The ELA Blog

In today’s diverse educational environments, it is crucial for teachers to create spaces where students from various cultural backgrounds feel valued and included. As classrooms around the world become more culturally rich, educators face the challenge of not only helping students adapt to new environments but also fostering an atmosphere where diversity is respected.

The latest edition of the “Intercultural Learning and Cultural Diversity in the Classroom” course took place in Italy, Bologna from 18/08 to 24/08. This intensive program brought together educators from across Europe, including Stephane De Schutter from Go! Atheneum Unesco Koekelberg in Belgium; Konstantina Papadogiannaki, Sirmalou Christoforidou, and Despoina Partala from the Environmental Education Center of Vamos in Greece; Ruth Mangion and Stephanie Farrugia from St Benedict College in Malta; and Kiersnowska Marta, Piwowar Marta, and Andrzej Słota from various schools in Poland.

Midweek, the course tackled the challenging topic of stereotypes. Through a series of storytelling exercises, participants examined the ways in which stereotypes can shape perceptions and lead to biases. These discussions highlighted the dangers of allowing stereotypes to influence teaching practices and emphasized the importance of fostering an environment where students are seen and appreciated as individuals rather than being judged by preconceived notions.

The theme of empathy was a central component of the course. Participants engaged in simulation activities designed to enhance their ability to understand and share the feelings of others. These exercises underscored the importance of empathy in creating a supportive classroom environment where students feel understood and valued.

The course concluded with a chance to connect with the local culture of Bologna. Participants had the chance to meet a representative of a local association in Bologna dealing with intercultural projects. They were thus given the chance to see Bologna from another perspective, making them even more eager and curious to put the knowledge gained in classroom into action while discovering the city and interacting with our locals. inspired participants to think about how they could implement similar strategies in their own schools to promote cultural understanding and inclusion.

Discover more about this course here.

​This concept was fundamental during the new edition of the course “Emotional intelligence and coaching inside the school and educational context” that took place in Palermo from 01/09/2024  to 07/09/2024. The participants came from all across Europe, with Iwona Ulfik-Jaworska, Anna Radziwiłko, Klaudia Haponiuk and Paweł Ciszek from Poland, PROGRESS Kalińska, Talik sp. j.; then other two participants from Norway, Molde University College, Signe Williamsen Bugge and Hild Meland Welle.

​A key topic of the course was Emotional Intelligence, which involves recognizing and understanding both our own emotions and those of the others. Teachers with high emotional intelligence can better connect with their students and assist them in managing their feelings. Being aware of ourselves and our surroundings is a fundamental skill to recognize student’s emotions.

​Coaching involves inspiring and guiding others to reach their full potential. To facilitate this, participants learned to set SMART goals—specific, measurable, achievable, realistic, and time-bound objectives designed to enhance personal and professional growth.

Conflict management was another crucial skill discussed. Effective coaches must maintain self-awareness and emotional control to prevent conflicts from escalating. Rather than providing solutions, coaches should help students analyze conflicts, make decisions, and evaluate their actions, ultimately turning conflicts into opportunities for growth and positive outcomes. This skill is fundamental in both workplace and classroom environments, it’s important to create a dialogue, the role of the coach is the role of a guide, that helps and supports students in finding a solution to the problems. ​

​The course started with a focus on Emotional Intelligence. This term indicates the ability to recognise not only our own feelings but also other people’s emotions, in order to be aware of ourselves and our surroundings. Another skill that was tackled during this session was empathy. Through a series of exercises the participants were able to learn more about practising empathy, self-control, self-motivation and building a connection.

​Another topic discussed in the class was Conflict. Working with others can sometimes be challenging, and handling conflicts effectively isn’t always easy. Through sharing their personal experiences, participants came to understand that conflicts are common and that they don’t have to lead to negative outcomes; instead, they can offer valuable opportunities for growth and development.

​Discover more about this course here.

Today, schools and educational programs are embracing a diverse range of individuals with various socio-cultural backgrounds. One of the greatest challenges for teachers is to help students adapt to new cultural environments while also fostering critical and open-minded attitudes that value and celebrate diversity instead of rejecting it.

The new edition of the course “Intercultural learning and cultural diversity in the classroom​” took place in Tenerife from 18/08/2024 to 24/08/2024. The participants came from all across Europe, with Ágnes from Orchidea Magyar-Angol Két Tanítási Nyelvű Óvoda, Általános Iskola és Gimnázium, Georgeta-Mioara, Nicula and Cristina from SCOALA VIITORULU, Emiliano from IIS Galilei Jesi (AN), Zdeňka from ZŠ Brno, Michaela from Zakladní Skola Safarikova, Zoë from L'école de design nantes atlantique and Pia , Linnea and Pia from Baldergymnasiet.

We then explored the connection between culture and education, engaging in activities designed to increase awareness of how cultural backgrounds influence teaching and learning styles. The goal was to help teachers develop the attention and sensitivity needed to address cultural patterns in the classroom effectively.
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As a first step into the topic of diversity, we examined the concept of identity. Participants engaged in a visual activity to reflect on their own identities and their relationship with culture.

Following this, participants took part in a storytelling exercise focused on stereotypes. Together, we examined the detrimental cycle of stereotypes and how they can evolve into prejudices and discrimination. Reflecting on a TED Talk that noted, “Show a people as one thing — as only one thing — over and over again, and that is what they become,” we explored the impact of perpetuating singular narratives.

The final topic covered was inclusion. Participants engaged in simulation activities to understand and discuss the challenges of intercultural communication. These activities encouraged students to question common assumptions and explore connections among different cultures. Additional group exercises focused on the concepts of membership and empathy, with challenges designed to be adaptable for various subjects and classroom activities. This helped students recognize the value of each member's contributions and develop empathy for their peers’ needs and differences.

As part of the course's (inter)cultural enrichment, participants had the opportunity to meet with a representative from a local association involved in intercultural projects. This experience offered a new perspective on the city, further motivating participants to apply their classroom knowledge while exploring Tenerife and engaging with locals. They discovered hidden gems and documented their findings in a Padlet, creating a rich collection of local experiences viewed through multiple perspectives
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Discover more about this course here.

​In today's fast-paced world, it's common to feel overwhelmed and struggle with managing daily responsibilities. Stress can influence both our professional and personal lives, making it challenging to navigate conflicts in tense environments. This course provided participants with both theoretical knowledge and practical tools to manage and resolve conflicts and stress.

​The new edition of the course “Stress and Conflict Management: the way to resilience and satisfaction​” took place in Palermo from 25/08/2024 to 31/08/2024. The participants came from all across Europe, with Zita Sedláková, from Slovakia, Saint Nicholas Catholic School; Anne-Maria Sassen, Kreisgymnasium St. Ursula, Germany; from Spain, Fèlix de Castro Ortin, Institut Joan Ramon Benaprès; from Istanbul Okan University, Turkey, İlkay Gök; Ekaterina Wadewitz from Oberschule Markranstädt, Germany and participants coming from Greece: Lena Tsagourni and Matthaios Parasyris, Heraklion Second Chance School.

​Throughout the course, participants were provided with cognitive and behavioral strategies to manage workplace stress. Group activities helped them enhancing their planning and time management skills. Additionally, they practiced techniques like breathing exercises, muscle relaxation, and visualization to better handle stressful situations.

​Empathy, a crucial skill in conflict resolution, was another key focus of the course. Participants discussed the challenges of displaying empathy, particularly when they haven't shared the same experiences as others. They learned how to differentiate empathy from other types of responses and practiced it during the course.

​Discover more about this course here.

​The second key focus for the group was the significance of clearly defined team roles. Through various group activities, participants experienced how challenging collaboration becomes when roles and tasks are unclear. This lack of clarity can lead to confusion, tension, and miscommunication, but most critically, it wastes valuable time as team members are left uncertain about their responsibilities and what is expected of them. Another focus of the day was how to enhance collaboration among students, the group also explored methods that can help students expertise and learn with and from their classmates. Peer learning strategies empower students to take an active role in their education, moving the focus from grades to the learning process.

On the third day of the course, the focus shifted to effective team leadership. Participants learned that a good leader must be adaptable, understanding not only the individual strengths and weaknesses of their coworkers but also the overall group dynamics. They discovered that there isn’t just one approach to being a good leader; various leadership styles exist, each with its own advantages and disadvantages, and each suited to different teams and situations. ​

Overall, it was an excellent week filled with learning, knowledge-sharing, and best practices, all while having fun during the cultural activities! ​

​More info on this course here.

The role of a teacher traditionally involves imparting knowledge to students and aiding them in developing certain skills and abilities. Conversely, a coach's role is to support and motivate their pupils by actively listening, asking questions, and challenging them. While these roles may appear distinct, imagine if a teacher integrated coaching principles into the classroom, becoming not only an educator but also a motivator.
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This idea was central to the latest edition of the course “Emotional Intelligence and Coaching in the School and Educational Context,” held in Tenerife from 25/08/2024 till 31/08/2024. Participants came from various parts of Europe, including Chrystelle  and Morgane from Institut de la Providence Champion in Belgium; Giuseppina from IIS MATTEI in Italy, Adeline from Lycée la Versoie in France, Milan from Vienna Business School Akademiestrasse in Austria, Edda from BG Georgigasse  in Austria, Noemi, Fabiola, Marilisa, Lorella and Michela from IC VELLETRI NORD in Italy, Teresa and Laura from Secondary school LANDI in Italy.

The course's first focus was Emotional Intelligence, which refers to the ability to recognize not only our own emotions but also those of others, fostering self-awareness and a deeper understanding of our environment. A teacher with emotional intelligence can connect with students by understanding their emotions and aiding them in managing their feelings.

Coaching involves motivating and guiding someone to reach their fullest potential. To enhance our skills, it’s crucial to learn how to set goals, specifically SMARTer goals. Participants were encouraged to set their own SMARTer goals following the criteria.
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The course also addressed the importance of questions. Well-crafted questions can stimulate thinking, encourage self-reflection, inspire constructive responses, and foster the development of ideas. Participants explored how to create learning-focused questions. 

Another essential coaching skill relevant in any setting, including the classroom, is conflict management. Self-awareness and emotional control are key to preventing conflicts from escalating. Conflicts need not always be negative; they can also lead to growth and positive outcomes. A coach's role is to help students engage in dialogue and assist them in resolving conflicts, guiding them through the analysis of the conflict, decision-making, and evaluating their behavior without directly suggesting solutions.

Throughout this week of training, participants shared experiences, learned from each other's diverse cultural backgrounds, enhanced their coaching skills, and discovered how to apply these skills in their classrooms.
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Discover more about this course here