Education Talks | Migrant education pathways

What knowledge, skills and
attitudes should teachers have when teaching in classrooms with
learners from diverse backgrounds? There are 5 main areas that you need
to have knowledge, skills and experience in. That would be language,
because you deal with different languages. You have to deal with pedagogy and
didactics to using the materials and using the way you address
those migrants who are students and third, you should have an idea of
social identity and social psychology norms, about ethnic forming, identity,
xenophobia, racism issues and all those things. Fourth, very important,
is the parent involvement because they come from
so many different backgrounds and parents are essential
in the career of students and fifth is that you have to
build up community relationships, that you know in what kind of area your school is
and that you make connections with the area. What could teacher educators do on a practical level
when training the next generation of teachers? The subjects in teacher training should not be
separate subjects only on migrant issues. It should be integrated
in the core curriculum. In the teacher training programmes,
less attention is given to parent involvement and school community relationships and
it is something that is really necessary for making an
inclusive educational system. We have done studies within SIRIUS
and we have made tool kits as well to help those teachers to be aware of
what to do in such a diverse classroom. What resources should be used more
among parents and communities of migrant pupils? Schools are often not aware that immigrant children
or parents of immigrant children and migrant parents have a lot of support measures
which they are not aware enough of because they may lack the community
channels and the relationships with these parents. We know from research and practice
that migrant parents are for them one of the main motivations
for the migration project. XXX provide a better future
for their children that they strongly support
their children in emotional terms. There is another important resource
we find in the migrant communities. For example by role models, older youth that already
successfully managed to find a pathway
through the education system and to become successful and
make their way to higher education and of course other community leaders and
also these XXX are mostly not aware that schools are not aware
of these resources. What is the added-value of
mentoring for schools and teachers? Mentoring is a very good tool
to tap into these community resources. Informal learning, model learning,
peer learning, using sports and music as tools, you can tap into them
through mentoring. Teachers work with mentoring
as it is especially effective and nice and has an added-value
for 2 groups of pupils. One are those which sometimes
schools are not able to reach anymore because they all are not
working together well so using mentoring programmes is
a possibility to get them back into the system and the other group are
highly skilled or high potentials who need just some extra support
especially when they are from migrant families. They just need a little bit of extra support
to make a smooth transition into higher education. The important thing is that
you tap into a XXX which is not a teacher so find someone who can be
just a more experienced person but we have particularly
good experience also with student mentors. A little age difference, XXX
student mentors are from the same ethnic community works fantastically well as role models
for kids who lack role models in schools.

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