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The Council of Casalmaggiore
Province of Cremona
Social Services department
The Town of Casalmaggiore has accommodated the ethnic minority of Lombardy Sinti, setting aside an area equipped with water and electricity supplies, made possible thanks to
regional contributions.
This area has become insufficient to their needs because they have grown.
They were 37 people in 1986. Now they are 66.
They are Italian born Sinti who are semi-stationary.
They were merry-go-round builders, now they try to find temporary work.
Some of them collect discarded iron and old objects in rubbish dumps, some are actors and musicians involved in travelling
shows.
The Council of Casalmaggiore has set up 2 projects:
“Sucar Plaza”
which has been financed with Lombardy Region contribution
– and –
“Mengro Kher”
financed with Casalmaggiore Council resources.
The main aim is to help them to integrate into local communities, volunteer Associations, schools at all levels.
Since 1986 16 Sinti pupils have obtained scuola media diploma which is similar to the British Middle Schools.
The Council of Caslmaggiore has bought land in the surrounding area of their current residence
in order to build new facilities such as roads, prefabs and caravan parks
so that, for example newly weds may live in their caravans near the parents’ prefabs.
We can assist a gradual passage from caravan to houses..
“Sucar Plaza” means beautiful Square
that is
an instalment consisting of three prefabs each with their own caravan park for relatives.
Naturally the Council will provide all the basic services like water, electricity, gas and drainage
“Mengro Kher” means our home.
As we are nearing the 2007
European Year of equal opportunities
and the 2008
European Year of interculture
this project is important
to encourage to integrate
and interact
with each other
with respect to each other’s language, culture and history
The Council is in the process
of trying to find someone
from the Sinti Community
to act as a cultural mediator.
A Professional work force is necessary to bring together the
Sinti Community and local people
so that they both contribute to the project.
This is the project implemented
in Casalmaggiore middle school
for pupils with personal difficulties at home.
It has proved to be very useful for Roma and Sinti children.
WELCOME PROJECT
ANALYSIS OF THE NEEDS
It is directed at
• the pupils who find it difficult to interact
• who are marginalized by society,
• who run the risk of turning to delinquency because of cultural differencies and inability to express themselves.
HOW TO GROUP THE PUPILS
They are put together
on the basis of
their academic aptitudes,
the knowledge they need to acquire,
their level of competence
OUTLINES FOR THE PROJECT
How to create a serene atmosphere
How to make them get to know themselves
How to grade their academic work in respect to their background
METHODOLOGY
The class teachers choose
from amongst themselves
a person responsible for being the pupil’s mentor and
for organizing the staff at school and
any people outside of the school
involved in scholastic matters such as
family, parish, volunteer association
to aid the pupil in settling into school.
HOW TO CREATE
A GOOD PUPIL-TEACHER
RELATIONSHIP
A good relationship is based on:
Trust: making sure that the pupil feels confortable confiding in the teacher
Respect
for the teacher’s authority and decisions
that the pupil has helped to make taking part in discussions
Listening:
the need to communicate well with each other
Being a good mentor
who cares,
supports,
listens ,
gives advice and
is affectionate to them
Empathy:
sharing their emotions and thoughts
Problem solving:
listening to the pupil’s proposals and ideas
on how to resolve a particular problem
Firmness:
making sure pupils obey rules
discussing the advantages and disadvantages of a rule
so that they can understand the reasons why it exists
Teaching
the social and civic responsabilities
THE CLASS TEACHERS AGREE ON:
• Different programmes which involve pupils from different classes,
• amendments to the timetable,
• simplified classwork –
Even if the pupils
don’t participate in the lessons planned
the subject teacher
must monitor and mark the related activity
done by the pupil in the separate class
The teachers
in their evaluation
take into account any work done by the pupil
outside the classroom
Thanks to
these programmes
the social integration of these pupils is guaranteed
OBJECTIVES
The school
makes pupils aware of
any cultural diversities and
teaches the pupils how to respect them
It also promotes self-esteem,
communication skills,
sense of belonging,
consideration of the existing abilities,
knowledge of oneself in all problematic pupils.
DESIRED RESULTS
- Educational-social-emotional sphere:
personal satisfaction thanks to
communication skills,
self-esteem,
sense of belonging,
being able to keep their emotions under control
Knowledge sphere:
developing their academic potential as much as possible
Skills sphere:
growth of their academic skills in analysis and synthesis,
development of their creative skills
i.e.
music, arts and crafts, dance and so on,
METHODOLOGY
• Learning laboratories
• Moduls for different classes
• Making use of teachers’ time or supplementary hours
• Also of volunteers experts
STRATEGIES
all the laboratory teachers have to report to the subject teacher
they have also to plan the programmes together pupils and teachers must agree on their rights and duties in school
when necessary school can employ a psychologist
• school can also employ cultural mediators
• teachers, pupils and families organize parties, social events and public exhibitions of their artwork
•the school is linked to sport and leisure associations
ASSESSMENT
The subject teachers and the laboratory teachers are responsible for assessing the pupils
they can do this with oral texts and written texts
they judge how well the pupils have adapted to school
and how well they have responded to the programmes
the end of year examination is based on the programmes
that they have followed
Time 8.00 9.00 10.00 11.00 12.00
MONDAY
HISTORY: Names of the pupils MAP-MAKING: Names of the pupils
MAP MAKING: Names of the pupils ENGLISH 1: Names of the students MATHS: Names of the pupils ENGLISH 2: Names of the pupils ITALIAN 1: Names of the pupils
ITALIAN 1: Names of the pupils MAP MAKING: n. o. pupils ENGLISH 1: n.o.pupils
TUESDAY FRENCH: Names of the pupils
ITALIAN -BEGINNERS Names of the pupils MATHS: Names of the pupils ELECTRONIC KEYBOARD: Names of the pupils ITALIAN-BEGINNERS
ITALIAN 2: Names of the pupils SCIENCE THROUGH IMAGES: Names of the pupils
ITALIAN 1: Names of the pupils MAP MAKING: Names of the pupils COMMUNICATION: Names of the pupils INFORMATICS: Names of the children
INFORMATICS: Names of the pupils
WEDNESDAY
COMMUNICATION:: Names of the pupils TRADITIONAL DANCES: Names of the pupils ITALIAN-BEGINNERS: Names of the pupils
COMMUNICATION: Names of the students ENGLISH: Names of the pupils COMMUNICATION: Names of the pupils TRADITIONAL DANCES: Names of the pupils
PING-PONG: Names of the pupils ITALIAN 1: Names of the pupils COMMUNICATIONS: Names of the pupils MATHS: Names of the pupils
PING-PONG: Names of the pupils
Time 8.00 9.00 10.00 11.00 12.00
THURSDAY
ITALIAN INTERMED.: Names of the pupils ITALIAN-BEGINNERS: Names of the pupils
ARTS AND CRAFTS Names of the students
ARTS AND CRAFTS: Names of the pupils ITALIAN 1: Names of the pupils COMMUNICA.: Names of the children
FRIDAY
MATHS: Names of the pupils PING-PONG: Names of the pupils
MAP MAKING: names of the pupils
MAP MAKING: Names oh the pupils ELECT. KEYBOARD Names of the pupils
MAP MAKING: Names of the pupils
SATURDAY MATHS: Names of the pupils
ITALIAN-BEGINN.:: Names of the pupils ENGLISH: Names of the pupils
MATHS: Names of the pupils FRENCH: Names of the pupils
MATHS: Names of the pupils ITALIAN 1: Names of the pupils