Forschung und bewährten Praxisansätzen aus der Pädagogik zu lösen. Der Geschäftsbereich „Think-Tank" erforscht neue Ansätze und gestaltet Politik durch entwicklungspolitische Arbeit, Beratung und Evaluationsdienstleistungen. Als „Do-Tank" konzipieren, realisieren und entwickeln wir Projekte im Bereich Partizipation, Demokratie und Engagement, die zur Lösung sozialer Probleme beitragen.

# data[].attributes.attachment_link.description
Die CamP Group gGmbH ist ein "Think-and-Do-Tank", dessen Ziel es ist, soziale Probleme mithilfe fundierter Forschung und bewährten Praxisansätzen aus der Pädagogik zu lösen. Der Geschäftsbereich „Think-Tank" erforscht neue Ansätze und gestaltet Politik durch entwicklungspolitische Arbeit, Beratung und Evaluationsdienstleistungen. Als „Do-Tank" konzipieren, realisieren und entwickeln wir Projekte im Bereich Partizipation, Demokratie und Engagement, die zur Lösung sozialer Probleme beitragen.

# data[].attributes.body
"The schools should reach out into their local communities and build up strong support networks. However, community engagement cannot only be a requirement for the successful integration of our students, it can also be a method to help both our students and us as educators build up exactly the type of community network. So, if we are working in a school where so far we only have a limited network of partners in the community, why not build a project together with our students to start engaging with the community? This will bring huge benefits to our students, who will feel much more part of the local community, as well as builds up our own network of partners who we can draw upon in the future when requiring support in our work with newly arrived migrant students.
The below video shows an example of a community-based project that can be organised in schools. Jana Gottschalk, the project leader for the RespAct project in Germany, outlines how they have organised such a community project and the benefits it can bring to our students. Jana works for the Camp Group gGmbH who also organises other similar projects."

# data[].attributes.attachment_link.title
Integration Course | M1 Community Project

# data[].attributes.body
What support do you receive from your school for your work with the newly arrived migrants? What additional support do you need?

We haven't newly arrived migrant students. However, our school is preparing to receive them, if or when they arrive. The school structure has been prepared for a long time. There are teachers prepared for this great challenge of receiving students who do not speak Portuguese, who have been totally uprooted from their lands and culture and, some of them, even from their families, providing educational, social and emotional support. What Nora said it is extremely important for us.

# data[].attributes.headline
Organising support within and outside of school

# data[].attributes.subject
Organising support within and outside of school

# data[].attributes.body
Some concrete ideas of how schools should prepare themselves for the arrival of newly arrived migrants at their school, for example by organising one whole-school professional development day where potential requirements and actions are discussed with all staff members.

# data[].attributes.attachment_link.title
Wie Lehrer Schule für Flüchtlinge gestalten

# data[].attributes.headline
Organising support within and outside of school

# data[].attributes.subject
Organising support within and outside of school

# data[].attributes.body
Nora Brezger of the Berlin Refugee Council, who some of you will know from the previous course, outlines some general principles and ideas that schools and in particular school leaders should take into account when addressing the integration of newly arrived migrant students. Nora also highlights the importance of building within and outside of school functioning networks of colleagues and external partners, allowing for regular exchanges.

# data[].attributes.attachment_link.title
Integration Course | M1 Support at School Level

# data[].attributes.body
How is the integration of newly arrived migrant students organised in your school? What are the advantages/ challenges related to the way your school organises integration?
In the Portuguese school, the newly arrived migrant students are immediately integrated into a class, always trying to keep the class from having too many foreign students. Then, the new students go socialising with their classmates and gradually they are integrated with them. When they arrive, the teachers specialised in teaching Portuguese as a non-mother tongue apply them a test to define the level of proficiency and integrate them into classes accordingly. The teachers of the other disciplines adapt their work to the level of knowledge and language of the migrant students and try to give oriented, image-based works, sometimes using English / French Languages. When verbal communication is difficult, we use gesture!

# data[].attributes.body
As you are probably well aware, schools in different countries but also within the same country organize the integration of newly arrived migrant students very differently. In some schools, the children are taught in seperate classes for a certain period of time or certain subjects, in others they are quickly integrated in classes together with the other students. In this section, you will hear from Wolfgang Oelzant, one of our course moderators, who briefly outlines some of the main ways how the integration of newly arrived migrant students is organized in schools.

# data[].attributes.attachment_link.title
Integration Course | M1 Models of Integration

# data[].attributes.headline
Meeting the needs of newly arrived migrant students

# data[].attributes.subject
Meeting the needs of newly arrived migrant students

# data[].attributes.body
What do you feel are the main needs of your students? Where do they and you require support in addressing their needs? Is it dealing with trauma? Or is it about language support? Do you also have experiences where students have very basic needs such as those outlined by Amber? And how do you meet those?
We do not have newly arrived migrant students.
However, we are students from other countries that do not communicate in Portuguese.
We believe that the most important thing for students and families is the need to overcome the language barrier because Language is just one of the most important aspects to overcome. After this "big step" is given, everything else will be more easily surpassed.

# data[].attributes.body
"The video outlined some of the needs of newly arrived migrant students and how they are being addressed at school and with the support of external partners. Amber Price in particular highlights some of the diverse and basic needs of the students, she has been working with and that if a school wants to successfully address those needs it has to draw from support in the community."

# data[].attributes.headline
Meeting the needs of newly arrived migrant students at school

# data[].attributes.subject
Meeting the needs of newly arrived migrant students at school

# data[].attributes.body
"The specific needs of newly arrived migrant students coming into schools are as diverse as the students themselves. However, their common experiences of fleeing their home country, often living through harrowing situations and losing loved-ones, sometimes coming from quite basic living conditions prior to arriving in schools, as well as the experience of being in a foreign place, does mean that this group of students often has some specific needs that we at school need to be aware of. "

# data[].attributes.body
In the second video, Prof.Dr. Hans Anand Pant of the Deutsche Schulakademie makes the point that the integration of refugees in our school actually provides a good opportunity to rethink schools in general and that the work required to integrate them can be a powerful driver for innovation at schools. Do you agree with this statement? Why (not)?

I am agreeing with Prof. Hans Anand Pants because the “schools can create that important space, where teenagers, as soon as they arrive, can have a life perspective again”. As teachers, we must rethink and innovate our work in different perspectives and provide a way of communication between school and families.
In Portugal, we have brochures about the Portuguese educational system in different languages. Some (few) schools (with a bigger immigrant community) have the privilege to work with interpreters, but that is not a legally established right. The ones who don´t must improve their way of communicating effectively. And teachers are the mediators responsible for the reception and guidance of immigrant students, given the lack of availability of established structures. So: let´s innovate!

# data[].attributes.body
“Schools create that important space, where teenagers, as soon as they arrive, can have a life perspective again”. Niels Espenhorst, Deutsche Schulakademie video.

"The videos below are from the ‘Deutsche Schulakademie’, an organisation awarding the German School Prize once a year.
In the videos, we can see some of the schools which have been awarded the prestigious prize sharing their insights about integrating newly arrived migrants in schools."

"Successfully integrating newly arrived migrant children in our society is one of the key challenges for Europe at the moment.
Schools have a key role to play here, but often they lack the experience and external support.
Welcoming newly arrived migrant children at the school is a huge task for the school management, teachers, but also all staff members.
While some aspects mentioned are specific to the German context, most challenges addressed are the same across European countries."

The video is in the German Language. We can activate English subtitles via the Youtube interface.

# data[].attributes.body
“Schools create that important space, where teenagers, as soon as they arrive, can have a life perspective again”. Niels Espenhorst, Deutsche Schulakademie video.

"Successfully integrating newly arrived migrant children in our society is one of the key challenges for Europe at the moment.
Schools have a key role to play here, but often they lack the experience and external support.
Welcoming newly arrived migrant children at the school is a huge task for the school management, teachers, but also all staff members.
While some aspects mentioned are specific to the German context, most challenges addressed are the same across European countries."

The video is in the German Language. We can activate English subtitles via the Youtube interface.

# data[].attributes.attachment_link.title
Schlüssel zur Integration: Bildung und Respekt

# data[].attributes.body
The most important dates for you following the Integrating Newly Arrived Migrant Students online course are:

Webinar with Erika Hummer, The integration of newly arrived migrants in daily school life, on 6th December at 17:30 CET.

Twitter Chat with  Alicia Banhofer, Strategies, Methods, Classroom Activities for Integrating Newly Arrived Migrant Students 8th December at 17:30 CET.

Deadline 1: The first deadline is for the submission of your own work. The deadline is in the middle of the third week on 14th December at 23:59h CET.

Deadline 2: The second deadline is for the submission of your reviews. The deadline is on Sunday directly following the first deadline, 18th December at 23:59h CET.

# data[].attributes.headline
Integrating Newly Arrived Migrant Students in Schools

# data[].attributes.subject
Integrating Newly Arrived Migrant Students in Schools

# data[].attributes.body
The course will explore the practicalities of integrating newly arrived migrant students in a school community and will look at how teachers can work at a very practical level with such students in their classrooms.
By the end of the course, participants should:

have an understanding of different organisational models of how newly arrived migrants can be integrated into teaching and school life as well as an understanding of different pedagogical models of how newly arrived migrants can be integrated into teaching and school life.

have an understanding of important requirements and strategies to support students who do not understand or speak the main language of instruction.

acquire as well practical experience on how to develop a set of concrete targets, ideas and actions to support newly arrived migrant students in their school.

also reflect on the pedagogical strategies that work with non-native speakers in their classroom,

identify key contacts at school and local level, such as school leaders, psychologists, local councillors, parents, etc. that can support them in addressing some of the challenges that the integration of newly arrived migrants brings to the school and classroom.

identify a set of fellow course participants who are facing similar challenges and establish informal connections with them in order to share resources and expertise and support each other after the course.

also create an online or offline infrastructure that allows for regular exchanges and sharing of resources and ideas with colleagues, experts and organisations working on the integration of newly arrived migrant students.

All work on this course is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

# data[].attributes.attachment_link.entities[].name
School Education Gateway Launch Conference Part

# data[].attributes.attachment_link.entities[].name
Tufail Ya Sadqe Se Dua Karna Durust Hai By Adv Faiz Syed

# data[].attributes.attachment_link.entities[].name
Paw Patrol Racers for Kids Best Toddler Learning Paw Patrol Cars Trucks Street Vehicles

# data[].attributes.attachment_link.entities[].name
Brain Candy TV Baby Panda Earthquake Safety Tips

# data[].attributes.attachment_link.entities[].name
Wolley Plays Educational Games For Kids , Babies & Toddlers

# data[].attributes.attachment_link.entities[].name
Agar Sabkuch Accha Chal Raha Hai Aur Koi Azmaish Nahi Hai To Kya Iska Matlab Allah Humse Naraaz Hai

# data[].attributes.attachment_link.description
Uploaded by School Education Gateway on 2016-10-28.

# data[].attributes.headline
Integrating Newly Arrived Migrant Students in Schools

# data[].attributes.subject
Integrating Newly Arrived Migrant Students in Schools

# data[].attributes.body
Course Webpage

# data[].attributes.attachment_link.description
See Tweets about #diversitymoocs on Twitter. See what people are saying and join the conversation.

# data[].attributes.headline
Cultural Diversity and Migration courses - Teacher Academy

# data[].attributes.subject
Cultural Diversity and Migration courses - Teacher Academy

# data[].attributes.attachment_link.title
Cultural Diversity & Migration courses - Teacher Academy

# data[].attributes.attachment_link.description
This group is for participants of the 3-part series of Teacher Academy courses exploring the topic of cultural diversity, the situation of newly arrived migrants in general and how to integrate newly...

# data[].attributes.body
This video shows a voluntary teacher in a German Language School for refugees, in Leipzig, and the integration scheme organised by the Refugees Council of Leipzig. The German families help refugee families adapt and integrate to the local community.

# data[].attributes.attachment_link.description
Video on the integration of refugees in the German society. It shows a voluntary German language school for refugees, in Leipzig, and the integration scheme organised by the Refugees Council of Leipzig, in which German families help refugee families adapt and integrate to the local community.

# data[].attributes.headline
Tarek, the Syrian student of the University of Algarve who liked to return to his native country.

# data[].attributes.subject
Tarek, the Syrian student of the University of Algarve who liked to return to his native country.

# data[].attributes.body
This Syrian boy was present in our School (with Clara Abegão,
Jaime Carvalho Martins and Olga Martins), where he talked about his life and what led him to leave behind his family and country. Also spoke of how he was received in Portugal.
"By 2011, Mohamed Tarek Said had a "good life" in a small town, near Damascus, the Syrian capital, where "he went to school, spent some time with friends and family, went for a walk ... '. Then came the war and Tarek lost it all. The school became recruiting for the army, the shootings have become a constant and the family was forced to separate.

Tarek fled to Turkey, where he finished high school, and just over a year, arrived in Faro before the migration crisis occupy the covers of newspapers throughout Europe. Now, the 20 years old student of Pharmaceutical Sciences at the University of Algarve recovered a part of the "good life" that he had in Syria, but if he could, that's where he would go back, to help people."

# data[].attributes.attachment_link.readable_text
Até 2011, Mohamed Tarek Said tinha uma "vida boa", numa pequena cidade, perto de Damasco, a capital da Síria, onde "ia para a escola, estava com os amigos e com a família, ia passear...". Depois, veio a guerra e Tarek perdeu tudo isso. A escola passou a fazer recrutamento para o exército, os tiroteios passaram a ser uma constante e a família foi obrigada a separar-se. Tarek fugiu para a Turquia, onde terminou o ensino secundário, e, há pouco mais de um ano, chegou a Faro, antes de a crise migratória ocupar as capas de jornais por toda a Europa. Agora, com 19 anos, o estudante de Ciências Farmacêuticas da Universidade do Algarve recuperou uma parte da "vida boa" que tinha na Síria, mas, se puder, é para lá que gostaria de voltar "para ajudar as pessoas".
Foi a Plataforma Global de Assistência a Estudantes Sírios, promovida pelo ex-Presidente da República Jorge Sampaio, que trouxe Tarek para Portugal e para a Universidade do Algarve, de modo a prosseguir os estudos, mas nem tudo foi fácil nos primeiros tempos.

"No início, tinha medo de falar com os portugueses, porque não os conhecia. Tinham outra cultura, outro país, e eu nunca tinha visto pessoas europeias", contou o jovem sírio ao Sul Informação, na primeira entrevista que deu a um jornal.

Agora, a imagem que tem de Portugal é diferente: "os portugueses são simpáticos, simples. São boas pessoas. Não sinto que pensem: "ah ele é da Síria, não quero falar com ele". Tratam-me como uma pessoa portuguesa, uma pessoa normal".

Em Portugal, tal como no pré-guerra na Síria, Tarek gosta de se encontrar com os amigos, jogar futebol ou ir à praia. "Agora tudo está mais fácil, mais calmo, gosto do Algarve, tem bom tempo", diz.

Os melhores amigos de Tarek em Portugal são portugueses e é com eles que procura aprender a língua, depois de ter frequentado o primeiro nível do curso de iniciação ao português na UAlg. Enquanto fala com o Sul Informação, nota-se que algumas palavras já entraram no seu vocabulário, introduzindo vocábulos portugueses nas frases construídas em inglês, língua em que prossegue a conversa.

O facto de ser sírio é, normalmente, tema de brincadeira entre o seu grupo de amigos. No entanto, Tarek já passou por algumas situações desconfortáveis: "já tive quem me dissesse, quando fui apresentado pelos meus amigos, que tinha medo de mim, porque sou da Síria".

Essa frase foi dita meio a sério, meio a brincar, mas Tarek sabe que há quem ache "que os refugiados vão trazer a guerra para a Europa".

A opinião que o jovem tem sobre esse tipo de pensamento é clara: "eu digo que isso é estúpido, porque foi a guerra que nos levou a deixar o nosso país. Também há quem diga que os refugiados vêm roubar os empregos ou para ganhar dinheiro. Isso é também impossível. Eu chego a um país novo, não conheço a cultura, ou a língua... é impossível".

O drama de quem arrisca a vida para entrar na Europa, atravessando o Mediterrâneo, é bem conhecido de Tarek. "Tenho um primo na Áustria que fez isso, tenho também conhecidos na Alemanha e um deles diz que está arrependido, que é difícil e que quer voltar. É difícil aprender a língua, adaptar-se ao país. Alguns chegam e não têm nada para fazer e não sabem como aprender a língua", explica.

Em relação à família mais próxima, Tarek tem uma irmã na Jordânia, os outros irmãos estão a estudar na Turquia e o pai conseguiu um trabalho numa clínica síria, também na Turquia, como médico.

No entanto, há quem não consiga o que o pai de Tarek alcançou e essa é uma das motivações para tentar a sorte na Europa: "as pessoas perderam tudo. Na Síria não têm casa, na Turquia não têm dinheiro, nem trabalho. As pessoas não têm nada a perder, assumem o risco e vão".

Ainda assim, caso Tarek não tivesse conseguido a oportunidade de estudar em Portugal, esse é um cenário que não coloca: "eu acho que não faria algo assim. Apanhar o barco até à Grécia, depois andar durante dias para chegar à Alemanha... Isso não é para mim, não sinto que fosse capaz de o fazer".

Sobre o futuro, Tarek tem um desejo: regressar ao país onde nasceu e viveu antes de a guerra começar, um país bem diferente daquele que deixou em 2012. "Tudo mudou. A guerra começou e as pessoas começaram a ficar agressivas, com combates entre o governo e gente comum. Não digo que seja uma guerra civil, porque não é bem isso, era o governo contra as pessoas, na rua. Havia pessoas com armas a matar outras sem armas, só porque elas gritavam que não queriam corrupção... eu vi isto", lembra.

A "vida boa" que tinha, desapareceu. "Na minha escola, começaram a convencer os estudantes a alistar-se no exército, havia combates na rua e não podíamos sair, não havia eletricidade, havia muita pressão".

O auto-denominado Estado Islâmico chegou depois da saída de Tarek da Síria, também por isso, o jovem não sabe como irá encontrar a cidade que deixou, caso possa voltar. "Durante o tempo em que lá estive, a minha cidade não mudou muito, não houve bombardeamentos, apenas tiros, mas depois não sei. Sei que à volta da minha cidade houve muita destruição".

Por isso, quando terminar o curso, Tarek gostava de voltar para ajudar a reconstruir o país que conheceu antes de 2011. "A Síria está em guerra há quatro anos, está tudo destruído, gostava de regressar para ajudar as pessoas".

No entanto, este é um cenário que coloca apenas se a guerra que o levou a alterar os planos tiver um fim. "Se o meu país estiver bom e puder trabalhar lá... Se não, posso trabalhar em Portugal e dar algo de bom aos portugueses. Se vocês me dão coisas boas, acho que devo retribuir", concluiu.

# data[].attributes.attachment_link.title
Tarek, o estudante sírio da Universidade do Algarve que gostava de voltar ao seu país natal

# data[].attributes.attachment_link.description
Até 2011, Mohamed Tarek Said tinha uma "vida boa", numa pequena cidade, perto de Damasco, a capital da Síria, onde "ia para a escola, estava com os amigos e com a família, ia passear...". Depois, veio a guerra e Tarek perdeu tudo isso.

# data[].attributes.body
As an example of a personal story, Wolfgang shares his story of working as a volunteer with newly arrived migrants.

# data[].attributes.attachment_link.title
Raising Awareness | M2 Ölzant Volunteering

# data[].attributes.body
You can find another range of activities presented by Erika in the video below linked to the experience of flight and raising awareness about this with your students. One of the aspects she highlights is 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.

# data[].attributes.attachment_link.title
Raising Awareness | M2 Activities - Experience of Flight

# data[].attributes.body
Do you have any other ideas how to address these topics with your students? Has Xenophobia already been an issue with your students? If so, how did you react? Whom do you think you could ask for support in such a situation?  I think that xenophobia is not a problem in the greatest part of our schools. But if students won't be well informed, if they don't understand the real situation, of if they don't understand why they are leaving their countries it could be a real problem. Students must understand in simple way, the problems that refugees have to face in a foreign country. Teachers must research and will find good examples to explain and show the problem.

# data[].attributes.body
Erika's final video looks at some examples of activities linked to the issues newly arrived migrants face when living in a new country and picks up some of the aspects Nora mentions regarding xenophobia.

# data[].attributes.attachment_link.title
Raising Awareness | M2 Activities - Arriving in a new country

# data[].attributes.body
Now let's hear some individual stories...

# data[].attributes.attachment_link.title
Swimming for her life: From Syria to the Olympics

# data[].attributes.body
"I am a migrant" project with lots of individual stories...

# data[].attributes.headline
From Syria to Germany: A tale of two brothers | UNICEF

# data[].attributes.subject
From Syria to Germany: A tale of two brothers | UNICEF

# data[].attributes.body
"We could have died there," says Ali, 17, as he recounts why he and his younger brother Ahmad, 15, left their home in Syria.
The two brothers made the perilous journey to Germany where they were welcomed into a children's home. "Our parents raised him and took care of him but now I'm the one who has to look after him," adds Ali. [UNICEF]

# data[].attributes.attachment_link.title
From Syria to Germany: A tale of two brothers | UNICEF

# data[].attributes.attachment_link.description
"We could have died there," says Ali, 17, as he recounts why he and his younger brother Ahmad, 15, left their home in Syria. The two brothers made the perilous journey to Germany where they were welcomed into a children's home.

# data[].attributes.attachment_link.title
Raising Awareness | M1 Ölzant Introduction

# data[].attributes.headline
Activities - Countries of Origin and Reasons for Leaving

# data[].attributes.subject
Activities - Countries of Origin and Reasons for Leaving

# data[].attributes.attachment_link.title
Raising Awareness | M2 Activities - Origins & Reasons

# data[].attributes.body
«Portugal is among the countries that most people have reattached in absolute terms. According to the European Commission, Portugal has hosted 452 asylum seekers who entered Europe through Greece and Italy. These facts correspond to a solidarity option of Portuguese society: while other member states close doors and rise walls, the Portuguese show availability. These refugees join the 237 that Portugal received (since December 2015), in the framework of the EU program. The host strategy goes through a "liaison” with local authorities to avoid concentration in one area of ​​the country, in a way to address some of our most serious problems, such as the reactivation of rural areas, the fact of presenting a demographic rate of the lowest in Europe and therefore have access to hand labor willing to support the elderly. But this requires a coordination of effective national host system.

In Portugal we have PAR, a Platform of Support for Refugees [http://www.refugiados.pt/home-en], a platform with dozens of organisations/institutions of Portuguese civil society, to support the refugees in this humanitarian crisis. They have the will, availability and experience in the reception of refugees/migrants, through a collaborative and articulated model, complementing the action of the Portuguese State.
We have also a Global Platform of Emergency Assistance for Syrian Academic Students [http://jorgesampaio.pt/jorgesampaio/pt/global-platform-4-syrian-students] developed by a former president of the Portuguese Republic, and we have a Syrian 20 years old boy, studying Pharmaceutical Sciences at the University of Algarve.» Clara Abegão

# data[].attributes.body
Positive Images: Migration Journeys.
An overview of a bigger variety of stories of migrants.

# data[].attributes.body
Nora describes and to get a sense of the impact of these journeys listen to the story of Malak, a 7 year old Syrian refugee arriving in Europe by boat.

# data[].attributes.attachment_link.title
The dangerous boat ride to Greece through the eyes of a Syrian refugee girl | UNICEF

# data[].attributes.body
Now let's hear some individual stories...

# data[].attributes.headline
We see, we hear and we read. We cannot ignore.

# data[].attributes.subject
We see, we hear and we read. We cannot ignore.

# data[].attributes.body
PAR – the Refugee Support Platform is a Portuguese network of organisations from the civil society whose aim is to support hosting refugees during the current humanitarian crisis. Each organisation sharing this purpose is invited to integrate the platform.

PAR has been formally recognised by the Portuguese Government through a cooperation protocol and is a member of the Working Group for the Migration Agenda. [http://www.refugiados.pt/home-en]

# data[].attributes.headline
Why do people migrate? Reasons for Leaving...

# data[].attributes.subject
Why do people migrate? Reasons for Leaving...

# data[].attributes.body
There are no arguments against facts...

# data[].attributes.attachment_link.description
Next time someone wonders why refugees are risking everything to come to Europe, show them this

# data[].attributes.headline
How do you discuss a major terrorist action in the classroom?

# data[].attributes.subject
How do you discuss a major terrorist action in the classroom?

# data[].attributes.body
Nora already highlighted the problem of misinformation amongst many students. This issue becomes especially critical when discussions become heated, for example when talking about terrorist attacks, a topic often associated with refugees. In such moments when emotions are running high it is essential that we as teachers remain calm and factual but at the same time don't shy away from openly engaging with our students' feelings and beliefs. Take a look at the video below for some impressions how teachers at a school in the Netherlands dealt with this challenge.

You hear the news about a major terrorist attack. After your first personal shock, you think as a teacher: "How do I discuss this in class? ". This happened Marinka Mulder and Erik van de Woestijne, teachers at Wellant college Houten after the bombings in Paris on November 13, 2015.

Before starting the lessons the teachers had a team meeting on how to create a safe environment for conversation in the classroom after attacks with many victims in Paris.

Marinka tells in the video how she designed her own lessons and Erik tells about what he has been given as guidance in the team meeting.

# data[].attributes.attachment_link.title
How do you discuss a major terrorist action in the classroom?

# data[].attributes.attachment_link.description
You hear the news about a major terrorist attack. After your first personal shock you think as a teacher: "How do I discuss this in class? '. This happened Marinka Mulder and Erik van de Woestijne, teachers at Wellant college Houten after the bombings in Paris on November 13, 2015.
Before starting the lessons the teachers had a team meeting on how to create a safe environment for conversation in the classroom after attacks with many victims in Paris.

Marinka tells in the video how she designed her own lessons and Erik tells about what he has been given as guidance in the team meeting.

# data[].attributes.headline
Supporting students with different first languages

# data[].attributes.subject
Supporting students with different first languages

# data[].attributes.body
The videos we've watched allow any teacher to get interesting ideas. Language is the principal aim of communications, so learning foreign languages is very important for any human being. I always tried to prepare foreign students to be open to other languages and cultures , mainly the language and culture of the country where they are living now. Sometimes it is necessary some hard extra-work.

# data[].attributes.headline
Classroom activities to support newly arrived migrant students

# data[].attributes.subject
Classroom activities to support newly arrived migrant students

# data[].attributes.body
http://teachingrefugees.com/
https://goo.gl/UfnSxh
https://goo.gl/RQUfa4
https://goo.gl/iNQj7N
https://goo.gl/TIHyhR
https://goo.gl/9LcRvt
https://goo.gl/KSgeDR
https://goo.gl/GExViK
https://goo.gl/SOv1H
https://goo.gl/Z3noMH
https://goo.gl/fp1yHt

# data[].attributes.attachment_link.title
Integration Course | M2 Internet Resources

# data[].attributes.headline
Example activities to develop students' intercultural competence

# data[].attributes.subject
Example activities to develop students' intercultural competence

# data[].attributes.body
I think that Alicia and Erika's experiences and activities/suggestions are very interesting. They showed us ways how to teach and better understand others cultures.
Playing games, watching and commenting videos, roleplaying, learning vocabulary in several languages, will allow the collaborative work and engage students to get better results and know each other better, forgetting the Cultural Diversity that can exist among them.

# data[].attributes.attachment_link.title
Example Activities to Develop Studens' Intercultural Competence

# data[].attributes.body
Pro-active and engaged with everything students bring to the class

I am a reflective practitioner who pro-actively engages with my students and everything they bring to the class. My engagement with parents and local community allows me to fully understand my students and makes the learning experience relevant and effective for them. My openness and curiosity allow me to integrate different cultural practices into my teaching and ensures that the diversity of every one of my classes is accounted for in the resources and teaching practices used in the classroom.

# data[].attributes.headline
Developing intercultural competences of our students

# data[].attributes.subject
Developing intercultural competences of our students

# data[].attributes.body
All teachers and students are different but all are equal and all can create an excellent atmosphere to learn and feel well in the school/classroom.
Sharing ideas and experiences lived in their own countries it is very important to understand and learn how to live with differences and forget the prejudice.
Then, teachers should encourage all students to accept everybody's way of being and ideas.

# data[].attributes.headline
Developing intercultural competences as a teacher

# data[].attributes.subject
Developing intercultural competences as a teacher

# data[].attributes.body
Diversity, as a true treasure, is a main characteristic of the Earth Nature, of the human society and also of the school's society.
Cultural diversity is a natural process that can be integrated into the learning process and give to the students a better understanding of the others and to prepare their future integration more efficient in the human society.
As a teacher, like a maestro in an orchestra, I believe that it is important to develop intercultural competences to provide students a good integration and learning environment.
Using the Web to access information about cultural diversity it is a very important resource to facilitate a better understanding and cooperation and this course is a very good example.

# data[].attributes.body
The integration of a different culture in the Portuguese school is to teach the Portuguese Language as a second language to facilitate the communication inside the classroom. In our school, there are procedures about immigration more according to a model of integration where there are actions to do when a migrant pupil arrives at school and in the classroom. There is an intercultural teaching to add value diversity. According to Professor Ahmad Aminian, our school follows the Model of Integration.

# data[].attributes.body
The Washington Post:

«How classrooms look around the world — in 15 amazing photographs.»

«To mark last month’s World Teachers’ Day (sponsored by UNESCO , the United Nations Educational, Scientific and Cultural Organization), photographers from Reuters took pictures around the world of educators with their students in a telling exhibit of the very different circumstances under which children attend school. Here are 15 pictures taken by Reuters photographers, revealing the spectrum of “classrooms” — from those with literally no resources to those well-stocked and housed.» [https://goo.gl/fhFSIo]

Links:

World Teachers' Day 2016

FAQ on World Teachers' Day

WTD 2015

The UNESCO-Hamdan Prize

Theme page:

Education for the 21st Century

Teachers

# data[].attributes.body
The Portuguese Culture incorporated in itself a strong World Cultural Diversity.
Using the Web to access information about cultural diversity is a very important resource to facilitate a better understanding and cooperation and this course is an excellent example.

# data[].attributes.headline
Cultural Diversity in my School: MY SCHOOL IS NO ISLAND...

# data[].attributes.subject
Cultural Diversity in my School: MY SCHOOL IS NO ISLAND...

# data[].attributes.body
This subject has always worried me in my school. You can now, watch a video produced by students with the help of 3 teachers, all enrolled in the course (Clara Abegão Jesus, Jaime Martins, and Olga Martins). It is called "My school is no island". Here we show how Cultural Diversity is a matter always present in our teaching methods.

# data[].attributes.body
The Portuguese Empire (Portuguese: Império Português) (1415-2002), also known as the Portuguese Overseas Empire (Ultramar Português) or the Portuguese Colonial Empire (Império Colonial Português), was the first global empire in history. In addition, it was the longest-lived of the modern European colonial empires, spanning almost six centuries, from the capture of Ceuta in 1415 to the handover of Macau in 1999 or the grant of sovereignty to East Timor in 2002. The empire spread throughout a vast number of territories that are now part of 53 different sovereign states.

The Community of Portuguese Language Countries or the Community of Portuguese Speaking Countries (Portuguese: Comunidade dos Países de Língua Portuguesa, abbreviated to CPLP) is the intergovernmental organization for friendship among lusophone (Portuguese-speaking) nations where Portuguese is an official language. The Portuguese-speaking countries are home to more than 240 million people located across the globe. The CPLP nations have a combined area of about 10,772,000 square kilometres (4,159,000 sq mi).

The Portuguese Culture incorporated in itself a strong World Cultural Diversity.
In the Map, we can see the Community of Portuguese Language Countries in the World [Wikipedia].

Education in Portugal is free and compulsory until the age of 18 when students complete the 12th grade. The education is regulated by the State through the Ministry of Education. There is a system of public education and also many private schools at all levels of education. The first Portuguese medieval universities, such as the University of Coimbra, were created in the 13th century, and the national higher education system is fully integrated into the European Higher Education Area.

The education system in Portugal:

http://www.expatica.com/pt/education/Education-in-Portugal_105195.html

# data[].attributes.body
Hi, I'm a Portuguese Volunteer Teacher now and I live in Faro, Algarve, Portugal.
I was born in Mozambique, in the South of Africa.
I studied in Mozambique and in Portugal.
I was a Lecturer in The Algarve University, a Vocational Trainer and a Secondary Teacher in Faro.
I think that we should open our mind about Immigration and Cultural Diversity because I don’t know if we will need to migrate to another country in the Future too.
As a teacher, I think that we need  to find and use many resources and materials that reflect different realities.

Checkout the map I created with ZeeMaps: http://j.mp/2h5nswS