15 thoughts on “Refugee Children: A Film and Questions for You”
I’m fascinated on how children adapt to each other, some have a very easy time, some don’t. I wonder how integration happens in the Netherlands? How do teachers work their own biases when it comes to adapting a lesson so that everyone participates? How much of these modifications happen in isolation rather than in collaboration with other colleagues?
Thank you for sharing this film, Jana. Seeing the transformation in the two ‘difficult’ children over the long term under the care of this fine teacher is instructive, indeed. The exercises given to the class to help the children gain trust and regain self esteem are a gift.
I am working with the teachers in a school in Belize for children who have been traumatized by the ravages of poverty and gang culture. These children, too, can benefit from the patience, the (tough) love, and the trust-building activities we see here. We have a strong need in the USA to learn to work effectively and as beautifully as does Ms. Keit with refugee children, but many other children in American schools also need this kind of care and support, just as is so obviously the case here in Belize City.
I was wondering if the teacher is using Montessori materials to teach math to all the students? Do they give a lesson to small groups and then let the students work at their own levels and proceed as they become more understanding of concepts.
Linda, there are Montessori specific schools here. I am not very familiar with the materials (apart from having gone to a Montessori inspired preschool myself, but it has been a long time!) Do you see her using Montessori approaches in the film?
I have worked with ELL students for over 20 years, but only a few of them have been refugees. I know that it is very important to integrate social emotional healing and empathy building experiences into the instruction. The trauma that my Syrian student has surfaces only at times, but he needs a kind and firm approach to guide him and encourage him to keep trying. Students need to feel safe and develop their comfort with their teacher before they will be able to learn. If students are feeling scared, they will have a harder time developing their language skills or learn anything for that matter.
I look forward to watching this film. I am glad to know it has been created.
I wonder what the teacher in this film does to lower their affective filter and support these children to learn?
I wonder what you will observe in the classroom you visit?
Sheila, I look forward to hearing what you think of the film. I think the storytelling shows what she does to support students like yours. I wonder how similar her approach is to yours.
I will watch this movie for sure. I notice in our own district that we are quick to identify “newcomers” as Special Ed. I wonder if the classes there in the Netherlands are grouped buy language development, then are the math lessons highly differentiated?
Chris, I know that usually newcomers are grouped according to language level at first. I will learn more about math in that context in the coming weeks and keep you posted.
Grouping kids by language development is an interesting concept. How do they assess the development? I am just curious. Is there a big age range of students? Are they able to switch classes if there is a big jump in development?
I pull students out of their core classes and I work in elementary school as an ELL teacher. Students are not grouped in the core classes by their language development. I have tried to train teachers to modify their expectations by using different scaffolds to support students to respond either orally or in writing. I adjust my scaffolding techniques based on the student’s level of language acquisition. For example, if the student is a newcomer to English I have different tools and skills that I focus on. Children who have limited English proficiency benefit from sentence frames and other tools to help them organize their thinking. In my room, I organize my groups by age and ability, if possible. I think it helps kids learn to be in a class with native speakers of the target language. Did I answer your question?
This film was both inspiring and heartbreaking. I wondered throughout about the balance between ‘tough love’ and the notion of how to develop agency and ownership for their behavior and learning…no easy answers, but lots of questions!
I’m fascinated on how children adapt to each other, some have a very easy time, some don’t. I wonder how integration happens in the Netherlands? How do teachers work their own biases when it comes to adapting a lesson so that everyone participates? How much of these modifications happen in isolation rather than in collaboration with other colleagues?
These are great questions Adriana. Thank you! I will keep them in mind as I learn more.
Thank you for sharing this film, Jana. Seeing the transformation in the two ‘difficult’ children over the long term under the care of this fine teacher is instructive, indeed. The exercises given to the class to help the children gain trust and regain self esteem are a gift.
I am working with the teachers in a school in Belize for children who have been traumatized by the ravages of poverty and gang culture. These children, too, can benefit from the patience, the (tough) love, and the trust-building activities we see here. We have a strong need in the USA to learn to work effectively and as beautifully as does Ms. Keit with refugee children, but many other children in American schools also need this kind of care and support, just as is so obviously the case here in Belize City.
I am so glad you saw the beauty in the film. Do you think it would be helpful for your teachers in Belize to see it?
I was wondering if the teacher is using Montessori materials to teach math to all the students? Do they give a lesson to small groups and then let the students work at their own levels and proceed as they become more understanding of concepts.
Linda, there are Montessori specific schools here. I am not very familiar with the materials (apart from having gone to a Montessori inspired preschool myself, but it has been a long time!) Do you see her using Montessori approaches in the film?
I have worked with ELL students for over 20 years, but only a few of them have been refugees. I know that it is very important to integrate social emotional healing and empathy building experiences into the instruction. The trauma that my Syrian student has surfaces only at times, but he needs a kind and firm approach to guide him and encourage him to keep trying. Students need to feel safe and develop their comfort with their teacher before they will be able to learn. If students are feeling scared, they will have a harder time developing their language skills or learn anything for that matter.
I look forward to watching this film. I am glad to know it has been created.
I wonder what the teacher in this film does to lower their affective filter and support these children to learn?
I wonder what you will observe in the classroom you visit?
Sheila, I look forward to hearing what you think of the film. I think the storytelling shows what she does to support students like yours. I wonder how similar her approach is to yours.
I will watch this movie for sure. I notice in our own district that we are quick to identify “newcomers” as Special Ed. I wonder if the classes there in the Netherlands are grouped buy language development, then are the math lessons highly differentiated?
Chris, I know that usually newcomers are grouped according to language level at first. I will learn more about math in that context in the coming weeks and keep you posted.
Grouping kids by language development is an interesting concept. How do they assess the development? I am just curious. Is there a big age range of students? Are they able to switch classes if there is a big jump in development?
I pull students out of their core classes and I work in elementary school as an ELL teacher. Students are not grouped in the core classes by their language development. I have tried to train teachers to modify their expectations by using different scaffolds to support students to respond either orally or in writing. I adjust my scaffolding techniques based on the student’s level of language acquisition. For example, if the student is a newcomer to English I have different tools and skills that I focus on. Children who have limited English proficiency benefit from sentence frames and other tools to help them organize their thinking. In my room, I organize my groups by age and ability, if possible. I think it helps kids learn to be in a class with native speakers of the target language. Did I answer your question?
This film was both inspiring and heartbreaking. I wondered throughout about the balance between ‘tough love’ and the notion of how to develop agency and ownership for their behavior and learning…no easy answers, but lots of questions!