Migrant students in OŠ RODICA

1. - PRESENTATION OF
PEDAGOGICAL WORK

2. Principles of the Slovenian education system:
 EQUAL OPPORTUNITIES,
 THE POSSIBILITY OF CHOICE,
 FOSTERING OF EXCELLENCE, QUALITY OF
EDUCATION,
 THE INCREASE OF THE TEACHER AND
SCHOOL`S AUTONOMY AND
PROFESSIONAL RESPONSIBILITY,
 PLURALITY OF CULTURES AND
KNOWLEDGE,
 LIFELONG LEARNING.

3. The majority of our students are Slovenians, while other
students are descendants of immigrants and migrant
students. Among them, there are less than 20 who have
started primary education without the knowledge of the
Slovenian language. Therefore, they are more exposed.
Work with newly arrived migrant children in our school and
classes:
• ESTABLISH CONTACT WITH CHILDREN, relationships,
• Promote peer contacts and HELP (game help, talk ... )
• Maintain contact with parents.
Work with other classmates:
• teach children how to establish and maintain relationships
with migrant students.

4. IMPORTANT RULES FOR TEACHERS :
• Rejoice ENRICHMENT OF LIFE in
classes with native and migrant
students
• Be aware that we are as teachers a
model of behavior for students
• BE sympathetic and respectful,
• to learn.

5. Project days about culture, tradition and language of Mexico, Kosovo,
Ukraine, Macedonia
WHY ?
•faster and more successful adaptation to the new environment of the
child
•facilitate the quality of learning
•respect the child and its culture (enhance self-esteem )
•learn about their own culture (comparative )
•the development of tolerance, cooperation among children
Contents:
• Folk Tales , Songs and Dances ;
• Cuisine ; Cookery
• Traditional products;
• Ethnic patterns;
• Dictionary ...

6. Our partners in this project parents, teachers and
other experts.
Promotion of culture of migrant students:
• Lessons, various festivals, events and celebrations.
It is important to pay attention to such events and
that we allow that migrant students cooperate in the
preparation, as well as Slovenian students.
Multiculturalism has to be set as a fact and a value.

7. It is an important factor for the successful integration of migrant students in
the school (well-being in a group, progress in learning and knowledge of
language ...).
Regardless the circumstances, it is necessary to establish contact with them as
soon as (translators - Slovenian partner, other parents in the same
environment, communication in English, if necessary use gestures, concrete
illustration).

8.  Important source of information - our partners (e.g., characteristics of the
child, his past school experience, experience in our school, well-being,
problems ...).
 Cooperation has to be adapted to their wishes, needs, abilities:
homework (helping as much as they can, the rest in of the school)
attendance (at the beginning when needed, as translators for their child),
common activities (including parents of other children).

9.  Encourage them to speak with their child at home in their native
language, to keep in touch with their culture.
 Informing parents of other pupils (key information, benefits, problems,
support of their children and support in any family of a migrant child,
participation).

10.  Designed to speed up learning / progress in the language, the
correction of deficits in knowledge.
 Upgrading work in the classroom.
 Carry out by classroom teachers, second teacher.
 In the extent of 10 hours, 2 years (depending on the needs - usually
insufficient).
 If possible, simultaneous implementation of several migrant
students at the same time, sometimes with classmates.

11. Advantages:
learning from each other - reinforcing strong areas
easier to talk with their peers than with teachers
(more relaxed)
acquiring / strengthening work habits,
detection of differences / problems, developing
solidarity.
How to perform:
 the starting point is the child's experience,
 work with concrete materials, photographs,
books (with less text or easy comprehensive
texts),playing didactic games ...
 As a rule: a good and relatively rapid progress -
at the beginning of the primary education the
language of instruction is more or less the same as
the language in everyday use.

12.  At the same time, we encourage the child, according to his interests, to
participate in extracurricular activities (e.g. sports, art), where (un)
knowledge of the language is not such an obstacle, allowing him more
contact with peers and to have a better sense of group appurtenance.