NEWCOMER TOOL KIT

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CHAPTER 2 CLASSROOM TOOL Orienting and Accommodating Newly-Arrived Refugees and Immigrant Students Orientation for refugee and immigrant students helps to familiarize these newcomers with school routines and educational expectations. For example, newcomer students may need explanations related to: • Sitting still for long periods of time • Working independently or quietly • Riding a school bus • Discipline in the school context • Physical exams and immunizations • Following a schedule and rotating classrooms or teachers • Attendance and report cards • Using a planner • Wearing or not wearing a uniform • Changing clothes for gym in an open locker room • Raising a hand to speak • How students and teachers relate to and address one another • Lining up to leave the classroom • The role of school personnel and who to go to with specific concerns • Co-ed classes • What to do in emergency drills Source: Bridging Refugee Youth and Children’s Services (BRYCS). (2008). Welcoming and orienting newcomer students to U.S. schools [Spring 2008 Spotlight]. Retrieved from http://www.brycs.org/documents/upload/brycs_spotspring2008-2.pdf U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 2 • 16 No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.
CHAPTER 2 CLASSROOM TOOL Connecting with Newcomers Through Literature Using literature to learn more about newcomers’ ethnic diversity may serve two purposes. First, the literature may help newcomers feel more comfortable talking about their experiences. Second, other students in the classroom may gain a more global understanding of the world and learn more about what it can be like to come to a new country and build a new life. Below are several sources of literature for use in the classroom. 1. The New York City Public Library has prepared resources that focus on students from numerous countries. http://www.nypl.org/browse/recommendations/lists/nypl_collections/102454042 2. The American Immigration Council presents a unit that “chronicles the experience of Celiane Esperance, a young girl living in Haiti, who is forced to flee political violence to the US with her mother and brother and reunite with her father in Brooklyn, NY.” http://www.communityeducationcenter.org/education/behindmountains-edwidge-danticat 3. The Yale-New Haven Teachers Institute developed a unit entitled “Crossing the Border, A Study of Immigration Through Literature,” that “allows students to gain an appreciation for their own family histories as well as a understanding of the hopes and challenges faced by immigrants.” http://www.yale.edu/ynhti/curriculum/units/1996/4/96.04.07.x.html#a 4. Bridging Refugee Youth and Children’s Services (BRYCS) has a Web page that features a list of children’s books about the refugee/immigrant experience. http://www.brycs.org/clearinghouse/Highlighted-Resources- Children-Books-about-the-Refugee-Immigrant-Experience.cfm 5. Teaching for Change identifies multicultural and social justice books for children and educators, and provides entry points by “theme” including countries and continents of interest. http://www.tfcbooks.org/best-recommended/booklist 6. The Guardian, a newspaper published in London, England, printed 100 stories from young people who immigrated to England from many countries. The website focused on how the immigrants add to the country’s prosperity and cultural richness. http://www.theguardian.com/commentisfree/ng-interactive/2015/ mar/24/immigrants-in-their-own-words-100-stories U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 2 • 17 No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.
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Page 3 and 4: Contents Introduction . . . . . . .
Page 5 and 6: Chapter 5: Establishing Partnership
Page 7 and 8: CHAPTER 1: Who Are Our Newcomers? A
Page 9 and 10: Terms Used to Describe Newcomers
Page 11 and 12: Cultural Contributions Immigrants b
Page 13 and 14: IMMIGRANT SPOTLIGHT Paola Moya, CEO
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Page 25 and 26: CHAPTER 1 RESOURCES Jacoby, T. (200
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Page 39 and 40: Process and Practice Components of
Page 41 and 42: Practice and Process Components of
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Page 47 and 48: CHAPTER 2 SCHOOLWIDE TOOL New York
Page 49 and 50: CHAPTER 2 PROFESSIONAL REFLECTION A
Page 53 and 54: CHAPTER 2 RESOURCES de Vise, D. (20
Page 55 and 56: CHAPTER 2 RESOURCES Plyler v. Doe,
Page 57 and 58: CHAPTER 2 RESOURCES U.S. Department
Page 59 and 60: Cultivating Global Competencies New
Page 61 and 62: These perspectives provide a platfo
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Page 67 and 68: Misconceptions (continued) • Deve
Page 69 and 70: Key Attributes of Dual Language Edu
Page 71 and 72: their individual needs. The focus o
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Page 75 and 76: CHAPTER 3 CLASSROOM TOOL Checklist
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Social Emotional Skills Development
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to understand and tap into students
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Integrating Social Emotional and Ac
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CHAPTER 4 CLASSROOM TOOL 10 Teachin
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CHAPTER 4 CLASSROOM TOOL Problem-So
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CHAPTER 4 SCHOOLWIDE TOOL Core Stre
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CHAPTER 4 SCHOOLWIDE TOOL Discrimin
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CHAPTER 4 SCHOOLWIDE TOOL Develop a
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CHAPTER 4 PROFESSIONAL REFLECTION A
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CHAPTER 4 RESOURCES Birman, D. (200
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CHAPTER 4 RESOURCES de los Reyes, E
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CHAPTER 4 RESOURCES Karcher, M. (20
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CHAPTER 4 RESOURCES Responsive Clas
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CHAPTER 4 RESOURCES Suárez-Orozco,
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CHAPTER 4 RESOURCES WestEd. (2014).
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Highly successful schools spend tim
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Schools should develop strategies t
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Processes and Strategies to Facilit
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Model and Support Parents’ Engage
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Stories From the Field: Four Blog P
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CHAPTER 5 SCHOOLWIDE TOOL Engaging
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CHAPTER 5 SCHOOLWIDE TOOL Engaging
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CHAPTER 5 RESOURCES Bridging Refuge
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CHAPTER 5 RESOURCES Education Devel
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CHAPTER 5 RESOURCES Mapp, K. L., &
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CHAPTER 5 RESOURCES Short, D. J., &
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U.S. Department of Education
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