While revisiting the ‘Students from Refugee  Backgrounds’ article I stumbled upon some important points. On the government of BC website, it states all schools should be safe schools, caring schools and orderly schools. This means…

-                   Honor diversity and work proactively to build ‘community’ and a sense of belonging among its members (students from refugee backgrounds, pg.21)

-                   BC schools are caring schools – Its important to remember “in caring schools members of the school community feel a sense of belonging and have opportunities to relate to one another in positive, supportive ways. All aspects of school life embrace and reflect diversity. School is an inviting place for students, staff, parents and visitors. Staff members make conscious and concerted efforts to help other members of the school community feel connected.” (pg.21)

-                   Orderly schools are free from chaos and confusion, and alive with the sights and sounds of purposeful learning activities. Routines for repetitious activities are well established so students’ minds and bodies are free to focus on the learning and development work at hand. A businlesslife atmosphere exists. 
-                   I think it is important to keep those aspects in mind because if we establish set routines, minimize confusion and chaos, and establish an inviting environment, when ELL students are brought into the classroom, they are entering a place that is safe, functional, and ready to embrace their cultural identity. 

 

 

It is important to understand the feelings and stages of adjustment experienced by newcomers. Many times students changing behaviours can seem like a sign of defiance and more of a behavioural issue. However, undertanding the stages of acculturation, it is important to keep an open mind about the experience of arriving in a new place and the effect it can have on a young person. Understanding the different stages has also reminded me of how important patience can be for ELL or refugee students. They are just trying to find their way in this new world, and we as educators can play our part in ensuring it is as smooth as can be. I also understand how vital it is to “integrate {the} lived experiences {of ELL/refugee students} into the daily learning of the classroom” (Culturally Responsive Pedagogy, pg.5). This will give students a sense of belonging that is required to actively learn. Students are less willing to participate and engage when they do not feel connected or appreciated with the educators or their classmates. We as educators can ensure inclusivity by weaving students’ cultural backgrounds into the curriculum we teach. 

 

Implications of Stages of Acculturation:

-                   students may have trouble adjusting to classroom norms and expectations

o  Taking on a ‘constructivist approach’ – try to build on the students life experiences to bring the curriculum to life for the student and give them the feeling of belonging 

-                   Students go through these experiences at different rates, some may go through them quickly while others may take longer to adjust

o  Have a deep knowledge of your students; build strong relationships with the student’s family – this will promote mutual respect and give way to a collaborative approach in which everyone can work together to ensure the student is on the right track and their own pace. 

-                   Student may be going though the culture shock stage and have mixed feelings; they may feel lonely, homesick, frustrated or sad

§ Establish a welcoming place for students; create a caring and trusting environment by talking to students first and getting them in on helping the student to feel bonded and a part of the community