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2.5 Developing empathy & open-mindedness

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2.5 Developing empathy & open-mindedness

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Know that your students watch you. They learn from your character and behaviors as much as they do from your instruction. Be a consistent example of empathy, and exude a caring, compassionate, understanding attitude. They’ll follow your lead. The empathy is very important to teach!

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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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I think that the multilingual school is a good idea. In a school where I taucht many years ago, we created parents and teachers' collaborations, organizing a meeting between a foreigner parents and students. At the beginning of the school a few hours were used to teach Italian to foreigners.

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Module 2.1 Example activities to develop students' intercultural competence

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Module 2.1 Example activities to develop students' intercultural competence

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I think that is  very imprortant to create a sence of belonging to the school community and in the classroom. I sometimes use activities where everyone can work in group and share their opinions.

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In my class I use the lim. If I can, I show videos that talk about diversity, intercultural differences. I love this video:
https://www.youtube.com/watch?v=PnDgZuGIhHs

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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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As I said, a few years ago I teach to foreign students. Chinese students in particular have surprised me. They are very good at math, and their presence in the classroom is a richness. Students of other cultures instead were not always easy to manage. Certainly they provide is an incentive for teachers to improve. The job of the teacher must never be static! For me is really important that every educator teach respect for each other

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K. Lorenz - Vocational Institute

The Vocational Institute for Agriculture opened at Peseggia di Scorze in  1965, resulting from a coordinated section of the Agricultural Institute of Castelfranco Veneto. In 1968 the headquarters moved to Villa Bianchini at Zianigo di Mirano.

After several seat transfers inside the Municipality, in 1988 the Agricultural Institute  of Mirano became independent from the Institute of Castelfranco with the name of “Konrad Lorenz”. From 1999 to 2013, following a national plan for the rationalisation of school facilities,  K. Lorenz Institute represented the agriculturalsection associated with the industry and trade section of the new “Ponti-Lorenz” Institute. The technical agrarian pathway was activated in 2007.

The primary objective of the Institute was to raise awareness of the world of agriculture and to enhance the skills acquired through active learning (learning by doing). As the creation of the educational farm attested, alternating school to work experiences has always been considered crucial to overcome the separation between knowledge and know-how. The farm was renovated and enlarged with the opening of the new agrarian company in the Forest of Parauro, near the Hospital of Mirano in 2009. Here students carry out educational activities in the classroom and they attend workshops in the open air or in the greenhouses.

In the K. Lorenz Institute students attend all the classes of the technical pathway in the technology sector (agriculture, agro-industry and agribusiness) as well as the classes of the business path in the services sector (services for agriculture and rural development).

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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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Teach to foreign students is difficult but I think that diversity is a chance for all to learn. All people are special and different. In my classes there aren't foreign students but some years ago I worked with foreign people.

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Hello. I'm Irene, an Italian teacher in a secondary school. I teach maths and I work with students with disabilities in an institute near Venice.I don't have much experience and I don't speak English very well but I hope to learn something interesting.