Students’ report

From Monday, 4th October, to Friday, 8th October, 8 tutors from Liceo de André met up with small groups more or less of the same age, from Belgium, Spain and Hungary, within the Erasmus-KA2 project. Erasmus is an essential part of the whole tutoring project, because thanks to it, we had the opportunity to discuss tutoring methods, share advice and ideas to improve our work, as well as learn about each other’s experiences and cultural differences and similarities.

Before the project, we weren’t really sure of what to expect: we thought it would be a simple exchange of opinions, slightly limited by having to pay attention to all the restrictions for COVID, but thankfully all of our expectations were overcome. This experience was incredible for all of us: we had the opportunity to share opinions, dreams and goals with a lot of new people coming from countries that are very different from Italy. As a matter of fact, although, compared to America, Asia or Africa, we live in a small continent, there are lots of differences between our countries: how we think and how we learn at school are some examples of it; experiencing those differences is what makes us more open-minded and helps us to improve and do better.

We definitely enjoyed sharing our culture and showing the other students around our town, thus allowing us to view our city like a tourist who sees it for the first time. It was the first time that we had had exchange students in our school, so it was a big new opportunity for us to learn about different habits, such as meal times, and different mentality as well. Especially after COVID-19, which forced us to limit and stop our social lives, this was a great opportunity for us to be back to normality. We shared pictures of typical dishes, traditions and new types of music; our curiosity and eagerness to learn our differences truly made us closer. We can all agree that, in the end, all of the foreign students left with a little bit of Italy inside.

The fact that we were all more or less of the same age and that we shared the same tutoring experience made us feel on the same level and made us connect more, but the fact that we had different cultures and different school systems is what broke the ice between us at the beginning, since it was basically impossible to not have something to talk about! While always respecting all the rules given to us, we managed to establish a really good relationship with the others, and in the morning, there was a comfortable atmosphere and the desire to be and work all together. Actually, the atmosphere created between the students was friendly and welcoming and we were immediately able to bond together; as we were in small groups, we could connect with others more deeply and create better communication, which might not have happened, had we been in a big group. Even if we were together for only 5 days, we created an amazing friendship: even the shiest and most introverted people, on the last day, managed to open up. We were actually able to establish some great relationships with the foreign students and, even today, we still chat with them; hopefully, we are now bound to be lifelong friends. Even just by talking for a few days it was obvious that every single one of us had big dreams and was extremely focused on achieving their goals. What could be seen from the outside was a group of young open-minded students working all together on the same project always in a great atmosphere. Despite today’s views on teenagers, this experience is clear proof that teens can be focused hard workers while having fun at the same time.

Everyone tried their best to make the others feel comfortable and at ease, even though for most of the tutors it was a new environment; despite not knowing each other, this attitude is what ultimately led us to become good friends, despite only having one week.

One of the best qualities of this experience, which we found in most of the students who participated, is language learning: English being the only method of communication really challenged us, but at the same time allowed us to learn quickly and more effectively than simple passive learning, mostly due to the fact that employing English was the only way to truly proceed with our work. We also all tried to learn a bit of French, Spanish and Hungarian, in order to speak with those who weren’t familiar with English.

Another part of the project that we highly appreciated was the freedom given to us while planning activities in the afternoons and evenings, thus proving our ability to manage things like these.

The only thing that, as of right now, we can complain about is the shortness of the other students’ stay.

Being part of this project was an honor for all of us, as we were more than happy not only to represent our country and to learn about each other’s methods and ways, both with tutoring and school in a more general perspective, but also because it allowed us to meet other people, grow and learn. This is definitely something that we recommend to everyone, as it’s a growth opportunity as well as a fun experience.

We can’t wait to be able to repeat this experience, and we especially want to thank everyone who was involved and made it possible!

The Italian Students

Teachers’ report

Mobility in Brescia – 4th to 8th October 2021

During the morning workshops, the students from the different schools met to discuss the project as it had been carried out up to then. The students showed high management and relational abilities as well as problem-solving skills.

The students proved to be able to integrate into a group of people who were heterogeneous as per age, country of origin and personalities, also thanks to good language skills.

The students never showed either impatience or fatigue, they were committed to carrying out the activities calmly and leisurely, keeping good control of the situation. Our students made sure that nobody self- isolated or kept only connected with their group of origin (which some of the Hungarian students tended to do, mainly because of major language difficulties); they came up with tricks to get at their goals so that everything seemed to be natural for everyone and that everybody felt at ease.

During discussions, every member of the group had the opportunity to speak.

During the breaks, thanks to the good relational atmosphere, the students also talked freely and specifically the Spanish students were interested in getting to know better some cultural features of Italy.

The afternoon trips to Sirmione and to the archaeological site in Brescia were a good chance to visit places.

In Brescia, the Italian students cooperated with the official English speaking guide in presenting some of the most significant works of art, representative of the Roman, the Longobard and the Medieval eras. Without the guide, the Italian students also helped their foreign friends at the Roman imperial and republican temples, translating for them the information provided on the panels or in the video.

Our students proved to actively represent their territory, to promote it in an original and competent way while showing passion and competence.

Some foreign teachers also showed great interest; a lunch with an Italian colleague became an important chance for conversation about the cultural features of the territory, also related to food. After the visit to the archaeological site in Brescia, they asked the Italian teachers to be shown around the town, to see more.

The day-trip to Venice was of great cultural interest. In Venice, the students on one hand paid great attention during the morning visit around town with an English-speaking guide, on the other they were able to socialize during the afternoon free time, which they spent together.

Commitment, focus and a wish to share a unique cultural and relational experience were tangible throughout the trips.

The relationship was the result of a natural and spontaneous feeling, which was demonstrated also in the dinners that the students organized among themselves, in the group pictures they took and in the warm goodbyes on the last day.

After the mobility, the students continue to keep in touch on social sites, which is a further proof of their mutual warm affection and regard.

The teachers’ workshops were a good opportunity to see the different ways in which the project had been carried out in the previous years, highly conditioned by the pandemic.

All the activities planned were carried out.

The atmosphere within the group was cooperative and respectful since the first day, everybody showing interest and trying to learn from the others’ good practice. As days went by, most of the teachers also built a personal relationship and the time spent together, on the trips and during the final dinner together, was a chance to get to know each other better and build future friendships.

The Italian teachers who were involved in the projects deem the experience very meaningful, not only for themselves but in particular for the students involved, who had the chance to practice their life skills and to build a mature and responsible relationship with the foreign students as well as with some of their accompanying teachers.

The teachers also consider it absolutely necessary that everybody taking part in the mobilities have good knowledge of English and that the students know the other students from their country before departure to make the most of the experience and to ensure a pleasant and profitable outcome.

All the Italian teachers involved in the weekly activities