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Scenarios with refugee children in classrooms
Scenario Based Learning Activities
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Anti-Bullying - Exercises
. You are going to listen and read about four difficult situations from school life. They relate to peer violence, harassment and bullying. Your task is to read each of these situations in turn and analyze them, i.e., think about constructive actions that can be taken in the face of these situations.
- Read the description of each situation in turn.
- Think about what you would do/do in response to the situation. Guiding questions for coming up with these actions are provided after each description.
- Read the solutions that have been introduced and our commentary on them.
Please note: these situations really happened and have been collected as case descriptions from male and female teachers and specialists in intercultural integration. Solutions to them are also included. The original descriptions of the situations are included (the text has not been changed).
Situation 1:
In one primary school, some Ukrainian children refused to learn Polish. They considered, as did their parents, that there was no point in doing so, as they might return to Ukraine and some thought that Poland was a backward country. Polish children reacted aggressively to this and strong groups were formed. Anti-Ukrainian graffiti appeared in the school corridors. Polish children started to wear armbands and clothes with the Polish flag, thus emphasizing their identification with the Polish nation. Over time, Ukrainian children stopped going to school, teachers met them in nearby parks and did not react.
You have a student who doesn't want to learn Polish...
What has been done in this situation:
Unfortunately, in this particular school, inclusive actions have not been taken in this school community. So little has been done because a sense of temporariness has taken away the power to make things happen. Individual eachers, on their own, participated in external training to prepare for working in a multicultural community.
Our recommendations and comments:
This situation involved negative behavior by one group towards another. The hurtful, insulting graffiti aimed at the minority group and the actions of aggression are alarming and require strong action. In some schools, meetings are held with psychologists, social workers or police officers to discuss the consequences of aggressive actions. Behavior change is possible through inclusive workshops, constructive communication and non-violent communication.
Actions in response to the absenteeism of Ukrainian pupils and students
Situation 2:
In a certain primary school, in 5th grade, a Polish boy experiences violence from a Ukrainian boy: the Polish child is accosted through verbal teasing or physical teasing, there is also taking/hiding of his backpack or his other belongings.
Verbal and physical teasing
What would you do?
What was done in this situation:
- Immediate reaction to this behavior by the teacher: admonishing the perpetrator and taking care of the victim. - Information to the educator, pedagogue and psychologist. - Professionals organize procedures for responding to such behavior.
Our recommendations and comments
Situation 3:
Four boys, 2 cultures.
Four boys from two different cultural groups (Poles and Ukrainians) mocked, knocked to the ground and pressed the face of a Ukrainian boy to the ground with a shoe. They claimed that he threatened them and made throat-cutting gestures. They were upset that he was staying away from them and would not speak Polish.
What was done in this situation:
There are parenting plans and the school's educational programs in place at this school, which include the topics of violence and teasing. There are parenting classes with various active methods to support integration and communication. The school employs 2 psychologists and 2 educators who are constantly present as support. The school uses a point-based grading system and high point penalties for violent behavior. Parent-child meetings in the presence of a psychologist are also conducted to address such problems. The school uses a contract and a system of 'punishment' for athletes - suspension from competitions (sports classes). The police, municipal police and other specialists are invited to the school for activities for the different class levels.
Our recommendations and comments
Situation 4:
The situation takes place in a certain secondary school (high school) in a large city. A Ukrainian student commutes to this school from a smaller town, where she has accommodation with her mother and siblings. The girl speaks Polish quite well. In her class she experiences harassment from two of her classmates (Polish): the girls take away her backpack, order her to move from one bench to another, make verbal jokes about her, hold the door in the toilet so that she cannot leave, record videos of her without her consent, etc. The Ukrainian pupil shares these experiences with her mother, who then reports it to the class teacher and the teacher to the school psychologist.
Harassment and video recording without consent
What was done in this situation:
The matter was referred to the school psychologist. The psychologist is a senior person who has worked at this high school for many years and has had no previous experience of working with pupils of different ethnic or cultural backgrounds. Three individual meetings are organized in the school psychologist's office for the Ukrainian pupil, during which the Ukrainian pupil is examined with psychological tests and has discussions with the psychologist. She learns from these that she is a highly sensitive person and that the reason for the negative behavior of her Polish peers towards her is that she commutes to school from a smaller town. Individual meetings are also held for two Polish schoolgirls (separately). After these meetings, the aggressive behavior on the part of the Polish women stops, although relations stay cool, and the Ukrainian pupil does not feel confident in this class and wants to change it.
Our recommendations and comments
Thank you for listening and reading to our stories.
We hope that this was helpful.
Don't forget we have synchronous sessions and an area of additional resources in our self paced course to review if you need more support.
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Transcript
wow
Scenarios with refugee children in classrooms
Scenario Based Learning Activities
Go!
Anti-Bullying - Exercises
. You are going to listen and read about four difficult situations from school life. They relate to peer violence, harassment and bullying. Your task is to read each of these situations in turn and analyze them, i.e., think about constructive actions that can be taken in the face of these situations.
Please note: these situations really happened and have been collected as case descriptions from male and female teachers and specialists in intercultural integration. Solutions to them are also included. The original descriptions of the situations are included (the text has not been changed).
Situation 1:
In one primary school, some Ukrainian children refused to learn Polish. They considered, as did their parents, that there was no point in doing so, as they might return to Ukraine and some thought that Poland was a backward country. Polish children reacted aggressively to this and strong groups were formed. Anti-Ukrainian graffiti appeared in the school corridors. Polish children started to wear armbands and clothes with the Polish flag, thus emphasizing their identification with the Polish nation. Over time, Ukrainian children stopped going to school, teachers met them in nearby parks and did not react.
You have a student who doesn't want to learn Polish...
What has been done in this situation:
Unfortunately, in this particular school, inclusive actions have not been taken in this school community. So little has been done because a sense of temporariness has taken away the power to make things happen. Individual eachers, on their own, participated in external training to prepare for working in a multicultural community.
Our recommendations and comments:
This situation involved negative behavior by one group towards another. The hurtful, insulting graffiti aimed at the minority group and the actions of aggression are alarming and require strong action. In some schools, meetings are held with psychologists, social workers or police officers to discuss the consequences of aggressive actions. Behavior change is possible through inclusive workshops, constructive communication and non-violent communication.
Actions in response to the absenteeism of Ukrainian pupils and students
Situation 2:
In a certain primary school, in 5th grade, a Polish boy experiences violence from a Ukrainian boy: the Polish child is accosted through verbal teasing or physical teasing, there is also taking/hiding of his backpack or his other belongings.
Verbal and physical teasing
What would you do?
What was done in this situation:
- Immediate reaction to this behavior by the teacher: admonishing the perpetrator and taking care of the victim. - Information to the educator, pedagogue and psychologist. - Professionals organize procedures for responding to such behavior.
Our recommendations and comments
Situation 3:
Four boys, 2 cultures.
Four boys from two different cultural groups (Poles and Ukrainians) mocked, knocked to the ground and pressed the face of a Ukrainian boy to the ground with a shoe. They claimed that he threatened them and made throat-cutting gestures. They were upset that he was staying away from them and would not speak Polish.
What was done in this situation:
There are parenting plans and the school's educational programs in place at this school, which include the topics of violence and teasing. There are parenting classes with various active methods to support integration and communication. The school employs 2 psychologists and 2 educators who are constantly present as support. The school uses a point-based grading system and high point penalties for violent behavior. Parent-child meetings in the presence of a psychologist are also conducted to address such problems. The school uses a contract and a system of 'punishment' for athletes - suspension from competitions (sports classes). The police, municipal police and other specialists are invited to the school for activities for the different class levels.
Our recommendations and comments
Situation 4:
The situation takes place in a certain secondary school (high school) in a large city. A Ukrainian student commutes to this school from a smaller town, where she has accommodation with her mother and siblings. The girl speaks Polish quite well. In her class she experiences harassment from two of her classmates (Polish): the girls take away her backpack, order her to move from one bench to another, make verbal jokes about her, hold the door in the toilet so that she cannot leave, record videos of her without her consent, etc. The Ukrainian pupil shares these experiences with her mother, who then reports it to the class teacher and the teacher to the school psychologist.
Harassment and video recording without consent
What was done in this situation:
The matter was referred to the school psychologist. The psychologist is a senior person who has worked at this high school for many years and has had no previous experience of working with pupils of different ethnic or cultural backgrounds. Three individual meetings are organized in the school psychologist's office for the Ukrainian pupil, during which the Ukrainian pupil is examined with psychological tests and has discussions with the psychologist. She learns from these that she is a highly sensitive person and that the reason for the negative behavior of her Polish peers towards her is that she commutes to school from a smaller town. Individual meetings are also held for two Polish schoolgirls (separately). After these meetings, the aggressive behavior on the part of the Polish women stops, although relations stay cool, and the Ukrainian pupil does not feel confident in this class and wants to change it.
Our recommendations and comments
Thank you for listening and reading to our stories.
We hope that this was helpful.
Don't forget we have synchronous sessions and an area of additional resources in our self paced course to review if you need more support.