Preparing for arrival by Teacher Academy

Joserra-Spain

2016-12-05 09:28:56 UTC

At this moment, most of the new arrived students at our school are coming from Morocco but we also have a few of them from Romania, Syria and South Amercia. Most of the students speak arabic and at the beginning they find difficult to learn the language. We try to make them tell us about them and their native country to understand the best their background.

Simona, Italy

2016-12-05 13:17:01 UTC

In this moment we don't have new arrived

My situation

personeni_sara — 2016-12-05 13:19:09 UTC

As I said before, at the moment I'm not teaching in a class with newly arrived migrants, but I'm in contact with these pupils during an hour a week ( because they don't attend Religion) and I'm trying to help them ( a girl, Fairouz, has just arrived in Italy, two months ago from Morocco...) to improve their language skills.
Fairouz has a very constructive attitude towards change and learning, but sometimes she looks a bit uncomfortable when I try to help her, mainly because We are not alone, but I have to teach to other girls, arrived in Italy several years ago. So they have very different language skills. But they are all emotional when they can speak about their country, their background.They are not refugees, but their families are divided, because one the parents had to remain in their country. It's not painless to grow up without a mother, especially if you are a teenager...

Μarianthi Arvanitidou- Greece

1canislupus22 — 2016-12-05 13:27:12 UTC

Alessandro Ital

phantomjet — 2016-12-05 13:46:28 UTC

We have a boy from afghanistan the last year: He arrived with his parents aftew two years of travel. The most important difficulties were the languange and cultural differences and the age more different from his classroom

In three of my classes I've got newly arrived migrant students... two coming from Guinea 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 form Egypt is 11. The two brothers speak French, they are really nice and willing to learn... 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 undertstanding both Italian and English language...and moreover in the class he has been put there aren't always the right "conditions" to learn

alessandra_marini1 — 2016-12-05 13:59:10 UTC

Two chinese sisters

2016-12-05 14:08:43 UTC

In my class there are two chinese sisters. They prefer playing and talking among themselves and it's difficult involving them in activities with other children. They don't know italian language, but one of them likes repeating words told by the teacher and shows happiness when someone appreciates her works, pictures or puppets that she brings to school from home.

kalliopiperri — 2016-12-05 14:15:01 UTC

We are expecting refugees from Syria. We have no feedback till now. They are staying in a shelter half an hour drive from our school and I think that will give them more obstacles to socialize with the neighbourhood. I appreciate all the tips given in the videos and I will try to use them in the when needed.

antonellacaprarelli — 2016-12-05 14:21:47 UTC

Mine is a multiethic class. I teach to adults and young foreign students, many of them are refugees coming from different parts of Africa: Egypt, Guinea, Somalia, Ghana etc. they all speak a little Italian and come to our school to learn Italian language. It's very difficult sometimes to face to all the different problems but we try to stress each individual experience. i try to use English or French wheter it is possible and sometimes gestures and facial expression in order to communicate.

Margherita Italy

2016-12-05 14:48:32 UTC

I have 2/3 immigrant (not refugees) students in each class. They are especially from Kosovo, Albania and India. They have particular stories (like italian students), but they speak Italian good. So there is not a linguistic problem.

Italy

salvatriceloiacono — 2016-12-05 14:50:50 UTC

In my school, this year there are three young Egyptians, but in January it will insert two others, of which I have no information. The biggest, that's the guy I work with is fifteen years old, is very intelligent, has arrived in Italy alone without any family. He did not come to Italy to reach friends and family but only to escape from Egypt where he left his mother and two brothers greatest medical graduates. He arrived at the school last year, I remember he was embarrassed and scared and did not understand anything, it was difficult to communicate with him, at school there is no linguistic intermediary. He has made great progress, now interacts with the class, speaks and writes in Italian fairly well, but the best thing is that it is integrated.

Komotini/Greece

psaridou — 2016-12-05 14:52:53 UTC

I don't have any migrant or refugee students in my class this year but I used to have the previous years. I remember two brothers from one country from previous USSR (I can't remember which on was) that were 13 and 11 years old and were placed in my class which was the first grade in a primary school due to the fact that they knew few Greek. The older one had no problem communicating with the other classmates but the younger one did not want to play or to have anything to do with first grade pupils. I met their mother (there was no father) and made a plan to teach them how to write or read greek in a faster way. Finally both of them till Christmas manage to go in upper class.

In my opinion, understanding their background is crucial to making them feel welcome and helping them learn

rosadilonardo — 2016-12-05 14:59:01 UTC

Maria Boukorou, Greece

kmbouk — 2016-12-05 15:07:32 UTC

Making the migrants students feel comfortable, gain confidence, feel that we are willing to hear and see them in a positive light what they have to say and to show us , it builds an initial relationship of trust, which is decisive for us as teachers and mostly for them.

Federica from Italy

2016-12-05 15:10:14 UTC

Migrant students are arriving from different countries, but especially from Suth Africa and from Philippines. At the beginning they don't want to share individual stories with the teacher, because they prefere to have confidence with other students.

My classes: Marina from Rome

2016-12-05 15:14:01 UTC

In my school there are many foreign students coming from east european countries, China, south America and north Africa. Generally some Chinese students have language problems and they prefer to stay alone or in small groups, south americans have not great language difficulties and they are very sociable. Students from east european countries are quite integrated because they are with their families who work hardly in Italy so they want to study to change her\his life and find a better job than their mother\father. I have an african student who told me her sad story.

Eleonora, Italy

eleonora_mauriello19 — 2016-12-05 15:46:11 UTC

A newly arrived student has just come to my school. He's from Russia; I've used the IWB to show the class the place he's from, his town, his country, his traditions. He's learning Italian, we're working hard... ; he' made new friends and he's doing a great job, even if when he sees a photo showing his native town his eyes express joy and homesickness!

Rosaria, Italy

2016-12-05 15:49:25 UTC

According to me, it's important to know their background, but what is necessary is to give them respect

Simona, Italy

2016-12-05 16:16:08 UTC

I think respect is foundamental between the new students and the old ones. In my school teachers don't have time to plan a welcome project for new comers because our headteacher and her collaborators decide to send them in classes without telling the teachers before. Most of them are chinese students and they prefer staying with other chinese students, they sit alone in class without socialising with other students. It is very difficult for teachers to wotk with them for language problem communication and their isolation. We don't have any means, facilities or help, that's reality and truth.

Marzia, Italy

marziaviola76 — 2016-12-05 16:20:50 UTC

Three years ago, in January, two Indian brothers arrived in my class. They couln't speak Italian. They could only speak a few words of a sort od English dialect. As an English teacher, I tried to help them feel comfortable and at ease in the new situation. they have gradually learnt Italian and some simple aspects of other subjects. Last year arrived an Egyptian boy in the same class, and this year a boy from Ivory Coast. It's not easy to work with them, to help them, to teach them, but the first thing I try to do with them is showing them that I CARE. When they trust you they can learn more and more.

Danuta

user_1412625417 — 2016-12-05 16:21:21 UTC

We don't have migrant students in our homogeneous school. Despite of this, I want my students to become familiar with our cultures. I'm working on the project to find partners for my 16-year-olds to exchange some information.

Cinzia, Italy

2016-12-05 16:35:17 UTC

I don't have new arrived in my school.

Graziana, Italy

beinatgraziana — 2016-12-05 16:36:30 UTC

I teach in a middle school where pupils are of at least thirty different nationalities. In all classes of mine there are some boys or girls whose parents or grandparents come from abroad (one of them is a refugee). Most of them still speak their homeland language even though they cannot write it.

Μαρία Ανυφαντή

2016-12-05 16:49:59 UTC

As I have already mentioned, we don’t have newly arrived migrant students this year, but we coordinate an Erasmus programme about immigration and racism. So it is really interesting and supportive for me to hear and read your experience and your ideas, because we plan activities on the one hand to sensitize our students and on the other hand to strengthen migrant students who live on shelters close to our town.

Giuseppina Serini, Italy

2016-12-05 16:58:02 UTC

I have just arrived migrant pupils but born in Italy. I've had a few, about ten years ago with the first arrivals from Albania.
I share the importance of correctly pronounce their names and surnames, this is also a way to not make them feel "different."

Ida, Italy

DT22 — 2016-12-05 17:27:02 UTC

In south of Italy we have every year new refugee students from various countries. Sometimes the integration it's easy and winning, but sometimes it presents some difficulties. The main problem is that the other italian students are not often prepared to accept positively also a little diversity. I think it's important in a school to prepare the welcome in a systematic way, not only working with the single class, but with all the students of the school.

Caterina Fantini, Italy

cate_67 — 2016-12-05 17:44:39 UTC

I've got a mutiethnic class. Students are from China, Bangladesh, Romania, Albania... When they arrive, they're scared and shy. They don't understand Italian language and don't speak English, it's difficult communicate with them. The other students help them and encourage to speak. I've got only a refugee from Costa D'avorio. He's a very nice guy, but didn't speak about his country situation and why he came to Italy. We respect his privacy.

Laura,Italy

pagnozzi_laura — 2016-12-05 17:53:08 UTC

In my class I have an Indian girl and a Ukrainian boy, romania, do not speak Italian, but only some English. imdiana the girl is very sweet and full of desire. we sensitized the class who received well by their presence, and we chose the classmate willing to help and to share with her every situation. There are colleagues very sensitive to the situation of immigrants who are supporting to help also outside the school. The stories they tell me are mainly economic difficulties in which they live they are to buy the books that travel expenses

Lucia, Italy

luciaanemoli — 2016-12-05 17:59:03 UTC

Currently, I teach foreign students, including in particular Chinese and Romanian. They are boys born in Italy or arrived in my country when they were very young. Most of them rather fluent in Italian dialect and includes written texts not particularly difficult. The major difficulties encountered on the cultural level. In addition, parents of Chinese students and Romanians do not seem very interested in learning about the academic progress of their children. Their parents have little contact even with the adult members of the local community. Paradoxically, many attribute to their children of Italian names like Gianni and Lucia.

Francesca, Rome Italy

pacenca — 2016-12-05 18:16:35 UTC

I have four students coming from foreign country like Tunisia, Romania, Liberia and Marocco. They have problem in integrating themself in the class. I tried to talk separately with each of them and some little progres seems to build up but there is still lot of work to do.

Toni from Rome

2016-12-05 18:34:21 UTC

There is a lot of work to do for introducing in the classroom new student migrant or refugee and helping himself/herself to be accepted and considered from other students. I have several students, migrants in the classroom and the obiective is to help them to understand the language of the other students but also the needs and the problems of the migrants.

Despoina Amarantidou, Greece

damarant — 2016-12-05 18:35:49 UTC

I am very lucky this school year because I have got a student coming from Bulgaria who speaks and understands some Greek. He has been studying in our school for two years now and he could not utter a simple word last year. Dring these two years he has improved his Greek a lot and now he can communicate.

AYSEL ÇAM TURKEY

2016-12-05 18:52:49 UTC

There is a lot of work to do for introducing in the classroom new student migrant or refugee and helping himself/herself to be accepted and considered from other students

Keratso, Greece

2016-12-05 18:57:26 UTC

Evgenia (Jenny) Karoumpali

jennykaroumpali — 2016-12-05 18:57:29 UTC

During this school term I have no refugee pupils, I have a newly arrived migrant: a 6-year- old boy coming from Albania. There are other (not newly arrived) migrant pupils from Albania (in other classes) who help him with the language, not in class but in other moments. He seems that he is not willing to share, therefore I am discreet…

During the school years 1998-2000 I worked in a junior high school (12-15 years old), in the center of Athens, Greece. There were a substantial amount of newly arrived migrant students from Albania (mainly), Sudan, Bulgaria, Georgia, Iran, Egypt etc. There were also newly arrived pupils from the Muslim minority who have graduated minority elementary schools and whose native language is Turkish. Those pupils were more willing to share their experiences and the subject I teach (music) helps in this way.

ü The pupils brought (mainly) traditional music from their countries of origin. They described the everyday lives, the customs and manners of their countries of origin

ü We discovered the linguistic loans between Greek, Albanian and Turkish languages (there are a lot!).

ü We compared the musics of the Greek Orthodox Church and the Muslims (they are very very much in common), highlighting the interaction of Pétros Peloponnísios (a Greek composer of the Greek Orthodox church) (https://el.orthodoxwiki.org/%CE%A0%CE%AD%CF%84%CF%81%CE%BF%CF%82_%CE%A0%CE%B5%CE%BB%CE%BF%CF%80%CE%BF%CE%BD%CE%BD%CE%AE%CF%83%CE%B9%CE%BF%CF%82 ) with the Dervishes in Istanbul during the 18th century.

ü Pupils from Albania brought songs from their countries of origin and the school choir sung some of them.

ü We discovered contemporary popular songs from Greece, Turkey and Egypt whose melody is exactly the same!

At this school there was an Albanian pupil who played the violin extremely well. I asked him if he attended violin lessons at a conservatory in Athens. He answered that he had such lessons in Albania but he couldn’t have such lessons in Athens due to economical problems. I suggested him that he should obtain a scholarship. I helped him and his family with the bureaucracy (his mother spoke no Greek at all!) and he obtained this scholarship. Now, I am very proud of this 31-year-old (now) man because he plays at the orchestra of the Greek National Opera (first violin), with whom I am still in touch!

Xanthi, Greece

xalbanaki — 2016-12-05 18:59:24 UTC

There is no refugge in my class but i think we all must prepare and
make new students feel welcome.

Bugra

2016-12-05 19:04:27 UTC

There are lots of refugees and migrants in my city. They are placed at different schools considering their ages. They feel uncomfortable most of the time because not able to speak Turkish, then they start to be absent from school. Most of them are coming from Iraq, Iran, Syria and Afghanistan

Jaime Martins, Portugal

joncmartins — 2016-12-05 19:20:29 UTC

There is no newly arrived migrant students in my class and in my school but maybe they will arrive someday. This is the reason why I'm attending these courses. We should be well prepared to make these new students feel well.

Antonietta, Italy

2016-12-05 19:41:56 UTC

It's very important to stress on identity and empathy as each person is the product of a sum of experiences or better different background. So iven if I have no refugees or newly arrived migrants in my classes at the moment, I think it's important to achieve knowledge among students. It's the starting point for further education.

Canan/Turkey

canan_ornekk — 2016-12-05 19:51:18 UTC

There are a lot of migrant students from Iraq. Left most relatives away. Some are not coming to the school and worked.

Marialuisa Brindis

2016-12-05 19:52:44 UTC

Hello to all I believe that stress is a crucial node to be taken into account in the process of insertion in order to start a natural process of inserting.

How? by developing an empathetic thought that sees all actors protagonists of this experience.

Angelamaria Galderisi

soleemare_a — 2016-12-05 20:09:52 UTC

There aren’t newly arrived migrants in my classrooms but there are some second generation migrant students - children of migrants living in Italy for many years. So they feel perfectly integrated in their classes and at school, they speak a good Italian, even if they have some difficulties in writing the Italian language. Their parents come from Poland, Romania and Morocco and have been living in Italy for years but they have maintained their traditions and customs. Sometimes it is difficult for migrants students to combine their family’s traditions not only with the Italian ones, but also with the European lifestyles. However, respect for everyone and every culture is the main feature of my classrooms.

MARIA SIOMPOTI

2016-12-05 20:15:26 UTC

We have to prepare our students by different ways , for example making a map with their countries, learning about their culture, their language and their profile.

Nikos ,Greece

2016-12-05 20:27:15 UTC

A step before the new students share their stories, I think is to make an atmosphere of mutual understanding in the class . Existing student could also share their stories within the class. So they will be prepared to hear a new different story..

Luigi, Italy

2016-12-05 20:38:29 UTC

When addressing to newly arrived migrants it's very important to focus on their different backgrounds. Integrating diversity should always start from personal experiences.

Claudia dc

2016-12-05 20:42:31 UTC

This year in my classes there are not any migrant student. But I remember a girl come from Russia. She was very suspicious and made friends only with few friends. It was not simple to connect her. Now she is in Russia once again. We failed.

Kamelia, Bulgaria

2016-12-05 20:47:02 UTC

In my school there are no newly arrived migrants, but if there I would start to explore the culture of children and peculiarities of their language. I like what Erica says in the film that we should be careful about the proper pronunciation of the names of migrants.

Kamelia, Bulgaria

2016-12-05 20:47:02 UTC

Helen, Italy

helmar62 — 2016-12-05 20:59:33 UTC

I have students who have arrived fairly recently from various countries in my classes. Most speak Italian quite well but have enormous difficulties writing and reading long, complex texts for example for history or literature lessons. Many migrant students speak English well - often learnt "on the road" but their writing skills are limited or non-existent. In order to integrate fully and with an eye to future work possibilites, it is important to strengthen writing skills.

Preparing for arrival

2016-12-05 21:03:31 UTC

In my school, there are not newly arrived migrant students.

Frantzeska Chanou

fchanou — 2016-12-05 21:21:33 UTC

We don't have newly arrived migrants in our school.However, there are a few Albanian students who have been brought up here .
So they haven't got problems in their intergration or communication with their schoolmates.

Angelo, Rivoli, Italy

Angelo — 2016-12-05 21:28:55 UTC

We have no newly arrived migrants in my school, but I find the tips by Kristina, Nora and Erika very useful and concrete. Their common denominator I think is empathy, that is one of the habits of mind that I try to cultivate in my students studying Italian literature and Latin texts.

Derya, Turkey

2016-12-05 23:02:11 UTC

One of my students name is Faten it was hard for me and i told her to teach me how to pronounce it .. she was really happy now i understand that it is not that tiny incident but hard times for her.. and my effort made her happy.

Vicky Archondi, Greece

vicky_archondi — 2016-12-06 07:20:12 UTC

There are not any newly arrived immigrants at my school yet but I have already incorporated in my lessons activities that are related to cultral diversity and empathy. All the information presented here is useful and applicable but I believe that the first things I should cater for properly is to learn how to pronounce the immigrant's name correctly and listen carefully to their story.

Elena FP, Italy

2016-12-06 07:27:02 UTC

All of my foreign students these days (Vocational School) have arrived here at least a few years ago. My experience with newly arrived immigrants dates back to more than 10 years ago, when I was teaching in Primary Schools, with kids coming from India and Romania. Somehow, it wasn't hard to involve foreign younger pupils (aged around 8-9) in class activities, because we could use games, funny group work, and make advantage of the kids' natural curiosity towards everything new. Of course, this was supported by language courses starting from the communicative basics ie the language kids need to know at school. These kids were usually very shy at the beginning, but afer a couple of weeks things got smoother and they got involved in many activities.

Giovanni Geraci, Palermo

2016-12-06 08:12:29 UTC

In the school where I work as a primary school teacher in Palermo we have different refugees students. One of them I have had in my class, she was nigerian, when she arrived she would speak only english ( their nigerian variety). At first she would feel confused then she started to become familiar with the school and the other pupils, and she became friend with some of them

There are not any newrly arrived migrant students in my class or in my school. I watched very carefully the three videos and what i learned and i now deeply believe is that the most important thing is to study their backround and be aware of it and cooparative with their families.Also it is very usefull to learn how to pronounce their names both the teacher and the "regular" students.Also we should take small steps of adjustment respecting the personality, the personal backround and the personal history of each student

faggel71 — 2016-12-06 10:12:03 UTC

M.Cristina Cau, Cagliari

prof_cau — 2016-12-06 10:29:37 UTC

In my school there are several foreign students mainly from China whose parents moved to Sardinia to work. The biggest problem is the language. Often they do not even know English and so were initiated of Italian literacy courses for inclusion in the classroom setting.

I teach English in a fourth grade and last year came from England a child .Fortunately the child knew the Italian though not perfectly, and so integration was easy enough .Of course we teachers have been carefully considered his background and tried to involve the family much .The child has felt welcomed and accepted in a short time especially thanks to playful and fun activities.

2016-12-06 11:07:43 UTC

Angela P.Italy

2016-12-06 11:21:38 UTC

Aurora, Italy

2016-12-06 13:05:41 UTC

I think the possibility for the new student to teach his own language to other students and to the teacher too is a grea moment to introduce a different culture. in this time we live in where all seems to be in our hands, we don't realize that we don't speak with our home neighbour, in truth we don't know anything about other people. So start by school exchanging. Let's new student show thier culture so everyone can feel a giver, not only a receiver.

Stathis, Greece

slikidis — 2016-12-06 13:35:02 UTC

In my school there are no newly arrived migrant students but it's something going to happen sooner or later. So we have to be prepared for that case. In my opinion the more important is to learn the basic daily words as to communicate with them, learn to calla them by their names properly and of course to hear their stories as to make them feel more comfortable in their new environment and life

Pamela, Italy

masalapamela — 2016-12-06 13:38:06 UTC

I teach italian language to migrants ( level A2 - survival level as the QCER ) for a voluntary association called
"Casa dei diritti sociali della Tuscia"
https://cdstuscia.wordpress.com/about/
So i do not work in a traditional school, my students are from 16 to 60 years old .
Some of them moved to Italy to work ( eg students from Sri lanka, or from Morocco ) other moved to Italy as asylum seekers ( eg Mali, Pakistan, Senegal) other are underage who arrived in Italy without parents.
As you can see my students come from different countries with different politic situations; someone left his country because of a civil war , other have a background of unspeakable stories of violence, other people spent 1 year in Libyan detention centers

( ....as the country becomes increasingly engulfed in civil war, migrants, asylum seekers, and refugees are finding themselves systematically exposed to arbitrary and indefinite detention)

from https://www.globaldetentionproject.org/countries/africa/libya

Yes, some of them share with me their personal background, and this help me to understand their feelings, this help me to understand better their needs and to become more sensitive, and encourage me to study and improve my skills, in order to satisfy their needs.

Anna Russo

2016-12-06 14:39:14 UTC

I have two refugee children in my school, They are from Eritrea and Senegal, the child of Senegal speak french, the child of Eritrea speak arabe. They say that they are very well here. I do not ask them to tell their story because I think it painful for them. When they want they will spontaneously

Newly arrived migrant

lenuta_chis — 2016-12-06 15:07:48 UTC

At my school is not newcomers migrants. In my school there are children who returned to his homeland. They were gone in another country when they were very young. They did not study in Romanian language, but they spoke in Romanian language family. Their integration is easier in linguistically. Difficulties arise in terms of the cultural differences between the two countries. Also difficulty is time that these students have suffered trauma to schools where they were both students and in their own families. Many considered abandoned by their families.

Patrizia Italy

2016-12-06 15:41:32 UTC

When schools have to deal with children coming from other countries, especially those who left their land because of big problems, it is absolutely necessary to understand their background first, to be ready to help them in the best way, preparing classes for a very welcome atmosphere

Lena Rossiou, Greece

rossiou — 2016-12-06 16:17:59 UTC

I don't think that the most of the Newly arrived refugees focus on learning and school lessons. They do need to see a "green light" for their future without focusing on the path for going there!
It is difficult but challenge as well to for a teacher to manage the class with students that DO NOT SPEAK the school language.
So, in my class, with ARABIC language spoken, I try to catch their interest with pictures that can descipbe by painting/drawing etc. I have used padlet to express dreams or opinion in their language and since it was difficult (due to keyboard) they tried to express with pictures!
Some topics were: Describe you home-city... or your dreams...
And in the class where 2-3 speak english and help in translating... What is Europe for you? What is this city for you? What is me for you?

And my question is....
WHAT YOU CAN DO if they speak in their language and they do say bad words? How easy is to create a warm environment such as they feel confident to say their thoughts?

antonio

2016-12-06 16:33:27 UTC

my students don't like to share their background at school.

Anna Italy

2016-12-06 16:50:00 UTC

Some studente love talking about their background, others don't, and theywant toforget their pasta.

Even though we don't have newly arrived migrant students in our school yet I suppose it is really important for children to feel free to express themselves (verbally, or in painting etc) but not forced to tell personal stories that might make them feel uncomfortable.

natdrak — 2016-12-06 16:59:57 UTC

Nuria Madrid Spain

nuria125 — 2016-12-06 17:01:16 UTC

The migration in my school is very varied and it is dominated by the one coming from culturally close areas.
In my school, the majority of immigrants come from Latin America (36); Followed by those from the European Union (34) and North Africa (14).

Many fewer are immigrants from non-EU Europe (4), sub-Saharan Africa (4) and China (2).

There are no problems with the language because the majority of the immigrants comes from South America and they already speak the Spanish

Get to learn our students

gefthym — 2016-12-06 17:04:18 UTC

I can only tell about the refugee children I meet every day in the site, where they live. They know that I'm preparing their schooling, so many of them ask me when the school will start for them. They greet me very polite and they talk to me in english or in greek. Sometimes I try to tell them something in arabic, i pronounce the words wrong and we laugh. The children in the Nea Kavala Site (N. Greece) are Syrian and about 50% of them speak arabic. The other 50% speak kurdish. The most of the kurdish children speak also arabic as second language. In order to collect more information about the children, we plan to give them a questionnaire which will be filled out by them and by their parents. Some questions are when was the last time the child visited school, how many years etc. Children will answer questions about their favourite color, food, games and so on. This will help us make a profile of each individual student.
Of course we have the problem that some students, especially teenagers hope to be rellocated soon to another european country, so they put questions like "why should we learn greek or english, we want to go to Germany". It is really difficult to answer these questions, but I keep telling them that it is not so important what language they will learn at school, but what counts is that they will be in a school

Tolerance, empathy, dialogue, human rights are all values UNESCO promotes for glabal citizenship.

thekafkia — 2016-12-06 17:37:02 UTC

These are exactly what we need to make sure we try to foster in our "regular" students to be able to welcome the newcomers.
http://unesdoc.unesco.org/images/0022/002277/227729E.pdf
Still, I suppose this is the case, as I do not have any refugee children in my class. I teache classes in a school where only Greek, or children of ex-patriate origin and some Albanian ones go to. But they all have been in Greece for many years and are fully integrated in the country.

Lot of stories

eugeniagiordano73 — 2016-12-06 17:39:31 UTC

We have NAM arriving from Africa, most of them travelling alone, arrived by BOAT to Sicily. They have very sad stories, especially about the trip. They keep telling they only left because theyr parents wanted a better future for them, not because of political or economical situation. The reality is that they have fun in the shelters together with other children, they have school (what sometimes was impossible for many reasons in the caountries of origins), a real clean home, some young adults taking care of them, and also some pocket money every month! but they suffer a lot because of being without their families. They also suffer from racism, sometimes. They try to learn as fast as possible, they are not coming to school to "warm the chairs up". Of course for them is difficult, but with a good work they really can do a lot, and help other (local) pupils to understand better what life is...

Clara, Portugal

claraabegao — 2016-12-06 18:00:17 UTC

I don´t have newly arrived migrant students, but there is one word I teach all the time to my students: RESPECT. With this word in our minds (and hearts) we can talk about everything.
I think this video shows it all ACNUR campaign

Helen, Ireland

helen_p_english — 2016-12-06 19:36:51 UTC

I teach EAL to students from many different countries. I encourage them to teach each other basic greetings etc in their languages.They enjoy this and it helps to create bonding among them. It also communicates the idea that multi- and plurilingualism is valued in our school. Students can build up their language skills over the course of the year and it gives them a sense of accomplishment.

Evi Karella-Greece

spevispevi — 2016-12-06 19:37:40 UTC

I don't have newly arrived migrants or refugees in my class yet

It goes without saying that teachers should prepare themselves for coming of a new student. What measures should be taken?I`ll try to summarize what rules we can find out from the learning materials. A teacher should:understand the refugee`s lifestyle - to learn some informations about the country these children come from;not to expect anything from the students and just try to help them to overcome difficulties;prepare special tasks and even materials for newcomers;inrtoduce a new student to the class;be sure that they can pronounce the name correctly.

rosavitskaya94 — 2016-12-06 20:21:20 UTC

George Kyriakopoulos, Greece

gkyriakopoul197 — 2016-12-06 20:34:58 UTC

I dont have migrants in my classroom at the time being. I have got foreign students whose parents are expatriates working and settling up currently in Greece.... but their integration is gradual and their economic means are sufficient to be sustained. So i guess there is no comparison with the cases of migrants or refugees

Angelina Alberico, Italy

2016-12-06 20:42:07 UTC

We have no migrant children class, but only children born in Italy to immigrant parents. In the past years I have had students in the class and I did not ask them to talk about their history; when they were ready they started to talk about their history and the curious companions have done so many questions and they said no problem.

Evangelia, Greece

2016-12-06 21:07:05 UTC

I haven't worked with newly arrived migrant students yet, so I can't contribute to the discussion. But I found some of the posts really interesting, thank you for sharing.

Sonia Galderisi, Italy

2016-12-06 21:29:38 UTC

I don't have newly arrived migrants in my classroom, but as I keep in touch with an Association that takes care of them, I know some stories about some of them and I'm interested in where they come from, what is their individual story, what I can do for them and what they feel being at school. I like having news through this association where my niece works as volunteer on those migrants who have some difficulties and I know that in this association generous people try to do their best to make them feel secure and comfortable in their new environment. One of the stories I want to tell is about a boy, S. He is 13 and lives in one of the poorest countries of Eritrea. He escaped from his country but was stopped by the Italian Railway Police on a train while he was trying to reach his sister who is in England in a refuge. At the moment S. is in a refugee in Italy. He is attending the Secondary School supported by a Cultural Mediator and he is perfectly integrated at school. But one of the story that struck me most was about a boy, A., 12 years old. I met him and he was a sad and silent boy. He came from Gambia, a territory strip that crosses the South of Senegal. Talking with him I realised that he was very angry with his mother because he didn't want to come to Europe. In this association all volunteers have been very close to him with all their love and sympathy and slowly he is integrating either at school with his mates or in the society. Moreover thanks to Ujaama Association has been in foster care to an Italian family and at the moment he has perfectly integrated in his new family.

Olga Keramida-Greece

olkeramida — 2016-12-07 04:39:08 UTC

I haven't worked with newly arrived migrant students yet, so I can't contribute to the discussion.

Miguel Canora

2016-12-07 08:28:44 UTC

Miguel Canora, Spain

2016-12-07 08:28:44 UTC

Miguel Canora, Spain

2016-12-07 08:28:44 UTC

I think that it would help if not only newly arrived students but also the others are invited to share their individual stories. As teachers we often forget to know more about the pupils sitting before us. We undoubtedly teach but know very little about what happen in their homes or in their lifes. And sometimes this is a relevant information, all the same for migrant students.

Φ

2016-12-07 09:05:10 UTC

Fay V., Greece

2016-12-07 09:05:12 UTC

Last year I was working in an intercultural/multicultural school, where the students were only children of refugees and immigrants. Most students came from Africa and the rest came from various Middle East countries. They all had a tragic story to narrate. They came to our country, seeking a better future and some of them left with their families in other countries, of North Europe, where they had relatives. Most children did not speak the host country’s language nor did they speak English, thus communication was difficult both for teachers and their classmates. Some children were born here so they served as mediators for our communication. With the help of their teachers and classmates, those children learnt the language very quickly, while they, equally, socialized and adjusted to the ways of the host country and became members of the school community and society, overall.

From now on, I'll think in terms of a real service learning project. As I wrote, here in Italy we have NA migrants/refugees from Nigeria mainly. They are adult males. After a first rescue phase, we're starting a real integration activity. So, we're running the first actions in the said direction. That is: to raise students' awareness (we discussed this topic in previous courses), to open communication channels towards NAM/R, to build up an operative network. Dealing with young adults, we have no big problems of background recognition or basic communication. They want to stay in Italy, they are nurturing high hopes, they actively cohoperate, they speak English fluently. My students interviewed some of them in English. I wrote about this matter in second course, too. We are planning an ambitious project of service learning this semester and we'll start our activities the next year.

angelo_boezi — 2016-12-07 13:17:34 UTC

Eva, Greece

2016-12-07 13:28:11 UTC

My school has 40% students who come from other countries, Albania and India. Most of them have finished the Greek primary school so they know the language well. However there are 4 or 5 students who do not master the language well and this causes problems especially to them because they do not understand for example Ancient Greek. Immigrant students are not really open to tell us about their life. Only some of them, the older ones who have gained our confidence talk about their life and their habits and traditions. No one of them have talked about difficulties or being chased from their countries or leaving it because of war. Most of them are economical migrants and they came in Greece for a better future. Some of them are very smart and really hard-working but not open enough to talk about their lives.

Simona C, Italy

simoneva_2000 — 2016-12-07 13:42:20 UTC

Last year, I had some migrant students in my English class, coming from India, Egypt, Bangladesh. They were terribly shy and reserved. We hardly learnt their names. They didn't want to talk about their past. I tried to involve them in the class activities, working in pairs or groups. It wasn't so easy.

Carol (Italy)

carol_f — 2016-12-07 16:08:37 UTC

Here are some steps to welcome the new migrant students:
1 - Meet the new migrant family and the student
2- Write a letter to the classmates (especially if the student doesn't speak the language)
3 - invite the classmates to write a letter to the new migrant student
4- Organize some aboratory activities (e.g. Clay laboratory)
5 - organize a research on culture and tradition
6 - organize a welcome party

peggy greece

pegstefan — 2016-12-07 16:30:34 UTC

I can't contribute to the discussion, as i haven't worked with newly arrived migrant students yet.. I hope to be prepared in the future

Ester, Italy

2016-12-07 17:16:17 UTC

10% of the students in my school are children of migrant families. Theis stories are not so dramatic as the majority of them migrated in a "standard" way. But last year we had a girl from Ukraine who had to mve to Italy mainly because of the conflict there. She wasn't interested to learn the language, to make friends so it wasn't easy with her. She refused to go to the school excursions, to centers for young people because she said she wasn't able to understand the language. She was happy only when she could speak about her country, her friends there, her memories when she was a child... Just to help her I lent her a Russin/Italian dictionary and she appreciated that a lot... she said the dictionary had become her friend. Sometimes little things can be of great help. I supported her for the exam and finally she succeed to put some efforts to pass it with the help also of the linguistic mediator. On her exam task she wrote about the war, and how everybody had to leave for that.

Katerina Kostaki, Greece

katkos2003 — 2016-12-07 17:30:47 UTC

I do not have newly arrived migrant students in my classes yet. However, if I had, I would try to work with my students so that they would feel welcomed. We could organise a welcoming party or simply a common activity, lsuch as playing football. The students could also make some research about the country-culture the migrants come from as a kind of project.

Maria Antonietta ITALIA....................1)Ten years ago I taught two Arab brothers, a girl of 10 years and a boy 11..The parents weren't interested indeed no of 'education of their daughter.Only the male had to be good .I and my colleagues have worked so hard.The sissy came willingly to school, but worked only scuola." 2)Now I don't have immigrant children but now, thanks to the course, I am inviting my pupils to read books for their age ,The topic:"immigration".When the pupils will end the books, I will invite them to realize conversations, lapbook, cooperative learning, maps, wordle-cloud.I will invite them to invent and listen sings. 3) If me to receive an immigrant and quiet child who doesn't know the language, surely I would welcome with great affection.I would I do all activities aimed at making get together the children and I would urge students to use gestures, drawings, videos and photos to communicate

2016-12-07 19:01:58 UTC

Salva, Spain

2016-12-07 19:12:35 UTC

The main problem I face with my migrant pupils is the language. I try to organize individual activities to teach them the language and group activities to interact with the rest of their classmates. However, I consider that their background should be one of the most important aspect to be consider by the community before working with them

My students have different background and come from different countries.

goli291174 — 2016-12-07 19:47:48 UTC

As soon as they learn better the new language, they tell me about their journey and experience.

Gabriella Italy

2016-12-07 20:07:18 UTC

THE TEACHER OUTLINES THE FACT THAT SOMETIMES PREJUDICE AVOID US TO CONSIDER STUDENTS AS PERSON. THIS STATEMENT HELPS ME TO REFLECT ON THE FACT THAT SOMETIMES IT HAPPENS TO ME TOO.I LOOK AT MY STUDENTS AS MIGRANTS AND NOT AS PERSONS PROBABLY WITH A PAINFUL

BACKGROUND.

Keratso. Greece

2016-12-07 21:56:32 UTC

In my area in North part of Greece near the borders to Turkey there are no refugees. As for this we don't have any refugee students at school but there are only 2 Chinese siblings whose parents are working for some years now in our town. The 2 children are isolated as they cannot speak Greek although they have attended Greek primary school, but can speak only some English. I sometimes speak to them saying hello in chinese and they face me with a smile

Respect and involvement

lizkou — 2016-12-08 05:07:28 UTC

I think it is important not to give up on the migrant student inside the class because we teachers tend to forget them after a while and leave them in silence. Last year I had 2 Syrian girls who did not speak Greek only some English. At first they were in a class with troublemakers so they got bullied. We moved them to another and the kids embraced them as part of the group. It was only when they felt accepted by teachers and students that started to learn and speak the language. Iam an English teacher so I got them into creative activities outside the book, we did a theatre play together and they worked the hardest of all to learn their words.

Italy

patti_giorgi — 2016-12-08 09:14:00 UTC

I think that the knowledge of the language is essential, but there are also other languages to communicate nonverbally as body language, the music, which can be used correctly to understand that there are elements such as emotions, common to all beings human and these elements would start to get the story of the boys.

laura brazzabeni

2016-12-08 09:21:11 UTC

at present i have not newly arrived students. but in the past yes. I always try to make them feel at ease and I use their experience to create an interculturale situation in classes

jelenapro — 2016-12-08 09:55:53 UTC

In our school we have a class of immigrants from ukraine, belarus and russian. Teacher ask them to write their personal stories in native language, then translate stories and present to school community.

Northern Greece In the Northern part of Greece there are many refugees/migrants mostly from Syria but also from Iraq and Afghanistan based in certain camps. At the moment some children started to attend afternoon lessons in specific primary schools. In the recent days they have just started to enrol in morning classes at certain primary schools as well. They feel isolated but when they meet with other children at the school, they feel happy and want to play as well as learn new things. They want to be with the local children and not isolated in afternoon classes. Try to speak in English and have learnt basic Greek words

nickaman — 2016-12-08 11:39:09 UTC

Maria Luisa Provezza, Italy

2016-12-08 13:25:01 UTC

I think, every student needs Respect and Attention, because they are unique, they have their stories and sometimes even our “normal” students need to be called with their name in a proper way, need someone to trust and who can help them find their way. There are also newly migrant students and they need our help and they need to feel themselves as the other students. We are rich if we can meet another person and encounter another culture. We are empowered by living together and being same and at the same time different. That’s what makes us stronger. When there is a new student in my class is like a feast. We ask him/her simple questions and let them speak about their life. We want them to feel at ease and at home. It doesn’t matter if he/she is a newly arrived students or a refugee or a migrant of a second generation, he/she is a person, someone who can stay near me and walk together.

Maria M., Italy

pantalaimon82 — 2016-12-08 16:07:39 UTC

It is very important to prepare the arrival of new students. At the beginning of this school year I had a bad experience. I have started to teach to a new class that I haven’t known before, instead students know each other because they are attending the second year in the same school. Two new students have been enrolled in the classroom but nobody has said this to me and I couldn’t know it. One of the new students is Italian and he has explained me that he has come from another city; the other student is shy and she can’t understand and speak Italian well, thus I have discovered she was a newly arrived migrant student only the second day of school. I can imagine how she has felt afraid and confused!

Theodora Ntanou (Greece)

2016-12-08 16:34:29 UTC

There are no newly arrived migrant students in my school yet. However, if I had, I would create from the very beginning a pleasant environment of admission - preparing pupils - preparation of a reception - participation of a number of pupils at the reception.

Ioannis Velonakis, Greece

2016-12-08 17:29:24 UTC

Although in the school I work we have no newly arrived migrant students, I can share some thoughts with our team. As we know, migrant students may be refugee children’s or simply migrant students from families who have come to Greece for work. The first ones during the last decade have come from Syria, Iraq and other Middle-East countries. These children have usually more difficulties, since apart from not understanding our language and our culture, they feel unsafe and they suffer from psychological traumas. Also, sometimes they have lost their parents or other close relevant. On the other hand, the other migrant students live usually under better conditions, since they have their families with them. In all cases, they need to feel that they are in a safe and friendly environment.

Magda, Greece

zervoum — 2016-12-08 17:50:26 UTC

My school hasn't got any NAM pupils yet, some nearby school have though, since there are two refugee camps in the vicinity. I can convey here the experience of a colleague in a nearby kindergarten where the 3 refugee children from Syria and Afghanistan communicate very well with the other pupils using body language and the materials at hand. And they seem very happy about being there!

Pietra, Italy

pietra_sellaro — 2016-12-08 18:40:00 UTC

In my school there aren't migrant or refugies students, but i think is important prepare the arrival of new student and help them to develop their knowledges

Chary Tudela

ctudelab — 2016-12-08 18:51:09 UTC

In my case the immigrant population is about 5% in the school and the majority come from countries of East, Romania Bulgaria ...
My main concern is to make them feel at home not only the student but also their family.

mec972 — 2016-12-08 19:26:20 UTC

I have no experience with newly arrived migrant students , however I suppose that their welcome is really important. Understandig their background is essential, too

Well, We’ve had immigrants from Ukraine, Romania, Guinea,…but not yet refugees and therefore I have no experiences to share with you though I believe it’s just a question of time.Anyway, from listening to the three videos, I believe that of paramount importance is to embrace our newly arrived students, make them feel welcome and “at home” and simply not forget them or leave them in their forced silence for further experiencing hurdles in their lives, now linguistic.

teacheralex_dua — 2016-12-08 19:39:34 UTC

Alina Popa -Romania

2016-12-08 19:45:36 UTC

The start can be so hard in the classroom. Of course empathy is the important and make the host students to be onest and undertsanding and put them in place ( imaginary) n the place of refugees.

teacherman — 2016-12-08 20:58:43 UTC

We have had migrant students coming from very different countries, and most of them moved away from their home country for economic reasons rather than because of war, or persecution. Yet, leaving one's own home, the place where you grew up until that moment is alway difficult and even traumatic - especially if you move away only with a part of your family, leaving at home, for example, your mother, and brothers and sisters. In our school we implement many of the ideas suggested by Erika, Kristina and Nora, but in my opinion, the most important thing is to understand what is right for any single new student because each of them is a different person and might have very different needs from one another. For example, some of them really like talking about their countries, teaching some basic sentences and words in their native language, other would rather not, or need more time to feel like doing it.

Aristea, Greece

afpigiaki — 2016-12-08 21:33:41 UTC

Dealing with children is a demanding task on its own. Dealing with migrants or/and refugee children is much more demanding. Nevertheless, they are all children who need to be accepted so as to feel secure in a friendly environment. They need encouragement, so simple everyday acts and words can help them gradually adjust and develop. For example, a warm smile, a hug, a personal compliment about a skill, a short chat about their cultural background or even the use of simple words in their mother tongue can soften their fear and help them feel that they belong in a community. Besides, they are children among children who work and socialize with each other. They can help each other.

Elisa Ciontoli, Italy

2016-12-08 22:11:37 UTC

In my class, there are no migrant children, but only the second-generation children.

I have no experiences about groups of migrant arrived in my classroom, usually there is only one foreign student.

rossellabattafarano — 2016-12-09 09:48:07 UTC

some advice

MaestraRoberta — 2016-12-09 13:34:19 UTC

how important it is to get to know your new students and their different backgrounds. A lot of anxiety involved then you pulled, they need to be rescued. they need time to adjust, teacher need to understand that it is not a cognitive, skill issue but refugees haven't
had the opportunity to be socialized to school and to learn those basic skill. They need the opportunity to be successful.
ADVICE. try to know how do they arrived (walking for our because they haven't money for ticket), if the slipped during the night, understand the background. try to know what situation they have in the shelter or in their country. Meet their parents.

Martina O., Italy

innisfail82 — 2016-12-09 15:06:26 UTC

When a young migrant comes to a new class, I think it's very important to prepare the school staff that works in that class, and the other students too.
All the community should study the social and cultural background from which the new student is coming from, and should try to improve their empathy skills, so when the migrant student finally comes to the class, everyone is ready to welcome her/him.

Elisabetta, Italy

2016-12-09 17:03:21 UTC

Very often there is no time to prepare the class to the new arrival In the secondary school the newcomer make a presentation of himself to the c lasss. One year a Moldovan boy introduced himself to new companions saying: "In Moldova students are launching oranges against teachers."

The language problem exists, in some cases it is easier: math, art, music using different communication codes, but for matters of study is a problem !! For limited resources it uses peer education, a pupil acts as a tutor to the newcomer.

Sofia, Greece

svenetopoulou — 2016-12-09 20:26:25 UTC

No NAM students for my school so far. But what I've read here from you are very interesting! Thanks for sharing!

Preparation

AgapiDendaki — 2016-12-09 20:45:23 UTC

The information in the videos were very interesting and helpful, especially for those of us who have not had migrant students in our classes yet. I believe (and Hope) that next year migrants will be integrated in our classes, os those welcoming tips were very helpful. Especially the practical ideas offered by Erika, who is an english teacher like me, are things to consider using. Of course, preparing students and sensitising them in the situation of the refugees is of utmost importance and what we should begin with.

There aren't NAm in my school, but I'm very interested to this actual topic

isaese77 — 2016-12-09 21:05:56 UTC

It's very important to talk about nam with students

Samanta, Italy

samac1217 — 2016-12-09 21:43:57 UTC

I think that with new arrived migrant children is very important to prepare teachers staff and other pupils of the classroom. Usually, in this situation I think that is important to use map, to show something typical about the migrant country, to sing simple song without sense (la-la-la) to involve all pupils.

Donka Slavcheva, Bulgaria

dkirovska — 2016-12-09 23:24:47 UTC

First, we ourselves must be prepared for the arrival of the child / children migrants / migrants. I agree with my colleagues that we should be prepared teachers, the children in class and their parents.

Rosana, Spain

2016-12-10 06:53:28 UTC

Although, in my school there aren't migrant or refugees students, I believe that is important know the new students and help them in their first days at school.

Olga, Finland

2016-12-10 08:00:49 UTC

It's a pity to hear from newly arrived refugees how is the situation in their homecountry. Your own problems seem minor when you hear that pupils don''t have any home.

Simona S. Italy

2016-12-10 09:24:40 UTC

I haven't worked with newly arrived in my school but I think it can be an important oppurtunity for me and my students.

Donato, Italy

donatopiccinino — 2016-12-10 13:24:56 UTC

Last year I worked in different classes (first and second primary school) where there were foreign students arrived mainly from Morocco, Ukraine, Romania. While the previous year, teaching at a school in Milan, I could get experience with Chinese students and a Peruvian child. This year, for school activities started, I played a few private lessons with a Romanian student who need to upgrade with the Italian language.

Konstantina, Greece

2016-12-10 16:36:48 UTC

At my school there are no newly migrant students and I haven't work with such students so far.
Videos were very interesting and helpful to have an idea of how better welcome them.

Greece

aginoudi — 2016-12-10 17:14:35 UTC

I had a girl from Romania last year in my classroom. She couldn't speak a word in Greek, but all of us tried to make her feel comfortable at school. This year she speaks our language very well, she has lot of friends and she is a very good student. From the videos I got lot of ideas how to approach newly arrived migrants.

Rubalore

rubaloredana — 2016-12-10 17:43:47 UTC

ROMANIA
I have never worked with migrant students but i leaded this year a summer camp with children from abroad. It was an interesting experience teaching in Romanian, Hungarian and English at the same time, translating twice the content. I think this is close enought to the theme of this course.

Albania

alumshi — 2016-12-10 19:06:08 UTC

Hello..I am working now in our classes with albanian student who came back from emigrim ,,, and we try to support them with methodology , special need , skill because some of them want to evaluate , in the moment when arrived .

I have never worked with newly arrived in my school

rosacalvino8 — 2016-12-10 21:57:34 UTC

but I want to improve my Knownledge

I haven't worked with newly arrived in my school but I think it can be an important oppurtunity for me and my students.

sunayefe — 2016-12-10 23:16:23 UTC

Martha Iordanidou, Greece

2016-12-11 09:03:27 UTC

I don't have in my classroom any newly arrived migrant sudents.

Sibilla, Italy

sibilla_ballini — 2016-12-11 15:21:49 UTC

I haven't worked with newly , but I think it can be an important oppurtunity for me and my students.

anantina-Greece

2016-12-11 16:12:02 UTC

I don't have any newly migrant student in my classrooms.

Christina, Greece

crest_lou — 2016-12-11 16:43:46 UTC

In the camp i work, there are more than 100 students. They originate from Syria and their mother tongue is Arabic or Kurdish. Most of them crossed the Aegean Sea at the risk of their lives! They feel great pleasure to go to school! To most of the students, be seated in a school desk is a newly experience!

Melahrini/Greece

mpapardeli — 2016-12-11 18:10:39 UTC

There aren't any refugees in my school but we have new migrants pupils every year from Albania or Bulgaria.All the trachers try to ma,e them feel confortable and include them in the class group.We are trying to help them learn our language so they can communicate with other children and with t he teachers.

From my experience I noticed that refugee students enjoy teaching arabic language to their peers and this promotes discussion and cooperation among the whole students.

henrydiplomate — 2016-12-11 18:19:25 UTC

Tina M

tinamellos — 2016-12-11 18:40:14 UTC

There aren't any refugees in our school. Nevertheless, we have only four migrant students; all coming from Pakistan. When they first came, the only word they knew was 'Geia' (=hello in Greek). The teachers overcame themselves and tried their utmost to integrate them to the school community; and it worked! Now all of them write and speak without any serious problems, participate in all the school's activities, have become friends with the majority of the students from all classes and feel school like hom, as they said recently!
We are very proud for them and extremely happy to have them in our school!

Ionela Lazea, Romania

kameeliah16bis — 2016-12-11 19:39:31 UTC

We don't have any refugees in our kindergarten, but I think that if there was the case the head master and all the colleagues will try to be supportive and engourage them to integrate.

Evangelia, Greece

evelpap — 2016-12-11 21:18:10 UTC

I don't currently have any refugees in my school, although there were two cases of a Romanian migrant child and a Bulgarian one, 3 years ago and many second generation immigrants born in Greece to immigrant parents (mainly Albanian). These students communicate well enough, altough they are still unable to produce correct oral or written speech. In any case, although attention should be paid to them as well (several have expressed their desire to get extra help for better understanding,others have referred to bullying because of the language barrier or their skin color e.t.c ), their situation is not as bleak as those who are considered war refugees.

Annamaria; Italy

2016-12-11 22:19:32 UTC

I agree completely on the importance of being able to pronounce the name of the foreign student correctly avoiding to change it in a more likeble name in the host country.

Maite, Spain

2016-12-11 23:07:09 UTC

I share the view of the importance of knowing about their backgrounds and create an interest among local students to learn about the new arrived.

Sevastiani Greece

anniroulia — 2016-12-12 06:40:53 UTC

in my school there are no migrant students and they never were but I totally agree with the ways ladies in the videos suggest we should use in order to make newly arrived migrant students feel less anxious and as a part of the classroom and of the school accordingly.

maria, greece

2016-12-12 07:23:02 UTC

There are no NAM students in my school yet. However, I've noted down a few key words : individuals in chaotic lives, time for both regular and NAM students to adjust, skills issues not cognitive issues, teach regular st's some words in your NAM st' s language, be a model of respect.

An indication of how well migrant and refugee students are integrating into their new community is whether they feel they belong to their new surroundings and the most imprtant social enviroment is school.For this reason must be protected, find safety and support

nkostis2001 — 2016-12-12 15:12:50 UTC

So it's very important to understand how our migrant students live, to give them time to adjust to school needs and of course we must be a model of respect for our regular students.

mampla78 — 2016-12-12 16:18:38 UTC

viki dogani,greece

2016-12-12 17:05:05 UTC

let them became part of the class

Marinela,Romania

2016-12-12 17:06:37 UTC

I don't have migrants in my school, but I think that if there was the case the headmaster and all the colleagues will encourage them to integrate in the class activities but also to become friends.

Rosanna, Italy

2016-12-12 17:08:44 UTC

I think that Is very important for a real integrazione to start from their background. The narration is important to create the empatia between our students and newly arrived.

Yakup, Turkey.

2016-12-12 17:51:14 UTC

I think trying to understand their stories, perceive being a refugee reasons very important. Actully, the important thing is respect. In my opinion, we have to learn respect all people. Another important thing is learning a love new people.

Preparing the class

serena_gem — 2016-12-12 20:35:06 UTC

I've no NAM student in my classroom, in this moment. I know that now it's always possibile to welcome a refugee student. SO I think that the teachers could make an hard work to prepare the class to welcome the new students. Some good tips are described in these three videos: Brainstorming (talking about problems and stories of the refugees, share ideas and stories and knoledges); circle time (What can we do if there is a new boy or girl in this class? What we all think about the big problem of new integration? ); Respect (first of all from the teachers, and then from the pupils too).

In my classes I have students of diverse origins: European, African, American and Asian. I like to have students from very different backgrounds and the first thing I try to work on is respect for one another. There are no better or worse countries. I think it's very important what Erika said about the students' names: I always try to say the names of my students correctly and I ask the other students to do the same. Usually, when a new student arrives at school, there is always a welcome moment and I look for a "regular student" to help him/her in the first days. We also try to learn a few words in the language of these students and, for a week, we use that student's language to say 'good morning', 'hello' and 'see you tomorrow'. Students should also teach these words to other teachers.

toliv2 — 2016-12-12 21:51:15 UTC

Emanuela, Italy

2016-12-13 09:31:44 UTC

In my classes there are students from Morocco, Philippines and Romania. I think it's important to understand their background and to share their experiences with other students.

Not yet there!

mgerouki — 2016-12-13 10:36:13 UTC

There are no refugee students in my schools yet. They said they will sent some. There are however a number of immigrant students, either whose families have been for years in Greece, most of the children were born in the country. Also, every year there is a small number of newly arrived immigrant students. Respect and understanding of the immigrant students culture and experiences is the corner stone of teachers' behavior. In my experience most children try to adapt to their new situation. If they are met with warm feelings and understanding half the way is already walked!

No refugees in our scholl, but we have on our territory some woman refugee from Africa.

luica771 — 2016-12-13 13:15:36 UTC

Alessandra,

alessandracostanzo_p — 2016-12-13 18:03:50 UTC

I think that the teachers have to prepare the class to welcome the new students. Respect and collaboration are the keys to develop intercultural competences.

Edi

12cdunne — 2016-12-13 18:53:55 UTC

In my school there are some students coming mainly from Albania and Morocco. All the teachers try to make them feel comfortable and accepted. The students are supported in their learning process and the first thing which is taught to all the students, is respect and regard for everybody disregarding the nationality.

Preparing the class is very important for all: students and teachers. Brainstorming, circle time, respect the differenciality are basic steps.

socratesstounos — 2016-12-13 19:47:26 UTC

Greece

Alexia

2016-12-13 21:01:39 UTC

In my school there are second immigrant students, mainly from Albania. This school year we have been accepting refugee students from Syria and Afganistan . There are about 2 in each class. Most of them speak some English but they cannot read or write. They are very happy they are at school and they are eager to learn.

we don't have refugees in our school, but if we did, we would try to make them feel secure and comfortable.

kouskourida — 2016-12-13 21:19:32 UTC

Caterina Musmeci, Italy

2016-12-13 22:43:14 UTC

The newly arrived migrant student try to homologate as soon as possible to their classmates (language, dialect, manner of dress, etc). Know the cultural background foreingn's students is very important because the differences (food, music, history, etc) are an cultural enrichment for all the classroom. Teachers should create opportunities for dialogue

and know each other.

Newly arrived migrants in my class

Liliya_B — 2016-12-14 09:02:14 UTC

I teach ESOL (English for Speakers of Other Languages) to adult learners, and I work for a charity project that aims at supporting Asylum Seekers and Refugees during their first six month in the UK. We do support them after that period, too. We also work with other categories of newly arrived migrants, such as economic migrants. Yet, the vast majority of my learners are very new to the country and have had very traumatising experiences. The infographic below shows the ethnic background of my last year students. They come from more than 20 different countries and from very different paths of life. For instance, some of them are educated to a degree level, other have never been to school before. Having had different experiences, they all have varying goals and aspirations, and very different learning needs. We try to do our best to identify and meet their individual needs in terms of initial English language learning and progression to further studying in an appropriate college curse. We also try to help them overcome difficulties outside the classroom. The project is constantly building a support network that helps providing basic necessities as well as entertaining opportunities that would help the migrants to socialise and engage in activities broadening their understanding of the local culture and way of life in the UK.

Asun Ara, Spain

2016-12-14 10:06:23 UTC

In my schools there aren't any refugee student, but there are some newly arrived migrants who have individual necessities, as our native students. So, I totally agree that we, teachers, should deal with each student in a different way depending on their needs. Obviously there are some aspects that they will share, such as the necessity of learning the language of the host country and the integration of the students in the school life as well as the integration of the families in the town or city. I think that in a little village this integration will be easier than in a big city. And school can be the perfect place and organiser to make newly arrived families get in touch with the native ones.

Sultan ALP, Ankara - Turkey

sultaneliz — 2016-12-14 13:21:42 UTC

We don't have any refugee or migrant students in our school or around the town.

There are no newly arrived migrant students at my school but there are a lot of students from different countries whose families migrated to Italy recently or a few years ago. These students are from Eastern European countries, Africa, or Asia mainly India. Usually their families leave their home countries to look for job opportunities and better life standards. Most of the students say they miss their friends in the home country, but they wouldn’t like to go back and live there. During lessons we take advantage of the diversity we have in our classes to organize activities where the different customs and traditions may be discussed and compared (preparation of traditional dishes during cooking lessons – it’s a hotel school) or where migrant students can teach some basic vocabulary in their own language and talk about significant aspects of their culture.

mariella_brunaz — 2016-12-14 15:25:14 UTC

Eirini-Greece

eirini — 2016-12-14 17:27:36 UTC

I told to the kids in the first grade (6years old) to sketch their home. One boy from Syria drew a tent... although here in my home country they live in a proper house.

Giovanna V. Italy

2016-12-14 18:34:15 UTC

In my class there is one migrant student from Maroc, he is 16 years old and he speak good Italian. I have never seen his parents and I don’t know how they speak our language. As I teach in high school, all my students, also in the past years, speak good Italian but their parents normally need the support of their children to understand us. The economic conditions of the students are normally very poor and they have to contribute to earn in the family in their free time

ronyford — 2016-12-17 17:30:21 UTC

I had experienced students from Senegal, Ganna , Somalia, Afghanistan ...among others. It is important to listen to their stories, show interest and how do they face the day to day challenges.

Albania

adrianalaze — 2016-12-18 05:39:50 UTC

I have just read some of what my colleagues have written . There are different experiences , I liked them especially the fact that the name of the new arrival has to be pronounce as in original. I do not have the experience of my European colleagues but I liked what I read. I take this opportunity to thank them again for what they have done for Albanian emigrants .

Cristea Forentina

2016-12-19 17:14:41 UTC

We have only two imigrant students.

Attiki at north

2017-11-27 14:54:20 UTC

there is not really a big population of imigrants in our schools. As i teach in a high school, children of different cultures have already included in greek speaking classes. What still remain as a problem and as a chalenge of course is to learn greek in a way that would not diversify their way of every day life....Their families because of the recent migration to Greece need some support, too.

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