Integrating Newly Arrived Migrant Students in Schools by https://padlet.com/elysweet/mjqzmj237so4 en-us 2016-12-10 14:51:07 UTC 2025-05-31 20:29:28 UTC hello@padlet.com 1.1 Integrating Newly Arrived Migrant Students in Schools elysweet https://padlet.com/elysweet/mjqzmj237so4/wish/142948869
  • Integrating newly arrived students in the school is a very challenging task for schools, as these students often have a quite different background than other students and need at least in the beginning a lot of additional support. 
  • On top of that, even the most basic communication can be a huge challenge in the beginning. This is a task that you as a teacher cannot do alone, but you need your school management and other partners on board.  If you manage to get the outside support you or your students need, you already did a big job.
  • One big task for the whole school is to be curious about the background of their newly arrived migrant students and to create a welcoming and safe environment, where children who have often experienced very difficult situations in their past, can feel safe: teenagesrs that have been on the move need a daily structure that school can provide.
  • Working with newly arrived migrant is not only a huge challenge but can also be very rewarding and a big opportunity, as many children are very grateful that they can attend school and are eager to learn the new language quickly, thereby invigorating others and driving forward innovations such as a stronger focus on personalisation or innovative approaches to timetabling and use of school spaces.
  • There is no ready-made plan for all students: each school has to think on how to better cater for the specific needs each student has, who they are, what they bring along, how to help them reach their goals, and create an individualised programme of study.

]]> 2016-12-10 14:51:14 UTC https://padlet.com/elysweet/mjqzmj237so4/wish/142948869 1.2 Meeting the needs of newly arrived migrant students at school elysweet https://padlet.com/elysweet/mjqzmj237so4/wish/142949960
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:

-learn the language in order to be successful academically; find interpreters when needed;
- learn the basic school skills (sit still, look at the teacherm hold a pencil), as some may have had little or interrupted school experience (because of war or lack of money); it's important to meet them where they are, find out how much they do know, give them the skills they need to be successful;
- get used to the school environment: try to connect with community organizations, to ensure that we are all on the same place and giving the students the same messages;
- everything is new to them, some of them don't know how to use the toilet flush, the sink, the stove...they also need to learn these skills, not only the academics;
-they need teachers who can be advocates for their needs (clothes, glasses...):
- they might bring with them feelings of loss and sadness about leaving their country, anxiety, depression, fear, anger....they might have experienced trauma; use sports, music, camping to help them make friends and release their feelings;
-make them feel valued members of the school community.]]> 2016-12-10 15:16:29 UTC https://padlet.com/elysweet/mjqzmj237so4/wish/142949960 “Schools create that important space, where teenagers, as soon as they arrive, can have a life perspective again”. elysweet https://padlet.com/elysweet/mjqzmj237so4/wish/142951408 2016-12-10 15:39:29 UTC https://padlet.com/elysweet/mjqzmj237so4/wish/142951408 elysweet https://padlet.com/elysweet/mjqzmj237so4/wish/142951572 2016-12-10 15:43:03 UTC https://padlet.com/elysweet/mjqzmj237so4/wish/142951572 elysweet https://padlet.com/elysweet/mjqzmj237so4/wish/142951652 2016-12-10 15:44:52 UTC https://padlet.com/elysweet/mjqzmj237so4/wish/142951652 elysweet https://padlet.com/elysweet/mjqzmj237so4/wish/142951831 2016-12-10 15:48:32 UTC https://padlet.com/elysweet/mjqzmj237so4/wish/142951831 elysweet https://padlet.com/elysweet/mjqzmj237so4/wish/142951957 2016-12-10 15:51:54 UTC https://padlet.com/elysweet/mjqzmj237so4/wish/142951957 1.3 Models of school integration elysweet https://padlet.com/elysweet/mjqzmj237so4/wish/142952053   
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:

-SUBMERSION: children attend classes and regular lessons in the language commonly used at the school; no special support is provided to refugees children;

-INTEGRATION: children attend classes and lessons regularly, but they have additional classes in the language of the host country; you need additional finances and staff;

-PARALLEL: refugee children are taught in separate classes (mainly language and crucial topics) from the regular pupils for at least one year;

Getting an idea of all the different ways this is organised in schools around Europe will allow us to understand how we might be able to modify our own approach.]]> 2016-12-10 15:53:46 UTC https://padlet.com/elysweet/mjqzmj237so4/wish/142952053 1.4 Organising support within and outside of school elysweet https://padlet.com/elysweet/mjqzmj237so4/wish/142952539
  • Get in contact with teachers who teach refugees children, talk about problems, listen to suggestions; don't feel alone; if you need ask for the help of a psychologist/counsellor/doctor for your children.
  • Be patient.
  • Create projects where the language is not needed so much (sports, music, drama, performances, arts);
  • Organise a welcome day; tell everyone about the different cultures at school; 
  • Teachers need to shape school for refugees and their needs by trying things out and experimenting: run langhuage classes for them.
  • Be realistic: it takes time, motivation, finances and collaboration to succeed;
  • Build up a set of resources to reuse and transform in time;
  • Offer them security and stability;
  • Identify and select good ideas and issues that are central to the needs of the school;
]]> 2016-12-10 16:02:16 UTC https://padlet.com/elysweet/mjqzmj237so4/wish/142952539 1.5 Example of a community-based project elysweet https://padlet.com/elysweet/mjqzmj237so4/wish/142953081 INSPIRING INCLUSIVE COMMUNITY

]]> 2016-12-10 16:15:23 UTC https://padlet.com/elysweet/mjqzmj237so4/wish/142953081 Elisabetta's  Learning Diary elysweet https://padlet.com/elysweet/mjqzmj237so4/wish/142955231
Hi everyone! I'm half Irish, half Italian. I teach Religion in a Primary School in Italy: I have 9 classes with children ranging from 6 to 11 years old. Many of them come from schoolsdifferent countries (India, China, Japan, Romania, Albania, Brasil, Philippines).
In Italy  Religion is taught in public  for its historical and cultural value and never in a devotional or doctrinal manner: the subjetc itself helps to instill understanding, tolerance and respect for diversity in a pluralistic society.

]]> 2016-12-10 17:00:30 UTC https://padlet.com/elysweet/mjqzmj237so4/wish/142955231 2.1 Preparing yourself and your class for arrival of newly arrived migrant students elysweet https://padlet.com/elysweet/mjqzmj237so4/wish/142955833

  • Get information on the child and prepare some materials for him; prepare information for his parents;
  • Be mentally ready for the task: imagine the first days and weeks; 
  • Prepare the classroom in a welcoming way;
  • Sensitize the class with a brainstorming about how he might be feeling in a new country;
  • Make him feel welcome, mention a word or a song he likes or show a picture of his country;
  • Learn to spell and pronouce well his name;
  • Introduce him to your class before his arrival (a picture? a video?)
  • Make the children learn a word or a phrase in his language;
  • Try to understand what the refugees lifestyle was, what caused them to be refugees;
  • Keep in mind that their life has been very chaotic, with no structure, they have lived with a lot of anxiety (everyday was about survival), give them time to adjust and be patient, try to find out what their needs are;
  • Some of them may have low level literacy skills, not only in English but in their first language as well; understand that that's not a cognitive issue but a skill issue; as they were often not socialized to school they first need to learn the basic school skills;
  • Get paraprofessional support (psychologist) if needed;
  • Give them the support they need to be successful in the academical environment;
  • Be realistic and don't expect too much;
  • Understand their backghround (how are the shelters where they live? Have they got the money to get to school? How was their school system?), you need to invest a little time inquiring;
  • Be a model of respect; don't allow the students to laugh.
]]> 2016-12-10 17:13:49 UTC https://padlet.com/elysweet/mjqzmj237so4/wish/142955833 2.3 Supporting specific needs of newly arrived migrant students elysweet https://padlet.com/elysweet/mjqzmj237so4/wish/142956529
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.
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: you are not a psychologist that can deal with traumas. Have somebody to talk to.
  • Help your students already by creating a safe and welcoming classroom environment: let the children know that they are safe at school, create islands of safety that is rules, clear structures and routines, children and parents need to know the timetable, who is responsible for what; arrange for a non violent atmosphere in class (no violent music or pictures);
  • Usually they are nervous and stressed, aggressive and enraged, they need to calm down, find helpful exercises, like breathing or concentration exercises; make little intervals so that they can relax.
  • Give him an adult/social worker/teacher he can relate to with strong social competence;
  • Let them know they are ok in every situation, even when they cry or are upset; help them recreate their self-confidence;
  • Let them see beautiful things, pictures, songs, experiences...
  • Find the respources and competences he has,
  •  Let them do something;
  • Let them dream about the future, let them paint their visions, so that they don' t focus on the past;
  • Never force them to speak about their past, only if they want to;

]]> 2016-12-10 17:29:38 UTC https://padlet.com/elysweet/mjqzmj237so4/wish/142956529 2.4 Classroom activities to support newly arrived migrant students elysweet https://padlet.com/elysweet/mjqzmj237so4/wish/142957007
In this section, 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. 
  • Offer them practical activities (cooking, go to shops and name fruit and vegetables at a supermarket, go to the railway station and show them how to buy the train ticket);
  • Make them use computers, lapotops, videogames (that make them learn the language visioneducation.net look for football);
  • build teams for games and sports (group games, trust games);
  • Make them draw, paint, colour to express themselves without words;
  • Create competion activities, give them a buddy who can assist them; 
  • Let them perform, use circle dancing, rhymes, songs (boys may not be allowed to touch girls);
  • Use storytelling, pantomimes; 
  • Bring pets (useful for shy or traumatized children).

Erika mentions in particular the book “The More-Than-Just-Surviving Handbook: ELL for Every Classroom Teacher” as a useful book to get started. 

Wolfgang presents examples of very interesting practical resources that will support you in your further planning of classroom activities: 
  1. www.teachingrefugees.com;  
]]> 2016-12-10 17:41:06 UTC https://padlet.com/elysweet/mjqzmj237so4/wish/142957007 Use sports and sports games to create a trusting environment elysweet https://padlet.com/elysweet/mjqzmj237so4/wish/142958297 2016-12-10 18:07:58 UTC https://padlet.com/elysweet/mjqzmj237so4/wish/142958297 elysweet https://padlet.com/elysweet/mjqzmj237so4/wish/142958639 2016-12-10 18:15:21 UTC https://padlet.com/elysweet/mjqzmj237so4/wish/142958639