Inspiring example

This story is about how a teacher tries to create a welcome and safe environment for pupils who come from abroard.

Goals

As a primary teacher, Piret supported Cho who came to Tallinn English College when she spoke only her native language, and no English, which was the language ofinstruction in her new school.

By building trust and keeping open communication Piret helped Cho to feel at home in the school. She also welcomed Cho's parents to join her lessons for a week to help them get an understanding of the learning processes at the school and help them support Cho at home. During weekly meetings they discussed Cho’s progress and how she is coping. Piret also kept in close contact with Cho’s other teachers to discuss the best practices and approaches for teaching Cho. Piret also had a teacher aid, who supported the processes in the classroom.

Cho was integrated quickly by lots of group work and play. To get better acquainted with Cho’s culture, the class had a theme day about Japan. Cho’s mother came and shared information about their country to the class.  Through the “Free of Bullying!” programme Cho was also connected to an older student in the school, who was fluent in her native language. This way she also gained an older school buddy. With the commitment on both sides Cho quickly started participating in class, giving her opinions, made friends in her class and became a valued member of the group.

Reflective questions after reading the full story

• Do you have any international students? How do you support their adaption and development in school?
• How could parents or families be part of the process of adaption to school?
• What kind of practises could you adopt to support students with a different mother language?

Links and materials

School web site:
https://tik.edu.ee/p/232-dp-in-tallinn-english-college
Free of Bullying!:
https://www.freeofbullying.com/