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Case Studies

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60 case studies have been identified. The case studies focus on intercultural issues, integration, non-discrimination values and human rights at school.

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A Boy from Ukraine



TEACHER INFORMATION

Name of the teacher
Olga Lupan, Rima Norkienė
Email:
Country:
Lithuania
Subject taught:
English
Years of experience:
23 years, 21 years


SCHOOL INFORMATION

Name of the School:
“Gabijos” progymnasium
School Typology:
Lower Secondary School
Country:
Lithuania
City:
Klaipeda
Web site:


CASE STUDY

Background and Context:
“Gabijos” progymnasium provides primary and lower secondary education. The progymnasium started its activities in 2003. There are 432 pupils between 6 and 14 years of age attending the school and 42 teachers and a psychologist, a social educator and a special educator working in it. It aims to provide its pupils with an educational environment that is intellectually, physically and culturally challenging, so that they can grow into balanced, mature, and confident adults. The progymnasium understands responsibility for academic achievement and seeks to develop in its pupils the skills, attitudes and sensibilities that will enable them to contribute fully to society. There are 13 immigrants that mean 3%.
Our progymnasium is located in Klaipeda, the third town in Lithuania. It was once a thriving region when there was an efficiently operating port and well developed ship building and fishing industries.
Factual Description:
A boy with his mum and sister moved from Ukraine to Lithuania in autumn 2016. He attended a school for Russian majorities in his country and his mum chose a school for Russian majorities in Klaipeda, Lithuania, too.
At first glance, the thirteen-year-old boy seemed to be reserved, shy, but kind. The school report, he brought with him from Ukraine, pointed out insufficient grades.
He became a pupil in the 7th grade. In Ukraine, the boy used to learn Ukrainian, Russian, English and German. In Lithuania, he needed Russian and English. One English lesson was enough to understand his knowledge in English. In fact, he couldn’t understand questions, such as What’s your name? How old are you?..., read in English.
As a teacher, I realized, that the abilities of the boy were absolutely limited. So, my task was to find ways which could help him adapt to a new environment, classmates and , above all, feel as comfortable as it is possible.
During my lessons I try to develop pupil’s understanding that everyone is good at something. Only we have to discover it if we haven’t found out it yet. But everyone can do his / her best according to his / her abilities.
Activities carried out:
So, first of all, the boy got new responsibilities. He was actively involved in the educational process by helping divide students into pairs / groups. His duty was to take a ‘magic’ hat, to count his classmates and to choose the correct number of small colorful cards and put them in the hat. His facial expression showed happiness. He was smiling as his new classmates came and took out one card from the hat he was holding. Secondly, the boy started working in pairs / groups. Only, the students he was working with were asked to help him and they were rewarded for that work by getting one point which they put down on their self–assessment paper. Students got used to the fact that it was an advantage being able to work in pairs effectively (If they work effectively, they circle maximum ‘2’ on their self-assessment paper).
Assessment and lesson learnt:
To sum up, the boy from Ukraine can feel important by having responsibilities, communicating with new classmate as well as taking part in the educational process according to his abilities.
A boy with his mum and sister moved from Ukraine to Lithuania in autumn 2016. He attended a school for Russian majorities in his country and his mum chose a school for Russian majorities in Klaipeda, Lithuania, too.
Description of the Case Study in National Language:


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This project has been funded with support from the European Commission. This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.