Module 2 Starter Activity by Teacher Academy

Anita , Italy

2017-02-27 14:04:39 UTC

In my class of 18 I've 6 foreign students , immigrants ; 2 are newcomers in this schoolyear . These 6 students are : 4 from Morocco , 1 from Kosovo , 1 from China . The newcomers are the las two ( Kosovo and China ) .By the way the others came one year ago in my class , in the second term .Too short to have a fluent communications and learning in Italian language .So now they are all classified such as A0 level / A1 level in QCER of Italian as language. They didn't ahve a deep immersion in their nativecountry school , so , even if they are between 8 and 9 yeras old , all together are included in a class of 8 aged pupils. Most of them accepted the new class and the new friends .By the way the interpretations of common rules in the school life , is sometimes difficult to manage. The foreign pupils have different ways to interact with Italian children. What I saw , it's that they have all a good approach at sounds of Italian language even if they don't speak enough ; at home they don't practice Italian and that 's a problem in their integration process.Also for their families.They like all to express by acting or singing or using a mix in words and body-language .I've a good relationship with them and their families .We try to communicate also in different other languages that they heard or learnt in their moving through different countries . With the other children they all show to be curious and their relation start always by playing .

Toni Rome

2017-02-27 14:11:36 UTC

I'm a teacher of secondari school of Rime. I nave several students coming from countries of East Asia, South America, Africa, China. I nave a good relationship with them. Andò then they have a good relationship with the other italian students. Some difficulties are generated by languages that several students migrants or refugees speaking between theirs and the own customs and traditions often noto understood by the italian students. Several efforts have to try to superate these limitations in the relationship between the students.

Casian Marian, Romania

2017-02-27 14:12:07 UTC

I`m teacher of food technology in Piatra Neamt - NE Romania. I am teaching 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.

Monica, Italy

moni_fornelli — 2017-02-27 14:22:08 UTC

This year I'm teaching both French and English language in secondary and High school classes for adults. A secondary school class is formed by migrants from Morocco, Iraq and Pakistan. Some of them speak English well but not Italian, some other speak Italian but not English. So I use both languages to speak with all of them. This also happens in the class where there are migrants who Have to learn Italian language. Their level is PreA1 so they are beginners. It's laborious but very interesting to have a such class. We have a good relationship and we have created a very relaxed way to keep on with both teaching and learning activities.

ANTONINA PUSATERI (ITALY)

antonellapusateri — 2017-02-27 14:23:34 UTC

I teach in a school where it is not yet present multicultule component. Out of 899 students, only one is African ethnicity, the others are all indigenous. This means that the school does not even feel the need for interdisciplinary and multicultural education, but the fact remains that I have a personal interest to deepen these issues

Miriam Scafati, Italy

miriamscafatihpg23 — 2017-02-27 14:25:58 UTC

I teach in a primary hospital school. My student come from Serbia, Albania, Slovenia. They will stay in Italy only for medical care, then return to their country.

Mara, Italy

mara_mosca77 — 2017-02-27 14:28:00 UTC

I work in an Istituto Alberghiero, a vocational school for students willing to work as Chefs, in Catering or in Hotellerie. They are a range of girls and boys from 14 to 19 years old all born and living in the island of Capri, Southern Italy. Last January, a student fro Sri Lanka joined one of the kitchen classroom but he speaks a few words of Italian. Since I'm working in the ''language enhancement'' I'm teaching him Italian language from the start. The local students' parents are all workers. They are farmers, drivers, chefs or they work in hotels and restaurant. Students start to work at 15 years old and they take job very seriously. They are very simple people, traditional back ground, sightly close-minded. I have an excellent relationship with them in particular with whose who are studying to work in Tourism and Hotellerie because I worked in hotels many years before. With the new migrant student, they are nice although he is not very well included and integrated yet because the language is a limitation. They interact a lot with all the social networks but also in the afternoons because the island is small and they spend time together also after school.
https://padlet.com/mara_mosca77/hwekscdxc04e#

Giusy, Sicily

giusydancer — 2017-02-27 14:37:46 UTC

I’m a support teacher in 3 different classrooms in a primary school.
In every classrooms there are foreign pupils (above all from Tunisia and Romania), some of them have a good cultural backgrounds, others a low one. There’s a positive teacher-student relationships, and between the students as well.

Maria Grazia G., (Italy)

mariagrazia_caltanissetta — 2017-02-27 14:42:35 UTC

I'm a teacher of primary school. My students are 7-9 years. In my classe there aren't foreign students, but in the past I had Moroccan pupils and Bbangladesh pupils.

Sevasti Milona, Greece

sev_asti — 2017-02-27 14:43:30 UTC

This year I teach in 2nd class of primary school of Ecole Jeanne d'Arc of Piraeus. My students are 19. Most of them are from Greece. I have one girl from Εgypt and 2 kids witch their mothers are from Russia and Rumania. The school also can attend and Catholic children who in the course of religious separated from the orthodox. Moreover, since the school run from Catholic nuns several times offer free education to refugee children in need. More generally, we are a big family that unite our love and acceptance feelings. Children themselves experience this daily, since our charitable activities that support our people in need are too many.

Giuseppina, Italy

2017-02-27 14:52:08 UTC

!I teach in a preschool class and my pupils are from 3 to 6. In my classroom there are two foreign kids.I had Chinese boy and Tunisian girl and In the next classroom there are Romanian children, too.My school includes two types of schools: Primary and Pre-primary. It is structured on 6 complexes spread The school population is about 700 students from 3 to 11.In recent years, the increase of students coming from the Maghreb and from nord-European countries has been significant and has favoured an educative offered based on multicultural values. In any classroom, children learn from their more experienced peers, and those more experienced learn from teaching others.

Patrizia Italy

2017-02-27 15:04:09 UTC

I teach in a school where it is not yet present multicultule component. They are a range of girls and boys from 14 to 19 years old

Rosa, Italy

rosa_mazza — 2017-02-27 15:09:32 UTC

I teach in a school where the multicultural element isn't very strong, even if there are some foreign students, but not in my classes. However in the past years I taught in schools where there were many newcomers and students from EU and NON EU countries. Generally, I've always had a good relationship with them, but the biggest challenge was to make them integrate with the rest of the class, especially in the cases when they didn't speak Italian, for this reason I've always tried to plan activities to involve each members of the didactic process and to create an atmosphere of respect and collaboration.

Hi, My name is Francesco and I’m teaching in a primary school where there are a lot of multicultural pupils. I have one girl from Maroc and 3 kids witch their mothers are from Russia and Romania. I adopt many strategies for including and integrating all of them.

2017-02-27 15:14:17 UTC

Hello! My name is Bea and I'm teaching in a Secondary School with lots of foreign students, the most of them from the 2nd generation. I teach to students from 12 to 18 and I have students from Republica Dominicana, Argentina, Venezuela, Colombia, Ecuador, Senegal, Rumanía... My relationship with them is good but we could improve it!

b_nieto_ou — 2017-02-27 15:14:57 UTC

Annarita Italy

studioferrenti — 2017-02-27 15:14:59 UTC

I teach at a school where the presence of children from other countries is a minority. The need to train teachers is not felt even if I think that those who have no time like.

Elena Chiş, Romania

lenuta_chis — 2017-02-27 15:15:03 UTC

I teach in a school in northern Romania. My students aged 10 to 15 years. In our school component multicultule not yet present.

Nalan,Turkey

eney — 2017-02-27 15:17:28 UTC

My students
mostly have similar cultural backround, however I have several immigrant students naturally that have different kind of culture.They are 14-16.

LauraB, Italy

proffybarbieri — 2017-02-27 15:22:05 UTC

I have 104 students (5 classes), this year, and 30 come from various countries, (Albania, Romania, Morocco, Russia, Ecuador, Poland, Somalia, Brazil, Tunisia, Ukraine... ). Some arrived here in Italy at a very young age, some started school in their countries of origin and then moved, some have just arrived and have little knowledge of Italian... Different approaches and strategies are necessary when planning according to the school syllabus, but from the point of view of the teacher/student relationship I think that openness and acceptance are ok for everybody... Communicating with some of them is sometimes more difficult than with others, but I think that generally I can build a positive relationship (not always so positive when it comes to studying my subject, English, but this is a problem also with Italian students)

In addition to my classes I also have 3 hours per week as a support to two students (one from Morocco one from Senegal) who arrived in Italy last September and who don't speak Italian...

Silvia,italy

2017-02-27 15:22:40 UTC

In classe,ho un alunno marocchino, uno proveniente dal kenia, uno moldavo ed un cinese. Le loro culture, naturalmente sono molto differenti, ma è interessante e motivante,scoprirle,condividerle e metterle alla portata di tutti. Ognuno di loro racconta esperienze,vissuti, difficoltà, diversità e somiglianze...il rapporto con loro è meraviglioso, perché ci arricchisce, ci dà stimoli continui,di ricerca e scoperta di cose nuove. Il rapporto tra coetanei è positivo.il gruppo classe è ben integrato

Chiara P. - Italy

chiara_possamai — 2017-02-27 15:23:23 UTC

I teach in a school in northern Italy.
My students have very similar cultural background. However, there are immigrant students that have different kind of culture. We have people from Russia, Est Europe and Marocco.
I'm also a teacher for students with special educational needs, my student is from Kossovo.

Silvia,italy

2017-02-27 15:31:24 UTC

Nella mia classe,sono importanti gli strumenti tecnologici,di supporto all'integrazione delle diverse culture ed anche il lavoro di gruppo e di scambio

Clara, Italy

2017-02-27 15:33:24 UTC

My school is in the North of Italy. My students are 11-14 years old, most of them are Italian and among this group there are students born in southern Italy or of southern origin. Northern and southern Italians have different lifestyles. Then, this zone is rich in migrant families from India, Pakistan, Morocco, Tunisia, Romania, Serbia, Albania and China. During the last years I met students from each of these countries. Today, in a single class I have one Moroccan, one Tunisian, one Albanian, one from Kenya. Some of the migrant families found good jobs and may of these students have a good social and cultural background. Anyway there are many families with economical problems. There are many students with a poor cultural background even among Italian students. Here there are many families working and living in small farms. Anyway, they are all proficient in italian language because they are not newly arrived. They are a very united group of students and they often talk about their backgrounds, their countries and above all about relatives they wish to meet or food they would eat and even about typical music. Usually they have a good relationship with me. Last year, in the same class, I proposed to each student to interview their parents and write down some notes about a particular tradition of their countries, for example religious feasts or whatever they wanted. Then, they told some hints to the class who had to ask questions to know more. As a final step of the activity, each student had to reflect on differences and/or similarities with a specific tradition of their own. They didn’t had to write anything, so they didn’t feel they were doing homework. They were very involved and curious. I was involved in the activity too, because I was born in Sicily but I live in Lombardy from ten years. At the end, they discovered many details in common and they were very happy to know more from each other and from the teacher.

Lucia, Italy

2017-02-27 15:37:47 UTC

I teach in the North East of Italy, in a Primary School. I have several classes (Eight!) so i see a lot of children every day. I have children from all over the world: China, Sri Lanka, Pakistan, Bangladesh, India, Thailand, Philippines, Ghana, Morocco, Tunisia, Algeria, England, USA; Peru, Bosnia, Serbia, Moldova, Albania... They generally are well integrated and the differences in my classes are not a problem but a way to bring richness and interest in our school days.

Vincenzo, Italy

2017-02-27 15:43:47 UTC

I teach in a secondary school in the south of the Country. Being my school located in a large city, it welcomes a huge variety of foreign students: most of them aren't properly aware of the ways to interact with their fellow classmates and teachers, despite showing a sincere will to learn and integrate.

A consistent number of them has already experienced the unspeakable horror of war and violence, but they seem to deflect it most of time, choosing instead to focus onto positive things such as bonding with the other children in order to build a genuine relationship.

Simona, Italy.

simcardamone — 2017-02-27 15:46:31 UTC

I am currently teaching in a vocational school in Ascoli Piceno. At school there are lots of foreign students, especially from China, East Europe and also from Africa. Vocational schools often welcomes a great number of students especially those who have some difficulties with theorical commitment and way of studying, foreigners can be an exemple because they usually don't speak italian. At school, foreign students are usually well integrated even though it is never enough to get more ideas to improve things. I adore having multicultural classes because I feel right in the world just by staying in my classroom .

Daniele - Italy

danvir — 2017-02-27 16:14:00 UTC

Information about the students I teach
This year I have three first classes (italian upper secondary school: professional institute).
Usually in Italy students that choose this kind of school are not so willing to study and sometimes their family have some problems.
The class I want to speak about is a bit different than usual, but this is its richness. I like this class, though it's quite difficult to teach, because my students are quite clever and they have a really different cultural background.
Two students are with intellectual and motoric disability. Then I have an italo-american students, who attended american school and so he finds not so involving Italian typical lessons, a ukranian girl, who is here from many years, an albanian origin student (born in Greece), a romanian girl, arrived here since a few months, and a boy born here in Italy from a peruvian family. Finally I have three Italian students. So they have a great cultural richness and potentiality. They are a good class and they do not have any problem of acceptance. They consider themselves as a class, but I have to say they are not so curious about other's background. They seemed to be quite integrated in our town and they consider Italy ad their new homeland.

Helga, Croatia

2017-02-27 16:16:46 UTC

At the school where I teach there are not many foreign students, but considering the fact that we had almost none a few years ago, we can easily conclude that the situation is changing. However, there is a great diversity in their skills and abilities. I try to have an open relationship to them and they feel free to ocntact me when there's something bothering them.

akif yıldırım/anamur..turkey

2017-02-27 16:19:22 UTC

ı am teaching english to the 2'nd 3'rd and the 4'th classes of the primary school.my pupils are aged between 8...10. the classes consisting of the students coming from the local area have the same cultural backgrounds ,but due to the addition of some migrating students some of my classes have a different backgrounds,that means they have different cultures.so that it is a problem while teaching .

Marina

2017-02-27 16:26:09 UTC

I teach French in a secondary high school in Rome. This school year I have two first classes , a fourth class and two fifth classes who are engaged in the final examinations. I teach French language in the first or second class and from the third year I have to start French litterature. My students are also learning English, Spanish or German. My favourite class is the forth because I know my students since the first class so I follow their growth and their evolution. Their cultural background is quite the same for a large part of them. They are sociable, open-minded and sometimes,when it's possible we like to discuss about some actual topics they are interested in. In this class there are few foreign students but their integration and their interaction are ok because they know each other for 4 years. I like my other classes, too especially one of the fifth classes but generally I always try to have a positive relationship with my students: a teacher spends half a day with his\her students so it's important to develop empathy.

Antonella, Italy

antonellacaprarelli — 2017-02-27 16:29:48 UTC

My school is C.P.I.A. a school born just 2 years ago that has joined together the differents adult schools of the district.. a huge project that is having good education and integration results.One of the areas in which we teach is italian as L2 for foreign people. In these classes we have students coming from different parts of Africa, India, Bangladesh etc so we've got multicultural classes

Anna

anna_quattro — 2017-02-27 16:36:09 UTC

Anna,Italy

anna_quattro — 2017-02-27 16:36:09 UTC

Insegno in una scuola primaria nel sud Italia. Alcuni dei miei studenti stranieri provengono da Cuba, Marocco, india, Albania. Alcuni di essi hanno lasciato parenti, amici e hanno avuto qualche difficoltà nell'inserirsi nel gruppo classe. Grazie ad alcune strategie quali il cooperative learning, l'uso della lingua inglese abbiamo creato un clima di armonia e fiducia reciproca tra gli studenti.

Elena, Italy

2017-02-27 16:36:55 UTC

I work in a school in central Italy. The students aged between 7 and 10 years, most of them are Italian. In the institute there are also foreign students.

Rossella, Italy

2017-02-27 16:40:14 UTC

I teach in a primary school where there are also foreign students from different ethnic groups

Alice Isabela, Romania

2017-02-27 16:52:05 UTC

I teach Biology in a secondary high school, in Targoviste, Romania. My students are 15 - 19 years old. I teach at adult persons, too. My students have a similar cultural background. I have a positive relationship with my students.

Fabiana, Italy

fabiana2 — 2017-02-27 17:13:25 UTC

I'm sorry but my pupils are only italian. The key competences of the future show us that our students will become future citizen of the world. So, in my lessons I, always, teach different cultures, traditions, foods, religions.

I, often, use webtools to create conceptual maps (about various cultures) or Padlet/Prezi/Powtoon where we can create slogan, images, stories and so...

It's precious talk about diversity, so we can see diversity like value ;)

Vincent, France

2017-02-27 17:14:55 UTC

My students are very diverse. 2/3 are enrolled in an "international section": German, English, Polish, Portuguese, Spanish, Italian, Arabic, Japanese or Chinese. They usually are bilingual and have lived abroad. 1/3 are local students from the district with an important immigrant population: Algerians, Moroccans, Tunisians, Turks, Indians, Senegalese... They can also be bilingual but for these students their bilinguism is not appreciated by the school system. The "international" students and the "local" students don't always mix easily.

Danila, Italy

danilagiardina — 2017-02-27 17:15:11 UTC

Danila, Italy Palermo! I teach in a primary school class and my pupils have seven. In my class there are two foreign kids.I had Chinese boy and a Tunisian girl and Romanians, the too.My school includes two types of schools: primary and pre-primary. And 'composed of 6 complexes spread The school population is about 350 significant and favored an education offered on the basis of multicultural values. In each class, the children learn from their peers more experienced and more experienced ones learn from teaching

Maura, Italy

mauraccia — 2017-02-27 17:24:24 UTC

I've been teaching a series of subjects to this class for almost five years, now, since it's already a fifth grade. My pupils, at the moment, are nineteen, but there has been a lot of coming ang going during the years (in two cases, involving the same children...). As I have already written, some of my children were born in Italy, but left for their parents'country immediately afterwardsor they passed their first childhood here, but almost secluded in their houses or communities. So, even if the official data don't register it, they are often a low grade (sometimes very low...) italian speakers. Five of my children are from Pakistan, one from Marocco, one from Senegal, one from Albania, one from Romania and one has a Romanian father. So, if sum them up, they right a half of the class... Two of them attended pre-school, one of them had failed the passage to the second class (having started the school when he was five years old), one came at the beginning of the second class, one at the end, two at the beginning of the third, one at the beginning of the fourth and one in September this year. Their knowledge of the language, their cultural background, their habits are very different, even in people coming from the same country, of course, as it happens with Italian children. Every one of them has a special interest, or special skills, in a subject or activity, some of them are very good at speaking English (and, at the beginning, it was a fantastic resource), some not at all... Some love singing, with more or less good results, some hate it, and the same for drawing or running, so, as every teacher knows, it's impossible to use just one kind of activity to adress everyone. In general, I have quite a good relationship with them, even though, due to some personal matters and the rough history of some of them, not always the lesson runs as smoothly as I'd like. We even have an Edomodo page which help them to feel a group. (I've always insisted on this point: we even have a special oath, written by them, that we say every morning, and we love celebrate our birthdays...). They get on fairly well with one another, apart from some difficult moments, when schoolmates can no longer put on with some annoiance from a child or two...

Toni Rome

2017-02-27 17:25:47 UTC

All students speaking different languages have to learn italian language with a special course denominated L2. After improvement in the comprehension of the italian language, they learn to write and read in italian language and then they are included in the classroom and are better competences and abilities. In the classroom we utilize many multimedial instruments, computers, lim, television, proiectors and others media. To improve the knowledge of the language and of the topics or basic elements of the subiect of study are employed several methods of different learning, mastery learning, problem solution, cases analisys, maps and conceptual maps, utilization of the other languages if possible (especially: english and french, for the students migrants and refugees of francophone language). We try to create a good climate of the friendly reception and welcome for the migrants and refugees students. But we try to teach the foundamental rules, in the every fields, of our country too. The students of the other countries, the migrants and the refugees, have to understand all these things for a correct and full real integration in the our country.

Laura, Italy

2017-02-27 17:32:38 UTC

I teach in primary school I have for 85% of Italian students, 10% from Eastern Europe, 5% from India.
They present a poor background, they have made a few experiences, often their parents do menial work, manual jobs and very tiring.
They are well integrated into our small community: we live in a small town and they are involved in the festivities, in projects and in the school life of their children.
All we teachers have a positive relationship with them
generally the relationship between them is positive because they are often united by family relationship.

Vani (Fot.-Vass.), Athens, Greece

2017-02-27 17:38:53 UTC

I teach EFL to primary school learners. The majority are Greek. There is a minority who are from Albania. Occasionally, some are gypsies or are from countries like Russia. The Greeks seem to have a very strong ego (cultivated by the families). The migrants obviously lack self-confidence and face difficulties in becoming an equal member of the class. My role as an EFL teacher who meets with them three times a week is too restrained. Nevertheless, I make it clear in my classes that we are all equal, we are all capable of succeeding and we are all obliged to communicate in an unimpeded way. I manage to have a very good communication with the learners; the obstacles come from other teachers who usually envy other teachers who are doing the best in class and from parents who resist in accepting migrants and their families.

Giuseppina, Italy

2017-02-27 17:54:29 UTC

Inclusion classrooms provide a better experience for the entire class. When things are handled well, when there are appropriate supports for the teacher, kids benefit from the environment in terms of being able to engage with other kids.It's very important communication, acceptance , tolerance, respect, empathy , make positive relationships among students with different cultures. Develop knowledge about the foreign countries in its various cultural dimensions: customs, traditions, music, holidays, history ... and know how to tell them seizing the embedded wealth in every culture.

NICK, GREECE

2017-02-27 17:57:03 UTC

I teach in secondary education. In my school I have mostly Greek students and some Albanians. They are integrated enough into a small community, but sometimes I hear bad remarks about their origin from the Greek students.

Luisa, Torino

2017-02-27 18:12:06 UTC

BI teach in a technical school to students from 14 to 18 years old. The majority of them are Italians, however there are classes where Italian is not the first language spoken. For example my 4th class is made up by 3 Italian 1 Russian 1 Romanian 1 South American and 8 Moroccan girls. I always teach to this class with pleasure as they are well integrated and often exchange information about their different points of view.
They also stimulate my lessons as using English as they common second language not only gives them equal ability to express themselve, but also, when asked, the opportunity to tell everybody about their country, their customs, their culture.

Georgiana, Romania

2017-02-27 18:31:21 UTC

I teach to high-school students (15-18 years old), and they are diverse in many ways, such as : different social classes, different traditions, different characters, and so on. Being a sociable person, I can say that I have a positive relationship with them.

Maria Intrieri, Italy

mri5 — 2017-02-27 18:37:59 UTC

My school, as I wrote in the introduction to the first module, is a secondary school level, and welcomes students aged between 11 and 13 years of age. Most of them are Italian, but a growing number of foreign students enrolled in our classes. The most common nationalities are the Chinese, Arabic, Indian and South American.
Generally all the teachers at my school are able to create a positive atmosphere with students of different nationalities, although the boys of Chinese nationality have are more difficult to integrate: they often simultaneously attend Chinese school and also come in ours constitutes a burden too large for them. Sometimes they lack the proper motivation and integration in those cases becomes very difficult. They speak little and reluctantly, and sometimes assume a hostile attitude. In these cases the intervention of the mediator (if present) is often decisive. The strategies used in each case are a lot from the dialogue that seeks to involve Italians students as tutors towards their companions do not speak Italian to structured activities in groups in which the resolution of a problem (problem solving) creates bonding and makes as a stimulus to communication. Personally, in addition to teaching Art and Image (fundamental discipline for communicating the cultural values of our country) I also deal with literacy classes do not speak Italian, so operations put in place to engage and communicate with foreign students are manifold: from the use of multimedia where the visual element is essential, to mime, to tutoring actions and so on.

Cindy, Belgium

cindy_jonckheere — 2017-02-27 18:47:08 UTC

I work as a councellor in a school with 56 different nationalities, aged 12-18. It is a challenging job, especially since we also have students in our school who have just arrived in the country. Their knowledge of the local language is restricted and still within one year they have to be prepared for the 'regular' classes.

I teach deaf students for almost 8 years now. The society considers them different. In fact, only their disability makes them different. We had different activities with normal students in order to make them conscious that they are equal, they have the same rights and obligations. On the other hand, as a cultural diversity, there are some gipsy students in our school. All the students are taught by their parents and by the teachers not to be misrespectful and to be friends. I have a positive relationsheep with my students.

2017-02-27 19:28:09 UTC

Rosanna, Italy

2017-02-27 19:43:09 UTC

I teach to high school students. They are 14/18 Years old. I teach to students with disabilities, so I am focalized on special educative needs. In my classroom the re are three students with disabilities and three students that come from foreign countries.
In my work I adapt the content to different needs using strategies and methods

Marcella , Italy

minnie14 — 2017-02-27 19:51:04 UTC

I work in a lower secondary school. It is a very big school there are about 1000 pupils from 3 to 13 years. Their cultural background is very different ,there are pupils with good family support and pupils with economic problems .

Valbona, Albania

2017-02-27 19:51:47 UTC

my students are 8-9 years old and they come from families with different economic and educative levels. Also students from different schools come to our school.Everyone of them brings personal and family qualities.Students are different from their family culture,their economy and traditions.The friendship between them is very importat and the first object and this is guaranteed by himself,his family and the positive values of the family.I ask the students to cooperate on their projects.

I work in a school where there are no minorities but I am interested in topic

b_jurzyk — 2017-02-27 19:53:57 UTC

Elvira Esposito, Italy

2017-02-27 20:16:44 UTC

I teach at a high school, a hotel management school; my students aged 14 to 16 and are all Italian. The school is located in a Scampia district of Naples notorious for degradation, delinquency and truancy. This course is an opportunity for me to be ready to face even the arrival of students of other nationalities. I teach law and economics and I try to prepare students to be citizens of the world through the respect of others.

Monica Boccoli, Italy

mobocco — 2017-02-27 20:23:30 UTC

I work in a school where there aren't particular problems of relationship but I am interested in this topic. In my school there are a few non EU citizens. In my classroom there are 26 pupils and they are very motivated

Elena

2017-02-27 20:25:11 UTC

Grazie al cooperative learning nella mia scuola abbiamo creato un clima di armonia e collaborazione reciproca tra gli studenti

Paola Arduini

2017-02-27 21:44:46 UTC

I spent 30 years teaching in primary schools in Rome and I lived the changing , the challenges and the beauty brought by children arriving from all over the world, increasing year by year. In September I was sent to teach in Madrid, in an Italian school abroad. I was not ready at this situation: formally the school is Italian, with Italian curriculum, teachers and organization BUT the great majority of pupils, in primary classes, are Spanish mother tongue, often with Italian fathers but many are from Spanish families who want their children attend an Italian school, that is considered creative, inclusive and cooperative. I'm actively researching how to cope with this great challenge: teaching literacy in Italian in a Spanish context

Carol (Italy)

carol_f — 2017-02-27 21:52:24 UTC

I teach in Italy in a lower secondary school (11-14). I’m a special needs teacher and I work in my class 18 hours per week. My students have different backgrounds: my class is like a small society, so students can live different situations. In my experience inclusion is a daily job. I love my activity because I have a good relationship with all my students and they consider me a tutor.

Valentina Confido, Italy - My multicultural classes

valentinaconfido — 2017-02-28 07:19:31 UTC

I teach in a lower secondary near Reggio Calabria. This land is often mentioned as a place where numberless migrants live or pass by after they reach the Italian shores. Thus local people are quite used to living the diversity, though they are full of prejudices. In my classes there are students coming from Romania, Morocco, Albania, Poland. Some are Roma. Some of them are quite integrated. The most astonishing (worrying) thing is that some of them are so integrated that they share the same prejudices local people have in common life (against women, strangers, etc). Some are discriminated. I positively interact with all of them, and I try to foster communication among my students. Sometimes prejudices are reciprocal, especially when we speak of Roma. But I try to encourage group works and interaction, so as to favour the cultural and linguistic exchange, and to avoid the isolation of such pupils.

Željka, Croatia

2017-02-28 07:52:49 UTC

At the school where I teach foreign students are usually well integrated even though it is never enough to get more ideas to improve things. Their knowledge of the local language is restricted and still within one year they have to be prepared for the 'regular' classes. I try to have an open relationship to them and they feel free to contact me when there's something bothering them.

Francesca, Italy

francesca_borghi — 2017-02-28 08:09:21 UTC

I teach in a lower secondary school in Tuscany. My foreign students are especially from China, Albania, Romania, Morocco and Pakistan. Students from East Europe generally are soon integrated with the classroom and they learn Italian quickly. Students from Morocco and Pakistan not always immediately integrate with other students and finally students from China are those who have more problem with Italian learning and classroom integration.

Gesualdo (Sicily, Italy)

gesualdo76 — 2017-02-28 08:09:47 UTC

I'm a special needs teacher. I work in a secondary school near Catania for 18 hours a week.
Their cultural background is made of expertise in the manual labor and in-depth knowledge of the area in which they live.
With the students there is a good working relationship. The interaction between the schoolmates is mature and responsible. although minors they behave as adults.

Dora, Greece

ntanouth — 2017-02-28 08:17:18 UTC

This school year I am responsible for the all-day zone in my school (supportive teaching, completing pupils’ homework). I have 23 students in the classroom from all grades. I have a good relationship with all my students, we work together on eTwinning projects.

Alessandra, Italy

alessandra_marini1 — 2017-02-28 08:24:20 UTC

In three of my classes I've got newly arrived migrant students... two coming from Guinea (They arrived in Italy a month ago )and one from Egypt. All of them speak very little italian... the boys coming from Guinea are brothers.. aged 14 and 16; the one coming from Egypt is 11. The two brothers speak French, they are really nice and willing to learn... The younger brother has been included with students aged 10/11 while the older brother in a class of 13 years old students. The classes where they have been put in are really good classes: the other students always try to help them.
The egyptian boy seems to have more problems in understanding both Italian and English language...and moreover in the class he has been put there aren't always the right "conditions" to learn

So, these three students don't have special language classes and no other specific support is provided

Ioann, Greece

ichalkia10 — 2017-02-28 08:29:14 UTC

As a head teacher I am teaching some subjects in second and third grade for a few hours per week. Both classes are multicultural. Each class has about 20 students and only 6-7 of them are Greek. The others are second generation students from Eastern Europe, Africa and Asia.

Most of them have economical problems, have no jobs and as a result some of them migrate again in another European countries. Students have different cultural backgrounds .In class C there are 6 students from Greece, 5 from Albania , 2 from Romania one from Nigeria, one from Egypt and one from the Philippines (all second generation). The last months came in class C 6 students, migrants and refugees from Ukraine, Pakistan, Syria, Iran and Iraq who do not speak Greek. There is a preparatory class for the newly arrived migrants where a special teacher teaches them the Greek language for 1 hour per day.

Students have very good relationships with each other and there are no conflicts in general. In class C we work on a project for the environment (sustainable school) and we also run the project “Out of Eden Walk” with 9 schools from Canada, Spain, USA and the Philippines

Cristina, Italy

2017-02-28 08:31:09 UTC

I am a teacher in a lower secondary school. I have in each class two or three (and sometimes more) foreign students who come especially from China, Albania, Romania and South America. Students from China are those who have more problem with integration. They often do not speak with classmates and adults. It is very difficult to understand how they feel or what they really learn. Students from East Europa and South America have, generally, less difficulties in integration and learn a good italian rather quickly, if they are interested. I usually have a good relationship with them (or I try to have it). Interaction with each other is not always easy, instead.

Alessia, Italy

ales_sia — 2017-02-28 08:50:57 UTC

I am a teacher in a secondary school and I have 3/4 foreign students in every class. My foreign students are usually from Albania, Romania, China, Pakistan, Senegal and China. Second-generation students are quite well integrated and speak Italian; they usually have friendship relationships with Italian students and their families are generally open-minded and cooperative with school.
The main problem deals with foreign students just arrived in Italy with the whole family (so nobody speaks Italian): they can't communicate with schoolmates and teachers and often they don't want to learn Italian because after school they have relationships only with people from their country; they make few efforts to integrate: they don't study Italian, they don't try to have new friends and families are seldom interested in school activities.
I always try to have good relationships with all my students but I confess that it's very hard to create something when you see that, for many reasons, a student is not interested in that .

Lara Fontana, Italy

lara76fontana — 2017-02-28 09:34:17 UTC

I teach in a secondary artistic school in a little town near rome. All of the students are from the other towns near the one in wich is the school, nobody is from rome. Most of them belongs to good families that are present in their life and follow and regularly control their frequency, behaviour and results at school. In each class there are 2-3 foreign students, from india, south of america and portugal. Some of theme are white, some are mulattos and in general they have somathic charachters typic of their country. There are also some girls from east if europe, such as romany or bulgary or ucrayn. They are quite integrated eith the rest of the class, even if one of them has lits of problems for he's adopted and his family wants him to be followed soon by a psychologist because he don't seem interested at all to any lesson or subject and some weeks ago he began to be too aggressive. None of theese students have to much problems with language, they speak and understand italian quite well, but their scholastic results are never very high; i guess this depends on their family contests, that often have difficulties or maybe their parents have to work hard and for most of the time of the day, so they can't follow quite well their sons and their homeworks.i have a good relashionship with all of them, even with the shier of them: maybe my subject helps me in it because i teach panting, and making art, using colours and painting often helps to express eachself better than words can do.

Stanislava, Bulgaria

sto_ati — 2017-02-28 09:35:03 UTC

In my school is three different backgrounds: Bulgarian, Gypsies
Turks.

Mariagiovanna Italy

mgchirillo — 2017-02-28 09:50:44 UTC

Well, I teach in a secondary school. My students are from 13 to 19 years old. in one of my 6 classes there are some foreign students. They come from Africa and they are in a reception center for asylum seekers and refugees. They are part in a project so they aren't students but they simply attend our classes and they listen to. I usually try to have a good relationship with my students. I tell them at the beginning that I give them respect and they have to gime me the same.If something doesn't work we have to work together to find a solution.

Francesco Coppola, Italy

fscocoppola — 2017-02-28 11:03:44 UTC

My students are in a center city school. Normally their parents have a graduate or post-graduate instruction. They are Christian- catholic people.
Between these there are a little number of not Italian or born in Italy from not Italian parents students. They have a Muslim culture.
This little group of L2 students speak Italian with difficulties or with some mistakes. They also show some difficulties of communication with other Italian students and a good integration between them.
My challenge is to integrate this group with other students and offer these students the some opportunities than others.

Roberta, SARDINIA, ITALY

2017-02-28 11:05:00 UTC

I HAD SEVERAL EXPERIENCES WITH STUDENTS WITH DIFFERENT NATIONALITY.
THE MOST STRONG ONE WAS WHEN I TAUGHTIN PRISON: MEN FROM 18 TO 60 YEARS OLD.THEY CAME FROM DIFFERENT COUNTRIES: AFRICA, AUSTRALIA, BELGIUM, FRANCE....
THE MOST STRANGE THING WAS WHEN MY MUSLIM STUDENTS PRAIED INTO THE CLASS...I HAD A GOOD FEELING WITH MY SS, BUT IT'S NECESSARY A STRONG FLEXIBILITY..

Victoria, Brussels, Belgium

2017-02-28 11:30:23 UTC

I am teaching Dutch (FL) in a Centre for adult education in Brussels. My students are all adults. There are French speaking Belgians, but also other Europeans, Moroccans, Italians, Bulgarian people, Africans, Polish people, Syrians, Afghans, Iraqis, Iranians, Latin Americans. There is also diversity in gender, religion, background, goals in life, … .

I ‘ve a positive relationship with my students. Of course some groups are clicking better than other groups. My group now is very diverse in all ways, but they respect each other, they are willing to learn from each other and they help each other. It is a very rewarding time spending with them.

Irene, Italy

2017-02-28 11:55:52 UTC

In my two classes there are 1 student from Ecuador who speaks Italy very well, a girl from Nigeria who arrived at Italy 7 years ago and she speaks Italian perfectly! There is also a girl from Congo, her parents only speak French and it is not very easy to communicate with them either in oral or written form. Moreover this year arrived a student from Asia who only speaks English, in fact she is attending a course on Italian language and she has a lot of difficulties to study subjects as History, geography, science because she doesn't understand the written Italian language

Claudia, Italy

2017-02-28 12:18:56 UTC

I teach secondary school students. Being an EFL teacher it is always easy for me to integrate activities aimed at developing intercultural competence in our curriculum.
This year I only have few foreign students in my classes. Most of them are 15 year old boys and girls from South America or North Africa. I love being able to share bits of their culture and of any culture benefitting from the fact that their contribution to class discussion and activities always makes debate richer and stimulating for us all.

Laura F. Italy

2017-02-28 12:21:16 UTC

I'm working in Gorizia in a secondary school and I'm teaching special needs-students. In my classes there are 2 students fron China: one of them can't speak Italian because he's been ariving two months ago and the other one can a little, because he went to school in Italy, but he isn't motiveted. In my school nobody has a specific preparation to teach Italian as foreng language and sometime it is diffcult

Lorenza Cairo

lorenzacairo — 2017-02-28 13:08:10 UTC

hi everybody. in my school there are many foreign students, from India, Pakistan, Romania, Polonia, ecc. They speak Italian quite well, so they only need to improve their language. recently come from Pakistan a new student. so I searched for him books of base level and other material on internet.

Aurora-Italy

aurorpagano — 2017-02-28 13:54:48 UTC

I teach in a primary school and my students have between eight and ten years. In my class there are foreign students from Romania. They are well integrated in the group class and relate positively with all their companions. Some of them speak Italian well, but make many mistakes when they write in Italian.

Pietro-Italy

pierolauro — 2017-02-28 14:06:48 UTC

I teach in a secondary school, namely a Cooking school preparing students to be chefs, receptionists, barmen, sommeliers, maitre de salle, etc. My students' background is so diverse as they come from middle-class families and very few parents own an university degree. Students knowledge in general is quite poor but they have a great energy when it comes to practical skills, when they have to perform something they will do in their future job. Their command of foreign languages is quite mediocre but they strive to learn them because they know it is a must nowadays. Their mutual relationship is based on respect and friendship and so is my relationship with them. We work together to develop self-esteem and to encourage cultural exchanges between different viewpoints, habits and traditions.

Katia - Italy

katiola68 — 2017-02-28 14:13:05 UTC

I teach in a "Media School", my students are between 11 and 14, they are overall from Italy but there are a lot of them coming from North Africa, Asia (especially Asia) and East Europe. They are usually well integrated each others, we use to mix the students so the italians are usually Tutors of the Foreign students, we offer also some potential courses, to teach them some basical instruments to speak, read and write Italian.

Sara, Italy

2017-02-28 14:15:24 UTC

I teach in a Secondary School and my students are 11-14 years old. In the Comprehensive Institute are many foreign students. They come expecially from Cina, Macedonia, Pakistan and Marocco. They arrive in every month of the year, so teacher have many difficoulties to integrate them in the classroom. We organize L2 courses in collaboration with social cooperative. In my classroom there are two foreign students: One from Kosovo and One from China. The First One is arrived in Italy in September, so she doesn't still speak Italian, she knows only main words about daily Life. The other lives in Italy for five years but he has still many language difficoulties. They attend third class, so they should do the final exam in June. They don't have a good linguistic knowledge.

Silena P. - Italy

p_silena — 2017-02-28 14:56:41 UTC

I teach in a prison school and my students are between 20 and 65 years old. Italian students have similar cultural background, they did not follow the regular school path, they grow up in a deprived area, where social problems and basic needs represent the main challenge in everyday life. Foreign students come from Serbia, Marocco or Albania and have different cultural background. They need to learn to speak, read and write Italian. The big problem with this students is to motivate them, they find difficult to concentrate and be involved in school activities in general. I try to do my best, listening to their stories.

Lyuba, Italy

lyuba_centrone91 — 2017-02-28 15:33:50 UTC

Until now I always have taught italian language to migrants from different States of Africa. Their cultural background is very different. We have a positive relationship but the problem is that they don't interact with the rest of the comunity. They speak italian with me and few other person.

laura brazzabeni - italy

2017-02-28 15:44:47 UTC

i teach in a vocational school and my students are aged 13-19. they will become beauticians or commis de cuisine. they are students coming from all over the world and they speak 15 different languages. foreign students (sometimes 9-10 out of 25 in each class) are of low cultural background and usually have economical problems, too. my relationship with them is very good as i always try to have them a t the center of attention, being a language teacher and giving always importance to their origins. with Italian students there a re sometimes problems if in classes there are students coming from serbia, bosnia, Montenegro or rom or sinti students.

Serena A. - Italy

dolcefollia79 — 2017-02-28 16:09:08 UTC

I teach in a secondary school and my students are between 11 and 14. They are overall from Italy but there are some of them coming from North Africa and East Europe. They are usually well integrated each others, we use to mix the students so the italians are usually Tutors of the Foreign students. The school offers also some potential courses so they can learn some basical instruments to speak, read and write Italian.

Piera, Italy

2017-02-28 16:15:01 UTC

I teach in an adult school attended by people coming above all from northen and central Africa. I can say that their cultural background are very different from each other and from mine. But this is a richness because I can face many aspects of life, culture, thoughts and believes that can enrich me and I hope, in my simple way, too give them a chance to learn new things and open their mind together with mine.

Valentina - Italy

valebell80 — 2017-02-28 16:15:11 UTC

This year I'm working as a support teacher for special needs students in a primary school in Rome. In this school there are some foreign students who speak a good Italian language Because they were born here (expecially students from South America). In Addition to my classes I also have 6 hours per week as a support to a Roma child who is 12 years old. He arrived in Italy last September from Romania and he is attending the 5th class (in Italy is very important the age of the students) but he is Never Been at school in Romania.

So he don't know Italian language but he do not know write and reading. In this few months he is improving His Italian and his relations with other children in His classroom.

Tiziana - Italy

ioptiziana — 2017-02-28 16:27:16 UTC

The cultural background of my students is quite diverse. I have both Italian and foreign students. Some Italian students have middle-class families with parents that are interested in thier children's well-being and academic success; other Italian families face more difficult situations, with divorced parents, single-parent families, economic problems, and have more difficulties in being there for thir children. Foreign students come from many different countries (China, Morocco, Romania, Albania, Kossovo, Moldova, Burkina Faso, Dominican Republic etc.) and, generally, their parents take an interest in their children's life and scholastic achievement, but need to be prodded, since their involvement is not always spontaneous, as thy are constantly facing other kinds of more "basic" life problems.
I generally have a positive relationship with them, trying to involve them in my lessons and to address their needs as individuals as much as I can. Their interaction is generally positive, but sometimes foreign students do not easily adjust to living within school rules or to cooperating with other foreign students coming from countries they consider "hostile".

Carmen, Italy

2017-02-28 16:29:32 UTC

In my school, there are foreign students from China: three-four in each class. I teach in nine classes so I have many foreign students that dont' speak Italian. The school organizes L2 courses of Italian language.
I have a positive relationship with some of them, with other students I have very difficulties beacause they don't interact with other students and with the teacher.

Merja, Finland

2017-02-28 16:38:35 UTC

I teach in an upper secondary school and my students are 16-18 years old. We have only a few students with a different cultural background, and they speak Finnish fluently.
We have exchange students in our school every year, and they are warmly welcomed by our students. They soon become friends.
We do have a group of asylum seekers in our facilities, but they are younger than our students, so they attend classes in secondary school. This is something that feels strange, and we are trying to begin some kind of co-operation with them. Our students seem to have a quite positive attitude towards them, but of course we have exeptions as well. And sometimes the cultural differences irritates our students, when these younger children run around our school and talk loudly in the corridors during our lessions.
I hope we will be able to interact more also with the asylum seekers, because getting to know other cultures is always a good thing!

Carmela, Sicily. I have taught English in a secondary school in Sicily for over thirty years. My students are mainly Italian, aged 11 – 14, but lately we have had more and more children coming from east Europe – Albania, Romania- and, more recently from North and Central Africa. While integration does not seem to be a major problem with East European pupils, it is with puplis coming from Africa. Most of them are unaccompanied, with no papers. Very often we don’t even know their real age. They all have very sad backgrounds made of war and poverty and terrifying stories of migration. Very few have attended schools in their native country; illiteracy is very common. Luckily some of them speak English or French. The main problem with most of these pupils is motivation. Actually, they are not interested in integrating, because they know their permanence in Sicily is temporary. Quite all of them plan to move northwards, even outside Italy, to join family or relatives. I realize that, as teachers, we lack intercultural competences and this is probably due to the fact that Italy, and Sicily especially, have turned into immigration countries very recently. Teachers in Nothern Europe are surely more experienced. But we need to catch up. So let’s get down to work!

mrscarmela — 2017-02-28 16:54:39 UTC

Cristina, Italy

cristina_floriddia — 2017-02-28 17:23:42 UTC

I teach in a primary school in a little county.
Here there are students from Albany, Siria and Marocco.
My relationship is positive.
Their cultural backgrounds is different specially for religion and custom.
They interact with each other by playing

Marco Italy

2017-02-28 17:23:44 UTC

I teach in a professional school electrics and electronics circuits. I spend all my energy to use on right way the instruments and key to manutent all home and factory device. My best practice is doing by doing. I need all information about the world culture because my classroom are intercultural classsroom.

Chiara, Italy

chiara_agnelli1 — 2017-02-28 17:46:47 UTC

I am an English teacher and I used to teach in a lower secondary school. This year, for the first time in my career, I'm teaching to adults; mainly Immigrants and refugees from Western and Northern Africa, China and South America. My students are from different cultural backgrounds. Some of them are in Italy with their families, some others are alone. Some are educated and studied in their homeland , some others learnt to read and write in Italy, just a few yeas ago. So their levels of education and competence are completely different. I like the relationship we built together. We have fun and, as they're curious about Italy and its customs, I'm very happy to listen to them and learn about their countries. On the other hand I find it difficult to teach them English and sometimes I'm not sure it is very useful for them: some students are English mother-tongue, so there's no need for them to attend my classes, some others are struggling learning Italian and to study another foreign language is simply too much. So sometimes I feel demotivated and I'm not sure that my work can really help them and make a difference.

Loredana, B. Romano-Italy

2017-02-28 18:15:31 UTC

I am a teacher of English as a foreign language in a upper secondary school. My students are aged from 15 to 19 .
There are many foreign students, above all from Romania, Moldavia, a few from Russian and Arab countries. They are all included by students and teachers in a very warm way.
They are 1 year older than our students in the same classroom . In general, there is a positive attitude among them and good cooperation ,too.
I have been organizing Cultural Exchanges for 6 years , cooperating with schools in Wales and Holland. In my opinion, this kind of experiences will help my students to know better Cultural Diversity.

2017-02-28 18:34:22 UTC

Francesca Leone
I teach General English and English Literature in a Classical Lyceum in Palermo in Sicily. I do not have international classrooms, but I could have in future. The only foreign students who attend my school are students coming from abroad for 3 or 6 months or 1 year according the student mobility. There are a few students coming from Africa or also immigrants children, three or four out of a 1.200 students. There was a student for 4 years up to last year then her father decided to move to London for a better life. I got Lija's daddy to let her finish the 5th year and take the diploma, but he was inflexible and it was a great lost for the classroom that have shared 4 years together!

Alessandra G. Italy

scrocchia67 — 2017-02-28 18:42:40 UTC

Hello everybody!
I teach English in a lower secondary school to students aged 11-13/14. Even if the classrooms are always very populated, there aren't foreign students who don't speak Italian at all!
The only exception is a girl from Morocco that simply doesn't want to speak because she thinks to be not good at speaking!!! Iam trying to get in touch with her, using Italian or English, but it isn't easy to do. She arrived last year and is older than the other students. Her mother doesn't speak Italian and her father is always busy for work so we cannot meet to establish a more cooperative relationship.
Generally speaking I've always had good relationships with all the students from abroad.
I hope this course will help me this year! I really need it!

Hi, I'm Anna and I teach in Naples in a upper secondary school -I'm a special needs teacher . I Work with students who have various disabilitiesIn the school where I work, ITI A. RIGHI ,there are no foreign students

2017-02-28 19:08:10 UTC

In the past, I taught Italian to foreign adult students
It was a very interesting experience

I hope that this course will help me improve my approach to foreign students

Venditti Giovanni

2017-02-28 19:43:45 UTC

My school is situated in a little province of Naples, home of Massimo Troisi. ‘Scotellaro’ is a high school with four branches stretchig from Accounting to Tourism, from Day to Evening Courses, from young to old students. Mine are from the neighborhood mostly but some of them are even foreigners from Russia, Poland and Ukraina. Generally speaking, only a few are well-off teenagers; they’re chiefly of modest origins living with their own families in the outskirts. Some families are complete, i.e. the students have both parents but some only have one of the two. In particular those of foreing origin belog to mixed families and have been living in their destination country, my own country, not for long, therefore they’re still learning Italian and the local culture. They are a resource for themselves and their schoolmates, when I apply and carry through the right methodologies and aims. They’re still shy and not very partecipative with each other but they are very open to me and my lessons. I have noticed that they choose their freinds with care, but they like my manner of letting them meet each other’s culture with readings, discussions and comparisons. Sometimes we even laugh and stir curiosities with stories and events concerning their everyday lives, here in Italy and before they came here.

Ida,Italy.

2017-02-28 19:50:37 UTC

In my classroom the little students have a positive relationship between them.

Konstantina, Greece

2017-02-28 19:56:26 UTC

I teach at the 3^rd grade of a primary school. My students are about 8-9 years old. I have 21 students, 5 of them are from different countries. They speak the Greek language very well, but 2 of them can’t write very well. All members at team working have roles and correspond very well at their tasks in order to accomplish their team goals. In my opinion all differences among my students aren’t that obvious and all of them try to balance their communication and their interaction. I try to have a positive relationship with them.

Fabiana, ITALY

fabiana2 — 2017-02-28 21:12:20 UTC

Good evening ! I'm Fabiana, a Primary School Teacher. My pupils are 6, the're young students and are all italian babies.

They love learn in pair or in group.
So I try to teach in cooperative learning.
My lessons begin from a brainstorming time, then a circle time, then a reflection about the contents and finally with webtools and various learning software (also apps).

Last month I proposed a CLIL lesson: 'ADD in Math'.
So my pupils learned the additions in English.
The lesson started with a game (RUN THE NUMBERS), then with a cooperative learning time (make a dice) and finally with the learning app creation [all togheter ](with my mediation). CLIL in a new method that show my pupils another language and another madality of communication.

Giovanna Dotato - Italy

2017-02-28 21:54:23 UTC

In my school there are several foreign students, who often do not know the Italian language for this reason, for many years you start some projects to help these students to enter the best.

Zamignan Anna -Italy

2017-02-28 22:05:01 UTC

Hi! I teach Math and English in a primary school. There are some children from other countries . They don't speak italian, but they try to learn our language.
The relationship is very positive!

Vanesa, Croatia

2017-03-01 07:52:02 UTC

In my school we have a lot of Romanies and they have a big language problem because their Croatian is very poor. Our cultures are different. We try to have positive relationship but it is sometimes difficult.

Daniela, Romania

danielamioarachisalita — 2017-03-01 08:05:11 UTC

Our class children are 5-6 years. I learned to be tolerant, to collaborate with each other. Currently we have migrants but by attending this course I want to improve my knowledge to be ready

Emanuela, Italy

2017-03-01 09:02:45 UTC

In my classrooms students are 16-19 years old. They have positive relationships between them and they collaborate with each other.

Roberta Condomitti- Italy

condomittir — 2017-03-01 09:19:57 UTC

My class is composed by 22 students and 9 of them are foreigners (only one was born abroad while the other had one or both parents born in another country.

So in my classroom there are: 3 Romanian, 1 Albanian, 1 Russian, 1 Peruvian, 2 Maroccan and 1 Brasilian students.

All romanian students was born in Italy but all them parents were born in Romania. The same thing is available for my peruvian and my maroccan students: they are Italian but their parents are foreigners.

My Albanian student wents in Turin last year with her family.

The other foreing student was born in Italy, has got one Italian parent and one foreigner parent, she doesn’t speak and understand italian very well but she learns very quicky.

I have a good relationship with alla of them and their parents, the onlyone wich who I have some difficult is the Marroccan femal student. She is the tirth of five daughters. Her older sister is disabled. Her father often works alone and her mother is an housewife. I didn’t understand if depend of their culture or of their family situations but she is often “left alone”: she is neglected, she doesn’t do homeworks, sometimes she hasn’t got school supplies/educational material, rarely her parents partecipated in the educational life. Sometimes I don’t know how I can help her. When she is at school has a dual attitude: or works very well or doesn’t work at all.

In these cases I don’t know what I can do because if, humanly, I am close to her, from an educational point of view (for her and her companions) I can’t let her do no tabide by the scholl rules

Jenny (Evgenia) Karoumpali, Greece.

2017-03-01 10:35:00 UTC

In the school where I work there are some Romani pupils and pupils coming from Albania. The Romani pupils have some knowledge of the Greek language but this is poor enough for their age. The Romani pupils attend some extra lessons for the greek language. The majority of the pupils who come from Albania are born in Greece and attend the Greek school from the pre-school education. Few pupils who come from Albania, have a poor knowledge of the Greek language, and these pupils attend extra lessons for the Greek language.

Isabel Cachada, Portugal

2017-03-01 12:19:41 UTC

I work with disability peoples with more than 16 years old. They are very diferent each other but they interact and help each other very well

Maria, Naples (Italy)

giordanomaria — 2017-03-01 12:48:51 UTC

I teach in a kindergarten. In my school there are lots of Albanians, Moroccans, Russians, Chinese, Pakistanis. When they arrive in ourschoolthey they don't understand Italian and their parents often don't speack Italian very well. So we have a lot of difficults to communicate with them. Foreign children have usually a positive relationship both with their teachers and with the peers. In fact they are very young and they learn a new language quickly. However sometimes they are hostile or closed because they have difficult to integrate themselves in a new contest.

M Christine, France

2017-03-01 13:05:44 UTC

I teach in a secondary school and my students are between 11 and 14. They are overall from France but there are some of them coming from North Africa, from Europe( Portugal, Italia…). They are usually well integrated each others, we use to mix the students. So the french are usually Tutors of the Foreign students. The school offers also courses so they can learn to speak, read and write french.
They are integrated with French students in some courses such as plastic arts, English, music. The final goal is to integrate them into the classes for all subjects. So that they can continue their studies in the French educational system.

Ramona Glont

2017-03-01 13:38:48 UTC

I teach in a kindergarten. I learned to collaborate with each other,

Kalliopi, Greece

2017-03-01 13:40:14 UTC

I teach EFL in a primary school in a city in central Greece. The school is in the outskirts of the city and recently we "welcomed" a group of refugee pupils from Syria. They stay in a camp almost half an hour's drive from the school. They travel by bus everyday. I don't teach the newcomers only the pupils of the school's neighborhood, mostly Greeks. They seem to have a similar cultural background but a few come form more open-minded families and one notices the difference. I love my job and I think that my relationship with my students is positive in the sense that I treat them fairly and they know that they can trust me. They share common experiences and most of the times they interact well with each other. Nevertheless, there are some children with big behavior problems and difficulties in sharing and fitting in due to their family background.

Claudia, Itlay

2017-03-01 14:24:19 UTC

sono un'insegnante di scuola primaria; insegno da 10 anni e in questi anni ho avuto modo di avere classi multietniche con bambini che conoscevano la lingua italiana o, durante l'anno scolastico, arrivavano nuovi inserimenti di bambini che non conoscevano la lingua. Subito la scuola, così come i bambini dell'istituto venivano preparati all'accoglienza per aiutare i nuovi compagni a sentirsi accettati e parte del nuovo gruppo. La scuola attivava ed attiva percorsi di L2 e iniziative per promuovere l'inclusione.

Fanny, Italy

fannyamato — 2017-03-01 14:29:10 UTC

My students come from the same cultural background, but there are social and economic differences among them. Nevertheless the hardest job is "integration" in the class!

I work in a Primary school, in the South of Italy, I teach in seven classrooms where all kids are Italian. But till last year I worked in the north of Italy where there were foreign kids mainly from Africa, Asia, China, Romania, Albania. The presence in the class of foreign kids has always been an enrichment for other children because they learnt uses and habits of other countries directly told by yheir friends.

malgibra — 2017-03-01 15:11:28 UTC

Ankica, Croatia

2017-03-01 15:11:39 UTC

Until couple of years ago, we had almost no foreign students (unless you count exchanege students). Nowadays, things are changing, we have students with different cultural backgrounds – different language, religion, values. These students are very well accepted by other teachers and students but nevertheless, they have problems integrating mainly because of language barier and because everything is new to them. I try to help them in any way I can. I want them to feel accepted.

Elisa, Italy

2017-03-01 15:26:52 UTC

This year I'm not teaching EFL but Italian as L2 to a new girl from China. I was impressed by her story: she left her country before Christmas and now she has been moved from Primary to Lower Secondary school. She doesn't speak any Italian but she's good at yet other subjects, especially Maths. I saw her crying her first days at school. We found our way to communicate and now after two months working together I'm pleased with her improving in Italian. Her classmates started to care about her and even she don't speak she started smiling again. This is the situation where teaching goes really beyond what you know about your subject...

Rossana C., Italy

2017-03-01 15:47:26 UTC

Here my experience with a new foreing student from Sri Lanka, speaking english only. During this Year Glen is attending the first class of Upper secondary school. He's 17, his schoolmates 14-15. He can't get a degree because he can't sustain exams and queries, he just can take part to school life and listen to lessons. Students have appreciate this new mate and they like to speak english with him

Angela, Italy

malgibra — 2017-03-01 15:48:15 UTC

Hi I work in a Primary school, in the South of Italy. I teach English in seven classrooms where there aren't foreign kids. But till last year I worked in a school in the North of Italy where there are many foreign kids mainly from Africa, Asia, China, Romania, Albania. In Italy the presence of foreign pupils in clases is mainly in the North because there is more possibility to have a job.
I experencied in my classrooms with foreign students and their presence was a normality for eveybody, besides kids learnt uses and habits of other countries directly told by their friends or parents.

Olga, Italy

inquestafase — 2017-03-01 15:53:35 UTC

I have taught English in a secondary school in Rome for sixteen years so far. My students are mainly Italian, but lately we’ve had many coming from East Europe as well as from Asia and Northern Africa. The ones who seem to have more problems are those from Africa and East Asia, since they have no documentation about the schools they attended in their countries. Moreover, they often have sad backgrounds. They need to learn Italian and they make great efforts. It takes some months to start integrating in the classroom.

Rosa G. Italy

2017-03-01 15:53:57 UTC

I teach English in a Secondary School in Calabria. Because of its position, we always have foreign students. This year I have three Moroccan Students who don't speak Italian (I use French to communicate with them) and one from Bulgaria. They are hardworking pupils but they don't interact with each other. They are very shy and they have problems with the language. At the moment it seems they trust me. In the past I also had students from Nigeria, Ghana, Bourkina Faso, Senegal, Ivory Coast and Romania. I taught them English and Italian

Eleni, Switzerland

eleni_mousena — 2017-03-01 15:56:17 UTC

I have taught French in foreign languages centers and public primary and high schools in Greece for fifteen years. I had lots of students who came from neighbouring countries (Albania, Bulgaria) and I think that I had a great relatioship with them. From the beginning, I tried to be close to them and helped them not only with French as a second language but also with Greek. I remember using songs and playing activities in order to teach them. Of course, I stayed with them after the lessons and gave them a back up so that they could catch up with the rest of the class. I only remember that Greek students would care about them and tried to become friends (except for 1-2 times when they had a fight related to the other kids' origin). This year, I teach French to my kid and my husband at home and my brother via skype. They all have the same cultural background and I notice that the little one is a faster learner although she got angry when people here in Switzerland talked to her in different languages. I believe that she is very lucky to be exposed in so many languages and in such a multicultural environment! As for my adult students, they are improving and during our skype family conversations, they speak French, too.

Angela. Italy

malgibra — 2017-03-01 16:00:51 UTC

Silvia, Rome

silvietta_68 — 2017-03-01 16:28:43 UTC

Hi, I work in a Primary school in Rome, next to St Peter.
Here there are some foreign student, mostly from China and Russia.
I have difficulty communications with parents.

Anisoara

any_tarcan — 2017-03-01 16:32:33 UTC

Anisoara, Romania

any_tarcan — 2017-03-01 16:32:35 UTC

I teach in a primary school in a little country. My relationship is positive. Their cultural backgrounds is different specially for religion and custom

Luisa, Italy

2017-03-01 16:47:33 UTC

I teach in a secondary school as a support teacher.
in my class thera are two foreign students, one from Bulgaria and another from Romania. that from Bulgaria lives in Italy from several years and she speaks italian almost well, while the girl from Romania lives in Italy from the past july and she has many problems with the language and, consequently, the relationship with the other students and the teachers. It is difficult to relationate with her also because she is very timid, but I'm trying it

Sara Dionisi from Italy

sara_dionisi — 2017-03-01 17:04:08 UTC

Hello everybody, I teach English in a lower secondary school and there are some foreign pupils in each class I teach. They are from China, Santo Domingo, Romania, Albania and North Africa. The Italian pupils accepted the presence of these childre very soon, some have tried to make friendship since their first day in our school. The Chinese boy seems to be the only one who really wants to learn. The others don't consider school as important as it is maybe because their parents don't do it. I don't really know it but this is my feeling. However I have a positive relationship with all my pupils and I try to communicate with the foreign pupils in every way.

Lucia, Greece

luciadamianidou — 2017-03-01 18:33:41 UTC

The school where I teach this year has quite a few students from the balcans, Russia, Bulgaria, Ukraine, china and Egypt. Still, the majority of my students is greek. As i teach a foreign language, I don't face a lot of issues. It is new stuff for the whole class, so nobody feels minor.Not all my students are friends with each other, but that is acceptable, as long as we can all work together in harmony, feel for each other and accept our diversities.

Livia, Italy

liviacentonze_lc — 2017-03-01 20:08:47 UTC

I teach in a lower secondary school. My students are 11 to 13. Just some of them are from different countries. I have a good relationship with them, based on respect and dialogue.

monarca_lara — 2017-03-01 20:10:08 UTC

CHRISTOS, GREECE

christos_chachoudis — 2017-03-01 20:22:24 UTC

I teach in two secondary schools. My students are 12 to 15 years old. We have only few students from Albania, Boulgary, Romania and Turkey and few Roma. They have rather good relations between them. The whole school provides the same opportunities to all students, we all make efforts to inform all the students about the needs of their peers. We make action about cultural diversity all the time. We have a very calm school enviroment.

Maria Maioara, Romania

lenuta_chis — 2017-03-01 20:53:31 UTC

I am a teacher and director in a school in northern Romania. My students aged between 10 and 15 years. In our school children are not migrants.

Anna Zamignan. Italy

2017-03-01 22:17:20 UTC

Hello. I teach in a primary school. I have a positive relationship with my

Zoi, Greece Module 2: Recognising cultural diversity for learning in everyday practice

zetakoli — 2017-03-01 22:41:27 UTC

I teach in a Kindergarten and this year I have 18 children among them two children who don't speak greek well, one from Albania, and the other is Roma. It was difficult at the begining because the two children could'nt have adequate communication with the others. With the contribution of the family their incorporation seems to be an acheivable target

Juan Bosco, Spain

2017-03-01 22:47:36 UTC

In my class of 28, foreign asdult learners account for more than two thirds. They mostly come from southamercia (Peruvian, Bolivian, Ecuadorian), we do have some from Dominican Republic and Cuba. On the other hand we have some learners from former USSR republics and most of them are from Romania and Ukraine. Spanish local earners come from migrant background themselves (their families migrated to France in the 70s).

My love-hate relationship with this situation varies according to the effort of my students, the more they work, the more committed I feel to teach them better and better everyday.

Lara, Rome-Italy

monarca_lara — 2017-03-01 22:47:46 UTC

Hi, I teach in a primary school in Rome. We have many children coming from Bangladesh, China, Moldavia, Romania,Northern Africa. Many of them come directly from their country of origin, others were born in italy.New children, expecially from China or Bangla , arrive or leave during the whole school year. In my class( 7 years old) there are half italians and the other half from Bagladesh, China, Morocco, Burkina Faso, Colombia, Romania and Honduras. We have a positive relationship . From the very beginning I worked a lot with my colleagues to create good relationships within the group, to know each other, cooperate, help and tutoring .We are used to interact everyday with many different cultures. We have cultural mediators who help us during the year to facilitate communication with the not speaking italian families and sometimes in class.
The work is complicated because there are many different competences levels.Therefore planning effective, stimulating and intercultural activities is very important.

Sara - Italy

sarabemporad — 2017-03-01 22:55:34 UTC

I teach in a Junior Secondary School. My students are from 10 to 14 years old. I teach in a suburban school, attended by Italian, Chinese, Marroccan, South American, East European students. It's not easy to let them integrate with other students and our society. As it always happens, each student's background and culture influence the way they interact with other students and teachers. As a teacher I try to "enrich" my classes culture, giving each student the opportunity to have "his/her space" in the class to let them been know from other students. I think those moments of "ideas sharing" is really important in a Multicultural Class.

Zvonimira, Croatia

2017-03-01 23:21:35 UTC

In my school the last few years has increased the number of foreign students. They are mainly from Albania. They are well accepted, other students communicate with them in English, and they are able to learn Croatian. These students are well accepted by the teachers and we are all working hard to integrate into our school.

Rosaria Filippo - Italy

rosaria_filippo — 2017-03-01 23:52:12 UTC

I am a teacher support for the handicap. They are often entrusted to me foreign students who for various reasons are unable to follow the lessons. Are mostly Romanians, Chinese, Moroccans, Algerians and Somalis. Often children are in foster care or adopted by Italian parents. In any case both for foreigners adopted and for those who live with their family life it was not easy and neither is the reality. As for the more closely school report, these pupils do not always speak the Italian or otherwise speak it very little. Relational difficulties are great. It uses the English language, with images activities, sometimes even mime. Personally before coming to the teaching I try to figure out what state they are. Most often they are frustrated and angry or particularly unmotivated and nostalgic. My first approach is relational. I try to build a bond that goes beyond the school, to be a point of reference not only for them but also for their families. Another important thing for me is respect both of my person and then their respect to the class rules, respect for teammates: civil coexistence. Eventually we switch to teaching. I do not know if the way I do it is right .. but I think that the teaching does not necessarily have to be placed at the center of everything. These pupils are special because they have special needs. Our students learn right from kindergarten like being in the classroom, how to work in school, respect for the rules ... etc .. often these kids are catapulted into third, fourth or fifth without having any kind of schooling .. you can not claim that they learn immediately.

Nina Krasylova, Ukraine

nina_krasilova — 2017-03-02 09:17:21 UTC

My students are Russians, Ukrainians and small percentage of other nationalities. Russians and Ukrainians used to have very similar cultural background and there were not many differences noticeable. However, this changed three years ago because of the war conflict in the east of Ukraine. Russian and Ukrainian students started to identify themselves as different nationalities. Students are influenced by their parents' political views and sometimes teachers in the classroom have to find the way how not to make these cultural difference issues more serious. I have never had any difficulty in dealing with multi-cultural students because I think relationships should be based on respect. But the issue is to teach students to respect each other.

Ivana, Italy

ivana_fratter — 2017-03-02 09:21:09 UTC

I am teaching to adult students, they come from Europe and from around the world (China, Pakistan, Turkmenistan, etc.). In our classroom the cultural diversity is at the center of our attention. The curiosity to discover new worlds. In the classroom the students very often

pose questions on the later cultures.

Anna P. - Italy

anna_piccinato — 2017-03-02 11:45:14 UTC

In my institute, a school of the city center with a social and cultural medium-high background, there are many foreign students of both first and second generation. For those of first generation the main problem is the knowledge of the Italian language. For this purpose we activate specific courses of Italian language. For inclusion are stimulated group activaties and exchange of socio-cultural knowledge.
For those of second generation problems are more limited and mainly related uses and family customs, cultural and religious diversity. In this sense, we seek to promote knowledge, understanding and respect for diversity .

Serdar EKER,Turkey

2017-03-02 11:58:37 UTC

I work in Bursa , Turkey.
Most of our students are from Turkish but born and grew up in Russia ,Balcans etc.This also takes new multicultural issues.
We are already preparing a KA201 on that.
We would like to cooperate with schools having Balcan peninsula's multicultural diversity.
if interested in ,please contact me
gursu.strateji@gmail.com

Claudia Renda Italy

claudiarenda — 2017-03-02 12:09:05 UTC

I teach italian like second language (L2) in CPIA, My students are from all the word, different age (16/60..)

Claudia Renda Italy

claudiarenda — 2017-03-02 12:12:57 UTC

My students have different background, life and motivation. I development some projects with my collegues for example mum school, link between classroom and extraschool. My relationship with students are good, the empathy is basic during the lesson. Then is important issue, program etc

Anita, Italy

2017-03-02 13:01:06 UTC

Most of my students (not just in my classes) are from Morocco , Romania , China and Bangladesh.They have a very different background and experiences.Once they come to Italy , we understand that they haven't any experience with school or pre-school.Their families provide their education.So they preserve strongly their traditions and their cultural patterns.Their parents haven't also a reduced school background and sometimes they can't also read and write .In fact we're speaking about an economical immigrations where culture isn't the aim but certenly the surviving.Children have also strong belongings and believs, especially in the North African area.It's very difficult sometimes to get in contact with parents and explain the European habits .We have luck for some parents who can speak and interact in other vehicular languages like French or English .Pupils feel quite comfortable in our schools and they like to stay in our classes .In the Primary we haven't any sort of conflict , but when children grow up till the Secondary school , they start having troubles and being conscious of their identity .So we have to manage some cross-cultural conflicts.That is what we're worried about .Now , thtrough different projects, we're studying some cultural paths to make easier their staying with other students.

Deppie, Greece

2017-03-02 13:32:43 UTC

I recently graduated from the department of Primary Education, so I don't have much experience in the field of teaching. However, I have been working as a volunteer in Egypt. I was teaching in a primary school there and I had 10 students. It was summer so my project was something like a a summer amusement for the kids. We were doing activities together, experiments and we were talking in English. The children also taught me many words from their language and we were both sides willing to exchange culture. I learnt many things about their daily life and their traditions and also I added some of my country 's traditions to them :) It was an amazing experience and I repeated it again this winter but with adults. I went again to Egypt and I was working in a project called "English evening" . It was a conversation club in which we were siting all together in a circle and we were exchanging opinions about several topics. I have to confess that my arabic get improved and I was soon able to communicate with them in their language. The cultural exchange between me and them it was amazing and I learnt many new things about their mentality and their traditions. Now I'm looking forward to go again and meet my friends :)

Jolanta, Poland

jolanta_stefanska — 2017-03-02 13:55:45 UTC

Salva, Spain

salprosm1 — 2017-03-02 15:10:07 UTC

I teach in a primary school in southern Spain. It is a rural area with a large number of gypsy population and some families from Morocco. The relationship between them is good because the town is very small and everyone knows each other. However, in school, we rarely design activities to learn more about the culture of some of our students

Ago, Italy

falco_gabu — 2017-03-02 16:20:27 UTC

I teach in Verona.
In a lower secondary school iwith 100 students.. My foreign students are especially from China, Albania, Romania, and Morocco. We have no problem for the languaget regarding student from Romania because they learn Italian quickly. Students from Morocco give us behavioral problems especially about relation with women . Chines students are those who have more problem with us.

Yakup, Turkey

2017-03-02 16:21:34 UTC

I teach in professional high school. My students age is 15-18 years. So now my classes haven't any foreing students. But a few years ago ı worked students who has culturel diversity. actually, as a teacher ı learned many new culturel ideas and traditions from different students. And different students easily integrated each other then adults. Foundatiopn of human interacts is respectful behaviours and trty to understanding others.

solaria76 — 2017-03-02 16:53:58 UTC

Ilaria, Italy
I teach Spanish in a secondary school in the suburbs of Florence. There is a huge percentage of Chinese. There also Moroccan, Albanian, Rumanian and Southamerican students aged between 11 and 14 years old. Sometimes the relationship among them and the Italian pupils is not so good , especially when they cannot interacte due to language barrier. AS for me, I try to establish a relationship as soon as they talk a little Italian . Once the got the bridge language, I can communicate with them. It is very hard for me, since I spend only one hour and a half with them. I try to teach them the essential of my subject and I always ask all my foreigner students how to say some expressions in their own language.

DaniekHi, I teach linguistics in second primary class.In my class there are 10 foreign students, some born in Italy but of immigrant parents, others from Morocco, Albania, Romania and South American countries.

2017-03-02 18:28:46 UTC

Daniela D. Hi, I teach linguistics in second primary class.In my class there are 10 foreign students, some born in Italy but of immigrant parents, others from Morocco, Albania, Romania and South American countries.

2017-03-02 18:28:46 UTC

Daniela D. Legnano (Italy) Hi, I teach linguistics in second primary class.In my class there are 10 foreign students, some born in Italy but of immigrant parents, others from Morocco, Albania, Romania and South American countries.

2017-03-02 18:28:46 UTC

Patrizia, Italy

Patseba — 2017-03-02 20:33:05 UTC

I teach italian language in a secondary school and my students are between 11 to 14 years. Often there are foreign students in my classes. Newly arrived migrant students are immediately put in regular classes, even if they don’t know the language of our country. Some teachers help them in class to learn basic words and sentences, but they are not specialized in this. After newly arrived migrant students are inserted in L2 courses for some hours every week, in order to improve the Italian language. From last year in my first class there is a girl from India. At the beginning she was very silent and embarrassed, but this year she understands and speaks Italian well enough and so she enjoys to partecipate in school life. Unfortunately there are no contacts with classmates outside of school because there are still many prejudices.

Maarit, Sweden

2017-03-02 20:36:56 UTC

As mentioned previously we in Teachers 4 Refugees focus on making new learning sphares for the refugee children in the refugee camps and on the flee. So our pupils are from all countries there are need to flee. Firstly we focus on children in the Middle East which has been forced to move to a close by country or internally dislocated. They are highly motivated to go to school and there are no problems with the communication.

Maria Grazia G., (Italy)

mariagrazia_caltanissetta — 2017-03-02 20:56:21 UTC

I teach in primary school. in class there isn't a foreign student this year

Michela, Italy

2017-03-02 21:48:47 UTC

I don't have any foreigner pupil in class but the come from very different backgrounds in terms of cultural and social differences. I pusually get on well with all of them, as I ask them what they can afford to give (time, homework, attention). There are sometimes some problems among them because they react with anger to silly troubles and they still have to learn tìhow to communicate effectively.

Paola Arduini

2017-03-02 22:00:21 UTC

Since last september I am teaching in the Italian school in Madrid. The teaching language is Italian, while there is also a Spanish curriculum carried on up to secondary school and students can get a double diploma. The great majority of pupils speak Spanish among them, when they go to play outside and most of them speak Spanish at home. Here we live a situation that is opposite to a local school with many immigrants: here the official language of the school is a minority language. Children are sent to this school to get a bilingual education and also because many families like the educational system in Italy ( inclusive, creative, students centered). Well in this challenge situation you could imagine that pupils do not care about being bilingual and don't speak Italian in class. It's not like this. Children, well my little ones 6 years old, LOVE the school. They like to be in the classes, they try to speak Italian with thei teachers. They go on speaking Spanish amomg them, even when they collaborate in writing in Italian or working on a project In Italian

Sanja, Croatia

kristapro1950 — 2017-03-03 12:37:49 UTC

I have a student from Venezuela. Camilla poorly speaks Croatian (she is still learning). She don't speak English! We don't speak Spanish!

In the program for her class we have Neruda's poems. So, plan for next week - Neruda's poems on Croatian and Spanish. Camilla will read for us on Spanish! After that she'll start a little Croatian-Spanish language course with some classmates. etc. They are friends now!

Vani (Fot. Vass.), Athens, Greece

2017-03-03 14:48:39 UTC

The overwhelming majority of the learners in the primary school I work are Greeks. But there are always some who have a foreign background. In this aspect, my classes are characterized by multiculturalism, which must be taken into consideration for the design and implementation of an effective lesson plan. The larger number of these few learners are from Albania. Recently, I received a girl and a boy from Russia. The Russian girl had received some school education in her country; this obviously led her to develop an extremely disciplined behavior in class (even in the way she would sit at her desk). Equally disciplined was and still is her handwriting. She has become very careful with listening to the teacher and trying to do homework at home. But there are gaps in her knowledge re. Greek school subjects. Her brother had attended no school before they came to Greece. He was too immature when he started attending Grade 1 and it still seems difficult for him to reach the level of other good learners. Their family and the kids themselves keep a distance from me the English teacher, although I try to inform them about several issues and keep a regulr contact with them. In one of our lessons, the girl shared cultural information about Russia with us. I enjoyed this time too because the activity shed light on this girl, who was kept in the shadow for a long time by the school context. She became enthusiastic and started approaching me more easily. The boy looks bored in class. Re. the Albanians, because they have been born in Greece or arrived at a very young age, they are well-integrated into the Greek way of life. Their families also speak with Greek family members in equal terms.

Marco Schoeber, Germany

2017-03-03 15:09:33 UTC

I teach at a comparatively small school in a rural area of Germany, which means that with regard to diversity the range of my students’ different cultural backgrounds is rather limited. We’ve got a number of children coming from bilingual families, e.g. with a German-Vietnamese or a German-Arabic background. However, there are very few students from Vietnamese families who really struggle with German since they can only talk in Vietnamese to their parents. They receive extra tuition in the field of German as a Second Language (DaZ 3: That means their additional German lessons focus on dealing with specific vocabularies from individual subjects.) However, I’ve got a broad understanding of diversity, i.e. we have also got students with different sexual orientations/gender identities as well as also more profane aspects of differing from each other, e.g. clothing styles, haircuts, … In general, I never try to judge my students by their looks, attire, … in order to establish a positive, unbiased relationship with them. I think open-mindedness is the best approach to deal with students who do not appear to be ‘mainstream’ – and sometimes a smile can be the shortest distance between two people. Therefore, I try to treat all of my students with respect as well as tolerance, and I try to convey the feeling that no matter who they are and what they look like they can feel safe with me.

Βασιλική Κρικώνη,Gree

vasikriko — 2017-03-03 16:18:59 UTC

I am a kindergarten teacher in a small island. My students age is 4-6 years old. There are 42 students in the school. From them, there are 10 who came from Albania. Most of them are not able to understand and speak the greek language very well.
Coming from another country is not their only difference. My students have different religion, economical, cultural,social backgrounds.
I organize cultural projects in order to accept each other, learn to live together peacefull, recognize our differences but that we are are the same.
At these ages through games we can succed to have a positive relationship all together and to work as team. Cooperative teaching gives me many advantages to the educational process.

María Isabel, Spain

isasama10 — 2017-03-03 16:29:57 UTC

I teach in a secondary school in Almería, on the south coast of Spain. The percentage of our foreign students range from 25% to 40%. They are mostly economic immigrants coming from different countries like Morocco, Guinea, Romania, Argentina, China and Russia. South American students have the advantage of sharing our language and Romanians usually learn Spanish very quickly because their language is similar to ours, so integration is nearly immediate. As to Russian and Chinese students, they need language support at the beginning, but they are normally very motivated about learning so they integrate quickly and they are very appreciated for their abilities in Maths and Science. African students present in general more learning difficulties because of irregular or poor previous schooling and there is a big difference between girl and boy social behaviour so more work is needed in terms on integration. But, in general terms, and with a bit of patience, they all integrate successfully . They accept their diversity and they all learn and play together regardless of their differences.

Mirela, Romania

scomi78 — 2017-03-03 16:48:03 UTC

I don't have students with other cultural background.

Anna Laura, Italy

anna_simonini — 2017-03-03 17:12:37 UTC

I teach in a primary school: in my school there are few foreing children, coming from China, and South America mainy, and in my two classes ( 52 pupils) there are only three children with nobody at home who can help them with the language: they speak better than their parents! They're from Morocco, Albania and Romania. I try to create the opportunities, for them, of speaking about their countries of origin, their culture ( festivals, food, and so on) and to raise their self esteem, and for the other children to appreciate the diversity .

RAFAELA

tziouvar — 2017-03-03 17:14:14 UTC

My students dont have a different cultural background, but they are diverse, since they have some special educational needs. One of my students is deaf and the other one has ADHD. My relationship with them started on a rough road but after effort, we have established a trusting and friendly relationship. They do not interact with each other, since they are in different schools.

Linda Carlos Ruiz

lindacarlosruiz — 2017-03-03 17:46:48 UTC

All my students are newly arrived immigrants. They will be in my class for one year learning the Finnish language and integrating into the Finnish school-system. Currently I have 8 students. They are between 7 and 12 years old and they are from Estonia, Russia, Iraq, Nepal and Kenya. Everyone is on a different level in learning Finnish. Besides the boy from Kenya who speaks English, I don't have any language in common with the students, other than the Finnish they have learned in my class.
I have a very positive and trusting relationship with every one of them and with the parents too.

Stefania, Italy

ste_lenzi_75 — 2017-03-03 19:03:55 UTC

My students are from 16 to 60 years old and, as I told you in a previous post, just a few of them are italian. Indeed, they expecially are from East Europe, North Africa, South America. Some of them are adults, of course, moving here looking for a job and a better life. Others are teenagers with very different school experiences. Actually, some of them have recently arrived in Italy and they are learning the language and trying to obtain a diploma. Others, on the contrary, are so-called drop-out: they are students with many failures in italian school, unmotivated, sometimes with a bad familiar context.

Federica

2017-03-03 19:30:10 UTC

Teachers must have different approachs with their students, and a specific knowledge to promote institutional interaction to develop culture of diversity in the school. It is most important specially in the secondary school, where students become adults.

Rosanna, Italy

ros_basso — 2017-03-03 20:35:07 UTC

My students are 14-18 years old. There are some well-integrated Moroccan students. Frequently religion is a way to exchange ideas though religious difference doesn’t separate them but it becomes an occasion to discuss and debate. Most of them helps their family in own farms so they are responsible boys. Many of their families have got many economical problems and their background is humble. A small reality where interaction is almost familiar. The atmosphere is friendly and all teachers have a positive relationship with them.

Stavroula - Greece

stavroulakod — 2017-03-04 14:16:07 UTC

I have 20 students in my class this year who come from many different countries ( Albania, Romania, India, Georgia, Moldova, Pakistan ) and only 5 of them are Greeks. Most of them are born and grown up in Greece so they understand and communicate in greek language. Others (3 students) are newly arrived so they need more help and encouragement in order to join the rest of the class. However, they don't feel different because they soon find similarities with other students such as: origin country, difficulty in Greek or how long they are in Greece.
Students have different cultural backgrounds but they have very positive relationships. They cooperate and play together. The only "conflicts", they may have, are about situations that we meet in every students' relationship of their age and not their different culture.

Cristina, Italy

cristinamalinverni — 2017-03-04 15:48:37 UTC

I teach in the north Italy, in Lombardy, the region is rich in immigrants, and my students come from different parts of Europe and also from other continents. Some times I have had to deal with guys who did not know at all the Italian language, we communicated in English or French, with some Chinese students has been difficult because there was no communication languages.

Giuliana – ItalyAs I mentioned before in the module 1 starter activity, I am a SEN (special educational needs) teacher of a high school and in my classes, of about 24 pupils each , there aren’t any foreign students but only some “second-generation” students. One of their parents is Italian and they seem well integrated in our society as they were all born and grown up in Italy. As a result, their cultural backgrounds are more or less similar. The differences among them are mainly social and economical. However, our attempt as teachers is always to promote knowledge, understanding and respect for diversity in general.

2017-03-04 17:30:32 UTC

Rossella,Italy

rossella_esposito — 2017-03-04 18:15:10 UTC

In each of my classes I have immigrant students, or better their parents are immigrant. The most of my students were born in Italy and they seem to be well integrated in the context where they live. They have good relationship with other students too. These accept them without problems. There aren't differences among immigrant and italian students. But I don't know how immgrant students feel, in the sense that they seem to have the same cultural identity as the Italian, thy have the same interests, they do the same things and so on. In general their culture isn't valorized.

Kleri, Greece

evriklia19 — 2017-03-04 19:05:45 UTC

In my classes are some kids from Albania and some others countries but there are not so many different cultural backgrounds. But I think very soon there are going to be more immigrant students. That is why I attending this course. We, teachers, often tend to forget that every student is unique. I have a positive relationship to most of my students and i try to create an atmosphere that enhance communication and collaboration.

Cinzia Marrone italy

2017-03-04 19:54:04 UTC

In my class there are some children from other countries. One is from Romania,an other is from Morocco but they were born in Italy so they learn to speak Italian very well and they are well integrated both in the class and town. Another one is from Colombia and her parents are not well integrated in town because they have prejudice against others and their daughter is the same so she isn't well integrated in the class and is always against schoolmates so there is a bad athmosphere in it.I try to create games or to use technology to link them but it's very difficult

Cristina Petr

2017-03-04 20:56:43 UTC

Hi, I'm working as educator in Lombardia, Italy. In my class there are two students from Philippines. They're integrated with the other students even their Italian isn't very good.

Heidi, Germany

profgiese — 2017-03-04 21:19:59 UTC

I am teacher of classes where different cultural backgrounds meet: my students' families come from Syria, Albania, Turkey, Poland. Some students do not speak very well German, only arab and a little German as they just began to learn. The boys and girls interact friendly, patiently, but also sometimes they do not understand each other's behaviour.

Eirini, Greece

EiriniGreece — 2017-03-04 21:45:29 UTC

I have experienced diversity in classes I have taught to but not in a negative way. Children from other countries (Albania, China) have been living in Greece for years, their parents have permanent jobs and as a family they are a natural and vital part of their community. They are friends with native students, take part in cultural events and some of them perform great in school although they may have difficulties with being bilingual.

EMANUELA B, ITALY

2017-03-04 21:58:14 UTC

in my classes there are some immigrant students. most of them are well integrated because they are born in Italy from immigrant parents. others are new arrived immigrant and find difficult to communicate. I'm trying to establish a positive relationship with all of them

ROSA, PORTUGAL

rosa_medeiros1 — 2017-03-04 23:23:00 UTC

My student are special needs class. In the class are good colleagues. They struggle to be accepted in school. My job is to prepare them to affirm themselves in school in a positive way. So I do work with projects that include regular classes. They star and invite colleagues to learn from them. I included in eTwinning and the teaching of ICT.
They themselves contribute to everyone's respect for difference.
I prepare activities that make it possible to socialize with other classes.

Francesca, Messina

f_pasquanucci — 2017-03-05 08:37:53 UTC

I'm a teacher in the classroom with 17 pupils. They are 10 years old. Eight students are from
Philippines and one is from Bolivia. They don't speak Italian very good.
My relationship is positive, based on respect and dialogue.

Annamaria Ippolito

a_ippolito — 2017-03-05 09:27:01 UTC

I'm working with students aged 19-60 in the Academy of Fine Art. Most of them are Italians a 10% comes from other European countries (Erasmus) and from China. We all work together very well. I feel that more spaces and time has to be given to their own culture. So I always find some moments to ask to describe meaning thy give to images and the historical art era we are working on.

Nina E., Finland

2017-03-05 12:04:51 UTC

I work with students aged 16-19. As I told earlier I have only a few students with different background other than Finnish. We only have students with Russian or Estonian (neigbour countries) origins and one with Somalian origins at the moment. Some of them speak Finnish just like their Finnish peers but I have one student who has enormous problems with the language so far. Despite this fact he gets on well with many students but some subjects demand a lot of effort for him.

Angeliki, Thessaloniki-Greece

2017-03-05 13:06:49 UTC

I am working now with students aged 12-14. Three of them come from Albania and it is their first time in Greece except from one. They came here in order to find their parents a job and a better way of living. As a result they do not speak Greek very well having few comprehension problems,though. Generally speaking they are trying too much to understand especially the totally new to them lesson of ancient Greek. However they interact with each other very well without causing problems. They are very willing to learn and I extremely appreciate it. The only notice I could make is that they are a little bit shy something which tends to change with my assistance and classmates' positive behaviour.

Rita

2017-03-05 13:37:46 UTC

In my classes I have few pupils from other countries or that can't speak Italian at all.
But there are some that can understand properly our language so that's a problem for them when they needto study ecause they can't understand and explain 100% the argumets that I asked to do.
I think it's very important to make feel them confident and accepted but above alle helped to face thei difficulties in the right ways and with a good motivation.

Astrid, Rome

astriddandrea — 2017-03-05 13:51:34 UTC

I work with students aged 14-19 and I teach English language and culture. As a matter of fact, their cultural background is varied. Some of them come from Eastern Europe, some of them come from Syria, Lebanon, Asiatic countries or Latin America. In addition, some of them were born in Italy from foreign parents, some of them migrated to Italy when they were children or young teens. Thus, their attitude to life changes upon numerous factors - whether they are really integrated into the complicated Italian society or not, which language they speak at home, which manners or habits they have and share with the others. I do think it is important to treat all of them with the same respect each students has to have for him/herself, the teachers and the other mates. Moreover, I reckon a great resource is a speaking activity that involves difference and similarities between cultures. They can also be held after the reading a true story. Finally, I personally think understanding cultural diversity can forge the basics for fighting racism and improving the quality of life within a multiracial society.

Daniela, Italy

2017-03-05 14:09:56 UTC

I teach in a classroom with 4 students that come from India and Ucraina. Their cultural background is varied. My relationship is very positive, based on democratic dialogue.

Antonietta, Italy

2017-03-05 15:23:52 UTC

In my classes there are pupils from Morocco, Romania, from Bangladesh and Albania. They have very different background. Some students didn’t know the Italian language. We made a first literacy project we have realized to promote integration. In the classrooms the teachers talked about their countries of origin to promote self-esteem and educate other pupils to appreciate cultural diversity. The relationships with my students and their families are very positive, based on reciprocal respect.

Loredana, Italy

loredana_mangano — 2017-03-05 15:35:54 UTC

I work with pupil aged 6-10 years. Most of them are Italians, but some of them came from Moldavia, Brasil, England. For me and my work their presence is really opportunities for enrichment because we can compare our lifestyle with that of their culture.
One of my great commitment is to do everything you can to build a group in which there is respect, friendship, confrontation, mutual aid. I work very much with their family for to have the same educational lines

Victoria, Greece

victvoud — 2017-03-05 16:12:50 UTC

The age range of my students is 6-12. Most of them are of Greek nationality, but one-third of them speak another mother tongue at home, namely Albanian, Russian and (more rarely) Arabic. Although I am thought to witness a number of different habits, my students seem to be very well integrated in the school system. However, when the lesson allows it, students bravely put forward different customs, especially when talking about holidays and social events. They all use Greek when interacting with each other. I have a positive relationship with them and I feel lucky that I teach English to them, as it is common ground and a way to overcome any prejudice they might have for one another.
Almost in every Greek school there is a percentage of Albanians and Russians (1st and 2nd generations) , while Egyptians represent a lower ratio. With the recent sociopolitical developments in Syria, it is espected that a percsentage of young Syrians will appear in Greek schools. Children interact successfully and are quite tolerant at that age with one another. There is no language problem hindering peer interaction - second generation pupils are less exposed to such challenges. However when language slips occur on the part of some first generation students, it is silently noticed by the rest of the class. It is mostly games that bring children together , as well as my effort to promote equality and justice among them while I teach.

Aneta, Italy

anetakraw71 — 2017-03-05 16:23:12 UTC

I work with students aged 11-14.
In my classes there are students from Albania, Romania, Marocco, Tunisia and China.
Just a few of them were born in Italy and speak Italian fluently. The most of them speak just a little Italian and some others don't speak Italian at all.
I have a good relationship with them and I try to involve them in all activities during the lesson. Sometimes it is not easy because some of my Chinese students are quite shy.

Rosa, Italy

2017-03-05 16:38:56 UTC

38% of the students in my school are from other countries. Some of them can't speak Italian at all. The most difficult situations are lived from students arrived by boat across the sea. Their background are very diverse and they would require a psychological support along with educational support. Our relationship is very positive, based on respect and their will to learn. The interaction with Italian students is not easy because of the language barrier. Therefore, extra Italian lessons have become a priority.

Anisoara, Romania

2017-03-05 17:37:12 UTC

Irene, Milo (CT) Italy

ireneprastani — 2017-03-05 18:34:19 UTC

I teach in two classes with different ages students: in a class there are children from 5 to 8, with a student from Marocco who lives in Italy for a long time and speaks Italian very well; in the other class, there are students from 9 to 12, with two students from Romania who are in Italy for the first time only from the last October and start understanding and speaking Italian.
There are so two different situations. The first one is the esier situation at the linguistic level, but sometimes complex as regards the cultural aspect. The second one is made more complicated by the linguistic difference, which gradually begins to be exceeded.
My relationship with the students has been very positive from the beginning. The integration of pupils in both cases was quite natural, although there have been critical moments.
About parents, they participate in school life, are interested and concerned about the inclusion of their children in the group class and support their children in work at home, so the relations with the school are positive.

Stefania, Italy

2017-03-05 18:44:13 UTC

I teach in a scientific/linguistic lyceum.
In my classes (9) there are some immigrated students. They come from differnt countries like Marocco, Tunisia, Turchia, Romania, Brasile, Moldavia, Polonia...
Most of them are of second generation, only three are in Italy from a couples of year.
They communicate in Italian very well with their classmates and teachers , but they have some difficult using Italian as study language.
I think all my students have different cultural background, not only immigrate students, so I must be respectful and open mindness with everyone. I would like they think that I care of everyone of them: everyone of them is important for me!
I have a good relationship with them and they collaborate willingly with me.

Paola, Italy

2017-03-05 19:03:52 UTC

In the school where I work, there are several foreign students. In one of my classes there are five from China, Romania, Albania and India. everyone is second-generation foreigners, therefore born in Italy. They are well integrated into the school environment and in the territorial. In these years we have carried out various activities related to language, religion, food and hobbies were and are very interesting because we understand a lot about other cultures. The guys who have more difficulties with the language are Chinese, but engage much ... I think that we would find it difficult to learn Chinese !!

Valentina, Roma, Italy

2017-03-05 19:05:42 UTC

I work with students aged 14-18, i work with students with a disability inside the classroom. My work is in a vocational education center, generally the pupils are not so good in the study, coming from foreign countries, low level of culture, families with cultural, economic and social problems. I feel so good with them, also if it's very difficu
lt because they have in many cases deep problems and they reflect it in their daily behavior. The most important thing is motivate them and incourage them to think they are able to do. Every classroom is composed by overage 60% of foreign persons.

Giorgia, Romania

giorgiagroza — 2017-03-05 20:01:51 UTC

for working with foreign students. I ahve a positive relationship with my students. Romanian people in an optimist people, warm, talkative and ready to comunicate with everybody, very tolerant, so the students ar very energetic a

I teach students between 11 and 15 years old in a normal Romanian middle school. My speciality is Romanian Language and Literature. They are comming from Romanian families, usualy, but we have also students wich belongs to Huncarian minorities and roma people, but they can speak Romanian language as well as the native Romanian citizens are doing. Recently I have a chineese student who is difficult to comunicate with, but I try to face this situation and this course is a real oportunity for me to find new strategies for working with foreign students. I have a very good profesional realtionship with my students. Romanian people is a warm, talkative and hospitable people. So the kids ar also comunicative and welocming.

Rosanna, Italy

ros_basso — 2017-03-05 20:19:21 UTC

My students are 14-18 years old. There are some well-integrated Moroccan students. Religion is often a way to exchange ideas so religious difference doesn’t separate them but it becomes an occasion to discuss and debate. Most of them helps their family in own farms so they are responsible boys. Many families have got economical problems and their background is humble. A small reality where interaction is almost familiar. The atmosphere is friendly and all teachers have a positive relationship with them.

Maria Grazia G., (Italy)

mariagrazia_caltanissetta — 2017-03-05 20:51:39 UTC

Hello. I teach in a primary school. I have a positive relationship with my students.

In my class there are not foreign students. In my school there some well integrated foreign students.

Marina, Italy I'm a teacher at primary school. My students are 6-10 years old. In my class the most of pupils are Italian, some come from Pakistan, Morocco, Cina, Serbia, Albania. My students present diverse linguistic levels and cultural backgrounds. Some of them are second generation, born in Italy or arrived when they were 2 or 3 years old. They attended kindergarten and speak Italian well enough. Some pupils arrived 2 years ago and one Albanian girl some month ago. My primary school integrate the newly arrived pupils in the class of the same age of mates and organize a literacy italian course of 10 hours during the year with a specialised teacher. Sometime we ask the help the linguistic mediator as a linguistic and cultural support assistant.

marinacampo — 2017-03-05 23:04:03 UTC

I have a positive relationship with them and with their parents. There aren't interaction problems each other pupils.

Livia, Italy

liv_ann — 2017-03-06 00:12:58 UTC

I teach at a secondary school. My students are 14- 19 years old, their background is often poor and full of problems, There is a good relationship between them and I have a positive interaction with them

Izaskun, Spain

2017-03-06 09:30:43 UTC

I work in Primay school with children from 3 to 12 years old. We have different cultures in the classrooms: arabian, african, polisch, ucranian, south amerian, romanian....
This situation makes, sometimes, a little bit difficult the day-by-day work but also enriches our lives.
The relation berween us is mostly good. In our school we have a "Cohesistence Curriculum" and during the scholing we give them some tools in comunication, problem solving or assertiveness.

Michela, Italy

2017-03-06 09:48:12 UTC

I teach to primary pupils 6-11 tears old. Their cultural backgroung is often very poor, so all theycan learn is at school. I usually have a good relationship with them, as I try emphathising with them and giving value to their knowledge and experience.

Melahrini Papardeli Greece

mpapardeli — 2017-03-06 11:30:52 UTC

I teach to a small Primary School in North Greece.We have only 110 pupils and the most of them have come from poor backrounds.The most of the puils are greeks but there are also some pupils from Albania.
All teachers trying to build a friendly environment between pupils and we have managed it very well. All children are very good friends greeks and foreigners and this is omething that we work all the time to keep it.

Cinzia DM-Italy

2017-03-06 14:39:05 UTC

I teach to University students, they are all about 22 year old. They come from different countries all over the world and most of them have standard life conditions. I have a positive relationship with them. They talked eachother in English.

Luciana,Italy

2017-03-06 15:26:22 UTC

I teach at a secondary school (middle school).
My students are 10-13 years old.Their background is mixed.There are students who have got some aids to carry on their studies and others who need aids but they don't have any.There are clever and skilled foreigners but also disaffected Italian students.I try to create a positive atmosphere in each of my classes let them interact freely with each other.

Tonia, Italy Hi, I'm a secondary school teacher. I teach chemistry in a class where there are no foreign students, but in a month some of them will make an exchange with students from other nations. We host in-class students from a multicultural school of the United States

antonietta_granese — 2017-03-06 17:05:39 UTC

Roberta, Italy My students come from Eritrea, Romania, Chile, Bosnia, Algeria. They are 14-17 years old: someone came in Italy for the first time to attend the secondary school and someone came in Italy when was kid. I have a positive relationship with them and they interact very well with native Italian but they have any or few contacts outside the school.

2017-03-06 17:12:57 UTC

Graziella, Italy

2017-03-06 17:44:47 UTC

I'm a physical education teacher in a Secondary school. My students are 11-13 years old. Most of them are Italian, but there are some come from Romania, Marocco. Some of them born in Italy or arrived when they were 3 or 4 years old. They are well integrated in the group class. The atmosphere is friendly and I have a good relationship whit them and their parents. They collaborate willingly with me and participating all my sporting activities.

Dimitra, Greece

2017-03-06 18:46:25 UTC

I'm a high school teacher in Athens and I teach greek literature and history. Many of my students are immigrants, especially from Albania, Romania and Poland. Most of these children speak greek fluently, but they have some problems in their vocabulary, especially in writing. We do not have any problems in our relationship with them, nor in the relations between Greek and foreign students.

Annamaria, Italy

2017-03-06 19:42:17 UTC

I am a primary teacher. Most of my pupils come from China; their vocabulary is very limited and they usually speak only to other Chinese pupils but they talk to Italians when they need to study with them. I have a positive relationship with them and with their parents. They have many difficulties when they speak Italian but they are really good at math.

Sara Viotti, Italy

sara_viotti — 2017-03-06 19:56:29 UTC

I am a secondary school teacher. Many foregneir students attend to courses there. As in Italy education is compulsory until they are 16 years old, their families prefer to enroll them near home, in a high level school, although they don't have a proper use of language or a good knowledge of contents they are expected to start from. We the teachers think we have done a good job when one or two every ten migrant pupils arrives to the last year. I also believe that integration can be defined difficult, because Italy is a southern european country very affected by crisis, so that certain italian pupils show prejudices about their foreigner mates. When teaching, we must fight against intolerance!

Maria Grazia G:, (Italy)

mariagrazia_caltanissetta — 2017-03-06 20:02:01 UTC

This year I have not foreign students, but in past years in my class there was a student of Bangladsh. She has lived a peaceful year, in fact you remember me and her class mates in a pleasant way.

Konstantina, Greece

2017-03-06 20:58:33 UTC

I am a primary school teacher (1st grade) and I have 21 students in my class this year. Students come from many different countries ( Albania, Romania, Nigeria, Moldova, Bangladesh, Syria ) and only 6 of them are Greeks. Most of them are born and grown up in Greece so they understand and communicate in greek language.

Although our students have different cultural backgrounds they have very positive relationships. They cooperate and play together as students from the same country. Of course they may have problems in their school life but they are about situations that we meet in every students' relationship of their age and not their different culture.

Maria, Greece

mampla78 — 2017-03-06 20:59:21 UTC

I am a primary school teacher (3rd grade). This year i haven't students from other countries.

Melania, Italy

2017-03-06 21:22:22 UTC

All my students are Italian. Only a child is of Chinese nationality. I have a very positive relationship with him and with his family. He has some difficulty speaking in Italian because with his parents speak in Chinese

Moschoula,Hellas I am a secondary education teacher in Athens, Hellas. There are students in our school from other countries, but even from the same country, but different areas the culture can be different.

mcdouris — 2017-03-06 22:10:38 UTC

One of the subjects I teach is civil education. Trying to explain that upbringing can influence the way you think but each and everyone, in the end, can and should choose their path is a challenge.
I make it my job to know my students and support them in finding their path in life.

Monica

chitarramarconi — 2017-03-07 07:39:45 UTC

In my first class (6th grade) I have 6 students, 2 of them are from other country, Zaire and Romania. They speak a good italian, and we have a good relationship. In the past I had student from Marocco, south America, Romania, but they always could speak well. Sometimes relation is hard with parents, usually they not think it's important to meet guitar teacher

Maria Pina from Dicomano (Italy)

2017-03-07 12:17:29 UTC

In the school were I work there are los of students coming from abroad and each one of them is different in speaking and understanding our mother tongue. Most of them don't speak English and I use images and drawings to catch their attention. Because of the high number of migrants in our territory, schools have a help by a specific association that can select people speaking their mother tongue and Italian language, so students spend three or four hours per week to study Italian with them outside of the classroom and we plan special lessons for them. It's very important to promote socialization among students for the everyday language and stranger students learn very fast. Their cultural background is poor and they aren't so different from our students, because they like having mobili phone, using socials and playing, staying together. Relationship with adults are ok but with peers it's harder in some cases because they feel on a side.

Martina, Italy

2017-03-07 12:59:08 UTC

I work in two classes (5th grade) in which there a re a lot of foreign students, one is around 50%, in the other one there are 22 students, 7 italians, the rest from other Countries, especially East Europe, but also North and Middle Africa, South America, Middle East, and China.
Most of them are Muslim, or grown by their parents' cultural values, even if they are born in Italy.
Sometimes this difference can be very fun and important for a multcultural prospective, but most o the time is a really hard and challenging situation, due to misunderstanding and difficulties to understand eachother because of the language.
However, the hardest part is dealing with parents: usually absent, not opened to understand what Italian school and culture requires from their kids, unwilling to open up to the teahers, and ready to send their kids back to their counties if they are not good at school (because ofobvious difficulties family won't dela with, or help them with).

manuela, Italy

manuelabasu — 2017-03-07 13:21:42 UTC

In my school there aren’t many foreign students, the percentage Is really low but, despite this, my students have very different backgrouds. We generally interact keeping in mind that as all human beings we have many differences but these must be seen as occasions.

Rossana, Italy

rossaco — 2017-03-07 14:56:19 UTC

I teach English in a Primary school. I've got only two foreign students that didn't speak Italian at all when they arrived so I'm not really expert. We've got a positive relationship and they are used to collaborate during the lesson expressing their own thoughts and creativities and actually adding to the intercourse. Their backgrounds are mixed but not too different.

MARIA LUISA, ITALY

2017-03-07 15:01:50 UTC

I teach in a Primary School and in my class there are students from East Europe, North Africa.
They speak a good Italian.At the beginning of the first class, three years ago, they didn't seem to feel differences with the Italian native students. But now they love to speak about their countries, religions and cultural traditions. It's interesting to organize discussions about different items that arrive daily in school.

Ioannis N. Velonakis, Greece

2017-03-07 15:47:04 UTC

For the last 7-8 years I teach Physics and Chemistry in Laimos Junior and Senior High School, which is situated in the Municipality of Prespa, in the north-western Greece. It is considered an isolated area and most teachers are not willing to work there. The school has about 60-70 students, depending of the year. I teach different lessons to almost all of the classes, from the youngest ones, who have just attended the Junior High School, to the elderly ones, who prepare for the Pan-Hellenic Exams for the Universities and other Academies. Most of them are Greeks or have been born to Greece, yet there are a few migrant students who live in this place for years. Most of their parents are farmers or state employees. Their mother language is usually Greek and almost all of them speak Greek fluently. They also learn foreign languages, English and German. Since they have grown up together they have friendly relationships or they are relatives. I also think that I have positive relationships with them, despite the fact that I am quite strict sometimes.

Rita, Sicily

2017-03-07 15:54:27 UTC

I am a support teacher of secondary school level. In classes where I work there aren’t foreign students as there are in other classes. Since often there are cases where I need to replace colleagues absent for various reasons I have often been in a class where there are foreign students.

Especially I got to interact with two Chinese boys, brothers, entered this year, inter alia, school year started. It was not easy to relate the beginning, both for the language and for the way in which they were used to being in the classroom. That is, there was too much noise in our classrooms and in some cases too much clutter. So with a colleague we tried to find a way to communicate with the help of classmates, amazed by this situation. Games, group activities and geographical research has allowed us to find ways to be able to happily spend the rest of the school year. And I must say that it's going pretty well!

Cinzia Marrone Italy

stella130307 — 2017-03-07 16:42:39 UTC

i'm a primary teacher and I teach both italian and english language. I believe in the power of etwinning to engage and develop empathy. It's a good opportunity to overtake differences and diversity in class. In my class there are some children from different ethnicity but they were born in Italy so differences are very small.

sofiakolosidou — 2017-03-07 18:45:48 UTC

Sofia, Greece
My students are 6-11 years old. Many of them are immigrants from Albania. They can speak Greek but they have problems in writing. They all have dark hair and skin. In the beginning of the year this was something that other students mentioned a lot. I have a very good relationship with students who came from abroad and I believe that this gives an example to other students.

Tania, Italy

2017-03-07 18:52:09 UTC

Most of my students were born in Italy, but few years ago in my classroom there was a boy who came from China. The language was the hardest problem but using some teaching alternative instruments (video; conceptual map bilingual; facilitate dialogue; pictures), I was able to find a best way to communicate with him. The use of different technologic instruments to make easy the lesson and improving students’ knowledge.

Ionela- Cristina Busuioc

2017-03-07 20:22:30 UTC

I am a teacher for primary school. my school are taught in two languages: French and English, and students are part of various multi-ethnic groups and of different social frameworks.

Sabrina, Italy

2017-03-07 20:30:10 UTC

I teach in a primary school with a very high number of foreign students. In my current class there are two pupils from Philipines, one from China, two from Sri Lanka and one whose mother is from Romania. They're well integrated and in a positive relationship both with the Italian classmates and the teachers. In the past school years I've had a lot of other pupils coming from diverse cultures, but I've never had any troubles with them. They're very good at Maths but they like also studying Italian and English language. Their families too are interested and involved in their children school activities, in some cases more than the Italian ones. Most of them were born in Italy and they've almost forgotten their mothertongue because they usually speak Italian with their parents, but we often organize festivals and school projects in order to exchange and appreciate the different cultures.

Annamaria, Hungary

tamex5 — 2017-03-07 20:43:36 UTC

I teach in a primary school. There is no foreign student. But there are ethnic group arrivals and very different backgrounds.

Angela, Italy

malgibra — 2017-03-07 21:04:34 UTC

I teach in a Primary school in which there aren't foreign students even if some kids have behavioural problems for their familiar backgrounds (for example kids of separated parents, kids in extended families, kids whose family has economic problems) This, of course, causes difficulties in the learning abilities. So I try to adopt particular strategies creating a collaboration and a positive atmosphere in which kids feel part of a group and integrated.

Brunella from Italy

brunella_pedretti80 — 2017-03-07 22:44:48 UTC

I'm a Primary teacher and I work in a school near a big city.
In the last years come in the village around the city a lot of foreign families.
This families are from Pakistan, India, China, Marocco with different ideas, religions...
The teachers that work in my school have a very good relationship with this families, and I try to establish an positive relationship whit them. The teachers often call the mediator for the first meeting when the pupils' parents don't speack Italian. This new kids don't play and speak with other pupils; in the first time they stay only with their foreign frinds.

Behlül AKYOL, Turkey

2017-03-07 23:39:56 UTC

My students are 8-9 years old. They live in 23 different villages. They have different socio-economic classes. I have refugee students who migrate from Syria. I do not know the language of the Syrian student, so I have difficulty in communication. I tried not to say the words in Arabic and to learn their meanings.

Annamaria Italy (Molise)

annafrata — 2017-03-08 03:57:42 UTC

I teach in a Primary School in the middle of Italy (Molise) In my classes there are 5 students from East Europe(Polland, Romania, Ucraina) China and Switzerland.
They speak a good italian.
There are even some kids with behavioural problems for their familiar backgrounds. They interact with each other because they speak about themselves, their favourite activities during the afternoon (they meet in the center of the village and play togheter). Theachers try to adopt particular strategies creating a collaboration and a positive atmosphere, use ICT to engage and promote individual learning.

Chiara Semplicini, Italy

2017-03-08 08:14:56 UTC

I work in two middle schools. In Calenzano I teach English as a Foreign Language to a class of pupils aged 11. They are mostly Italian: however, there are also an Indian student and an Albanian student.
In Campi Bisenzio I do not have classes, that is, I teach Italian as a Second Language to Chinese students from different classes. They are about 70 students (aged 11-15), divided into different groups according to age and language level.

Barbara, Germany

2017-03-08 10:20:09 UTC

I work at a lower level Secondary School for students with learning problems and/or behavioral problems (students aged 10 - 17). Due to my teaching subject, Physics, I teach in almost all classes. There are some classes without any Germans. Most,, approx. 80%, of the students have migrant heritage: Albania, Serbia, Bulgaria, Macedonia, Kosovo, Greece, Hungry, Romania, Poland, Russia, Iran, Iraq, Afghanistan, Syria, Ghana, Mali, Eritrea, Lebanon, Turkey and many more. Some of them have common languages, however not with me. English is not one of their languages. There is not much help from the parents because they either don't speak German or don't think education is important. Some are here without parents. Working with their social workers has proven to be quite difficult, because they don't have enough time.
I have a relatively good relationship with my students considering that I only see them only one period a week. We have something in common. We are foreigners.

Loredana Maria Pirotti, Italy

2017-03-08 11:13:25 UTC

Hi, I'm a teacher in a classroom of 20 students beetween 11 and 12 years old. They come from different part of Italy and from others countries such as Albania, Romania, Santo Domingo and Marocco. They were born in Italy but they speek others languages in their house with their parents and often they come back in their countries on holidays. So there's is a very multicultural reality and the differents points of view are precious for every dialogue.

Anna Capone, Italy

prof_annacapone — 2017-03-08 14:23:08 UTC

Hi, I am a teacher of English language in the Italian upper-secondary school. My students are teens (age 14-19) in a catering school. At the moment I have only a student from Morocco, a 16-year-old girl. She is very shy and cooperates only with female classmates. At the beginning of the current month, I have started a module on Extensive Reading. We are reading “The prince and the pauper” in the classroom. At the end of the module, the students will have to act out a role play; I hope they will succeed in involving the Moroccan student and let her play a part in it. In the same class there is also a female student born from Ukrainian parents, but she is well integrated with Italians, as she behaves like an Italian girl. I wish this course will give me new ideas to boost my teaching resources.

Sophia Kouzouli, Greece

sophiakouz — 2017-03-08 14:45:04 UTC

Hello! I am a teacher of English in a primary school in Pyrgos in Greece. My students are 6-12 years old. There are some Roma students in my classes and a lot of students who were born in Greece and whose parents came to Greece to find a job. There is also a student whose mother tongue is French. There are also some students who lived in villages and recently came to Pyrgos. There is obviously a certain degree of cultural diversity in class. Yet all of the students play together and cooperate with each other.

Arvin

2017-03-08 16:43:47 UTC

The participants at my training courses are usually aged 18-30, they are youth or social workers and come from all across Europe. Being the topics of my trainings deeply related to migration and multiculturalism, the participants usually already have a strong positive aptitude towards multiculturalism and intercultural dialogue and thus, even if they bring all the different cultures in Europe with them, they are very open to get to know each others' cultural features.

Hi! I'm a teacher of English in a linguistic school. In may classes there are Chinese school. It's very difficult to communicate with them, their mother tongue is Chinese and I speak only English. There is a deeper cultural diverrsity but the students try to cooperate. To start our life school I call the mediatior, I try to create a positive atmosphere but sometimes is very hard. Lucida

lucia_verroca — 2017-03-08 17:25:16 UTC

Bianca, Romania

2017-03-08 18:14:03 UTC

Most of the students from my school are from gypsies families. Some of the rest of the kids are discriminate them because that's what they heard and seen at home at their parents. We are struggling to integrate them all and to combat discrimination.

Antonella Sellia, Italy

2017-03-08 19:23:59 UTC

I teach English in a school which is located in an area with a large Roma/gypsy community. This area is also characterized by microcriminality and unemploiment. On such a difficult background it isn't easy to make all students learn to stay together and gypsy students are sometimes discriminated.

Ourania, Greece

ranialampou — 2017-03-08 21:26:32 UTC

I teach French in a small town called Artemida. The fact that Greek students but also immigrant students of various backgrounds hold negative views and stereotypes of their foreign classmates certainly does not help their integration and free exression of their identity.

Anna Naddeo, Naples (Italy

2017-03-08 22:02:15 UTC

Hi, I'm Anna and I teach in Naples in a upper secondary school -I'm a special needs teacher . I Work with students who have various disabilitiesIn the school where I work, ITI A. RIGHI ,there are no foreign students

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Here is my Learning Diary

Angela, Italy

2017-03-08 22:59:28 UTC

In my classroom there is a Maroccan student and two Ucraine students. I have a positive relationship with them. They interact with each other very well.

ROSANNA, ITALY

2017-03-09 09:32:08 UTC

I'M TEACH IN A SECOND CLASS OF A PRIMARY SCHOOL. IN MY CLASSROOM THERE ARE 3 FOREIGN STUDENTS:
AN UKRAIN, A THAY AND A MAURITIAN.
I HAVE A POSITIVE RELATIONSHIP WITH THEM AND THEIR PARENTS.

jenny,Italy

jennydurso — 2017-03-09 18:15:22 UTC

in my classroom there is a foreign student.He comes from Albania.Ia cultural background is good:his parenta are very attentive of his education.He is muslim .I and the whole has a good relationship with him.

Livio, Ital

2017-03-09 22:29:31 UTC

I teach to children from various nationalities, chinese, Saint Domingo, romanians, africans ....and also italians. Yes, they are very different and it's beautiful too notice day by day their diversity. As they are 6 years old kids, they don't recognise a lot difference between them, but sometimes it could be seen a little distance. The key-word, anyway, is harmony, and harmony there is, sure.

working in a suburb of a big city I have realized that different culture belongs to people of the same ccity as well. Anyway In my class I have students from different social levels, a chinese girl and a rom student, a morachan and an algerian boy. Moreover different religions are in my class. I really stimulate students to thing about their differences and to improve from it in acceting them.

2017-03-10 10:28:05 UTC

Elena, Italy

2017-03-10 17:33:47 UTC

I teach to children from various nationalities.
I have a positive relathionship with them.

Suzana Pimentel, Portugal

2017-03-10 19:26:32 UTC

I Work with disabled people over 16 years of age. They are very different from each other, with different perspectives and coming from different backgrounds, with a good performance for me as a teacher and I have managed to obtain positive learning results in which the group spirit is present. I feel very grateful for moments that we / we work / learn / share with each other

Sonia,Romania

2017-03-11 15:31:34 UTC

In my school there are gypsies who have a different living environment .There ralatii friendly and try to do as many activities in which to integrate these copii.Exista sometimes conflicts in which I try to avoid.

Rosanna, Italy

2017-03-12 13:04:04 UTC

I am usually developing the discussion with my students trying to involve everyone, on topics related to the inter-culture. I invite my students to be told by their families the experience lived in their home country, about particular topic, which are then shared with the whole group. In this way we have been conducted research on traditional games of different countries.

I teach in a Primary School in the middle of Italy and in my classes there are many foreign students .They can speak Italianand try to interact with the other pupils in classroom and also in the everyday life out of the school.

2017-03-12 16:14:30 UTC

ANASTASIA, ITALY

2017-03-12 16:18:04 UTC

I teach in a Primary School in the middle of Italy and in my classes there are many foreign students .They can speak Italianand try to interact with the other pupils in classroom and also in the everyday life out of the school.

Gabriela Sandru, Romania

gabrielasandru1 — 2017-03-12 16:30:28 UTC

I teach primary and secondary level students in Romania. My classes are mixed-ability and my students come from different ethnic groups and different social background. I have a positive relationship with them and I enjoy my work.

I teach students of pre-schools in Italy. My classes are mixed, my students come from different ethnic groups and different social backgrounds. I have a positive relationship with them and I like my job.

2017-03-12 22:07:49 UTC

Raffaella, Italy

raffaella_papini — 2017-03-15 12:01:15 UTC

Betty-Greece

2017-05-05 06:51:22 UTC

I do not have experience of teaching children. The only experience that i had comes from adults .At the beggining they have a small problem to express theirself but as time pass and see that i accept them they started to feel free and express their opinions.

Rovena Albania

2017-06-23 14:05:58 UTC

All my student are from Albania

Isabel Quirino, Portugal

isabelquirino — 2017-11-09 08:39:20 UTC

In my school there are many students from different social backgrounds but they are a minority - so we must "search" for them if who realy want to know them.

Ulfet, Turkey

2017-11-10 16:15:50 UTC

In my school, there are many students from different countries such as Korea, German, Russia, Albania, Armania , Iran, Iraq, Moldova and Syria. Sure, mostly we have Turkish students. And also, we have many native teachers :)

Cristina, Romania

2019-01-12 19:55:07 UTC

I teach in secondary school in Romania

Maria Grazia, Italia

mariagrazia_caltanissetta — 2019-01-15 18:31:27 UTC

All my student are form Italy

My students are Thai and Chinese. I am non-native English speakers.

choedchoo584 — 2019-09-03 08:00:15 UTC