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Date: 2014.05.28
Posted by Nathalie RUELLE (b)
Message: Every year our school receives a certain number of students from foreign countries (Slavic countries, North Africa...) without school background nor any knowledge of the French language in an education system they know nothing of. Those students need targeted support. In order to help them integrate quickly and be able to follow the curriculum, we organise French classes for “newly-arrive students” (who have recently arrived in Belgium) two hours a week.
This system is no panacea, but in its way it can improve integration and fights part of early school leaving.
Date: 2014.05.27
Posted by NECHIFOR FLORICA (ROMANIA)
Message: At our school – Liceul Teoretic “Dr. Mihai Ciuca” Săveni there are no so many immigrant students, except students from Moldova Republic.
Because they come from a country inhabited all the Romanian majority and the official language is all Romanian, Moldovan students teach us face fewer problems than other immigrant students.
Why? For the first obstacle in the integration of immigrants is that does not speak of his new homeland.
I have a student in my class came from Moldova, its name is Anatol.
It is a good kid, a student worker, ambitious and his colleagues loved him quickly because he is generous, patient, intelligent.
It is true that in the first year Anatol cause smiles through its focus but now we are all familiar with. He lives in a boarding school.
Although coming from a family of modest means, Anatol receive a scholarship offered by the Romanian state, so for him were not very big financial problems.
Now Anatol is the final year in high school and is preparing for admission to college. He wants to continue their studies in Romania, because, he says, he feels at home here.
Anatol is an example of successful integration of an immigrant.
Date: 2014.05.21
Posted by Luciano Luongo E-MAIL ADDRESS: [email protected] (Istituto " Datini " Prato Italy)
Message: The experience received from the colleague of the Sassetti-Peruzzi Institute is very significant and courageous. It is based on the awareness of the difficulties in having levels of linguistic competence strongly opposed and different among the students, and on the ability to organize two classes with similar level, but with different programs, maintaining – at the same time - some points of contact between the two parallel classes. The achievement of the objectives for each language level is finally ensured, and, at the same time, situations of separation are avoided. Both groups are guaranteed the right to meet the objectives according to their levels of proficiency. The educational and integration activites between the two groups are effective, especially in those areas where language proficiency is not necessarily a priority, but rather mutual knowledge and socialization are required.
If you had a similar experience, please describe:
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20 December 2014
Final Partners’ meeting
The fourth partners’ meeting took place in Florence (IT) on 15 December 2014. The meeting had the objective to check the activities carried out since the third meeting of the project and share and assess the in progress results. A special focus has been dedicated to the presentation of the strategies to solve the case scenarios.