I think I have a very positive relationship with them. When they come to our school initiate Portuguese classes for foreigners and little by little the language barrier is gone, but the use of mobile phone (google translator) and gestures make everything becomes simplified. But I think that in their age, all problems disappear.

Students are diverse also concerning the family socioeconomic background. They can be of families with unemployed parent(s), or of families whose parent(s) became recently migrants (due to economic crisis), or of families who are middle to low class economy, or even of families that have always done very well and still do very well economically.

Students are also strongly diverse concerning their knowledge portfolios, communication and communication skills, attitudes regarding cooperation, social involvement, getting into another’s shoes (empathy & understanding).

Regarding my relation to my students I will share this: due to my deputy head position and a hard voice I have, when they enter our school they observe me as very strict one and even if they don’t have classes with me they imagine me being a very tuff teacher. Once they get into class with me, this changes: they work in cooperative learning structures, I make lots of fun with them and I give never fake promises to them. Also even if I do not let them spent our time together in gaming and social networks (unfortunately some are bearing this opinion about ICT and this is not their creation I must say) they do spent our computer lesson in a fun and creative way so after some weeks they forget the gaming opinion.

I have been applying cooperative learning structures in my classes the last 3 years and this is the 4th one. Students pass from different phases: they get surprised at the beginning (what is this new stuff?), they get curious (but how is she going to put grades to us? And what does she mean that we will lead the learning?), they wonder and wonder (unplugged computer ? colored markers and post-its?), they question my intensions (well she says she asks as to evaluate her but is she going to give us anonymous questionnaires?), they become cooperative experts (I really “fly” when I can see them not needing me explain how they will work – oh this is the best of all of it) and finally they are asking why can’t we have lessons this way in all subject?

So in this classroom climate they are just themselves: Maria, Orest, Kostas, Zoi, Mpleona, …. What I mean is that they interact free of cultural labels: An example I can share is that a top graded student (teacher parents, good economy, high academic targets) some time ago while working in pair with a student with AD (often taken of colleagues to the principal to handle…., single parent family with extremely low income) , she turned to me in front of him and said well teacher I must say this: he is a monster in algorithms – I could never figure this out myself!

As a teacher, the problem is in interaction with their families, because they have sometimes different ideas of what school is. Sometimes, they're not well integrated in Italian society and they hope to come back to their home country.

Last year I had a student from Romania, he didn’t speak Italian and it was very hard to integrate for him. I tried to use different approches to create a friendly climate and good relationships. All students were interested in their country and they invited him very often out of school to work together or have a lunch. 

-        half of students has Italian origin and background;

-        few students were born in Italy from foreign parents (or from one Italian and one foreign parent);

-        many students were born in different countries and they arrived in Italy when they were young; they attended Italian primary school;

-        some students arrived in Italy few years ago;

-        few students are neo-arrived in Italy.

My students come from East Europe (Romania and Moldova), South America (Brazil and Perù), Asia (Philippines, Sri Lanka, Thailandia, China), North Africa (Egypt and Morocco)

In my opinion, a problem is sometimes cultural level of neo-arrived students, because they don’t always have attended the school in their original countries. For example, there is a student in my class, who has attended only the first year of primary school: he can read and write hardly in his mothertongue, he needs to be helped one by one, because it seems to be his first time at school.

My relationship with foreign parents isn’t easy, because they don’t often speak Italian (mostly wemen) and I can’t usually be helped by a cultural mediator. _�(

-        half of students has Italian origin and background;

-        few students were born in Italy from foreign parents (or from one Italian and one foreign parent);

-        many students were born in different countries and they arrived in Italy when they were young; they attended Italian primary school;

-        some students arrived in Italy few years ago;

-        few students are neo-arrived in Italy.

My students come from East Europe (Romania and Moldova), South America (Brazil and Perù), Asia (Philippines, Sri Lanka, Thailandia, China), North Africa (Egypt and Morocco)

In my opinion, a problem is sometimes cultural level of neo-arrived students, because they don’t always have attended the school in their original countries. For example, there is a student in my class, who has attended only the first year of primary school: he can read and write hardly in his mothertongue, he needs to be helped one by one, because it seems to be his first time at school.

My relationship with foreign parents isn’t easy, because they don’t often speak Italian (mostly wemen) and I can’t usually be helped by a cultural mediator.

My students are aged 14-18 and nobody of them is a foreign student. Mostly of them has a different social backgrounds, however they are well integrated in classroom.

My relationship with them is positive and I think that their different backgrounds could a start to talk about cultural diversity in the school.

We have a few children who have one of the parents that is not Italian, they look very well integrated, but none of them is really bilingual 

This year a new child was enrolled in the third class; he is an adopted child. He’s from south America, and he arrived just one month ago. The priority for him will be the new language to learn.

I teach at a primary school in a quite small village. The school is small too, we only have five classes, from first to fifth year.  Children families don’t always live near, because we have pupils that come from other villages  with the school bus, but nevertheless they often meet after school and parents have relationships between them. Having children from different countries is not usual, 

I teach at a primary school in a quite small village. The school is small too, we only have five classes, from first to fifth year.  Children families don’t always live near, because we have pupils that come from other villages  with the school bus, but nevertheless they often meet after school and parents have relationships between them. Having children from different countries is not usual.
 

They differ mainly in their traditions but they all like sports like football or new technologies

I have a very positive relationship with them because I have a great respect for all the cultural backgrounds and for me all students are equal regardless of their origin.

At the beginning of the course, my students do not interact with other students from different backgrounds but strategically placed them in the classroom. At one month, the groups have changed. No longer divided by their origin, they are divided by hobbies and things they love, like music, sports, video games, ...

In my school there are culturally diverse students. Most of them come from the PALOP (African countries where Portuguese is the official language) and I also have lots of students that are Gipsies. The parents of these children arrived in Portugal many years ago, so the children are very well adapted. The gipsy culture has its own social and cultural rules and the teachers are very aware of them and respect their differences. All children interact with each other and, as far as I can see, no one is set aside because of their cultural background. In the overall we all have a good relationship.

I am involved in eTwinning project , experienced in Comenius project, Erasmus + projects passionate about technology and digital competence at early ages, Romania eTwinning ambassador  2016 and Google in education  ambassador.
I am involved in project Erasmus KA2" Other,Alike,The Same" about immigrants and emigrants.( 2016-2018)

So they have different social and cultural background with different religious credo and cultural values. These aspects are one of my main problem when I work with them .

So they have different social and cultural background with different religious credo and cultural values. These aspects are one of my main problem when I work with them . ��/

In the school where I teach (secondary school) foreign students are second generation and speak italian. their parents are Moroccan, Chinese, Romanian. They speak well italian.  Few years ago, senegalese student  and a girl of central America attended  school. They are few and tolerated by Italian students but they are not friends. There are problems especially among girls but not among boys. Family background is generally humble both for foreign students and for those Italians. My relationship with the students is generally respectful.

For more than fifteen years my students have been culturally diverse with the majority having an Albanian origin. Most of my present students are second generation Albanian immigrant children who are assimilated to the mainstream culture for various reasons. There are also some Polish, Georgian, Irish and Roma gypsies. The problems that culturally diverse students face as they are immersed in the language of the mainstream society -Greek- and learn language and concept at the time (instead of learning it as a second language) and the phenomenon of school dropouts at high school have led me to researching the issue and try to change things for them. Generally, they get on well with the Greek students  but they don't use their language of origin in the school context and Albanian appears to be receding with Greek gaining ground in a process towards language shift.

I have a positive relationship with my students and they collaborate during our lessons. 

The interaction among students is not always positive but contrasts are usually due to different personalities rather than different backgrounds.

Our students are used to dealing with mates from different nationalities, sometimes stereotypes persist but usually when students misbehave.

            Currently, I am teaching English to high-school students being between 14 and 19 years old in a small town in Romania, while trying to introduce technology and new methods of  teaching into my classroom. There are about 25-30 students in my classroom, some of them Romani students, i.e gypsies. Because of the fact that  I have remarked some kind of adversity towards the gypsies in the classroom,  I frequently interact easily with my students while promoting  intercultural awareness and openness towards the others. Unfortunately, there are just two information technology laboratories into my high-school and a lot of teachers use them, making a little bit difficult the permanent access to them. However, I frequently use the Internet into my classroom, different blogs and a variety of online videos, inclusively, as specific tools for teaching English as a foreign language and promoting cultural awareness among my students.

In class they speak Italian but in the family speak the native language.

for this reason these children have many difficulties in writing and studying. Fortunately among children they understand very well, thanks to the sign language!