Migranti bi morali spremeniti način življenja, če se želijo v celoti vključiti v družbo

• a.Migracije: odprta razprava o tem, zakaj ljudje migrirajo.
• b. Pripravite seznam osnovnih pravil za razpravo in sprejmite le tiste, s katerim se strinja večina (učitelji in učenci/dijaki). Preglejte in objavite pravila pred razpravo.

Agree on discussion conventions (ask students to use ‘I agree/ I disagree with‘ to start contributions. This will make them pick on what the previous speaker said.   

    Dogovorite se o konvencijah razprave (učence prosite, da uporabljajo 'se strinjam/ ne strinjam se', ko pričnejo s svojim prispevkom). Na tak način bodo nadaljevali, povzeli prispevek  prejšnjega govorca. Prosite učence/dijake da se medsebojno poslušajo in omogočijo vsakomur, da sodeluje.                                               

Ask students to listen to others and allow everybody to get involved.                                       

Encourage students to talk with each other and maintain eye contact with their interlocutors. Encourage and teach the use of reasoning and supporting arguments: Why do you say that? Can you give me a reason?

Clarifying concepts: What do you mean by that?

Being sensitive, showing empathy: Is it always the case? / Would you argue the same if….?)

• c. Organise the debate: give students the instructions on how to organize a debate.

Get students in two groups; assign the Affirmative (for) and the Negative Groups (against)

Set the rules for the debate.

Ask each group to decide on two arguments. Then divide each group into two subgroups (each subgroup having to prepare one argument). Preparation of one argument to support the case consists of one argument + reason: an example, explanation or description. Students prepare their arguments and then they present them. Ask students to consider the consequences of their statements if applied to a real social context. (Invite each group to take notes on their opponent group and spot weak points.)

Students prepare their refutation and present it. Preparation of rebuttal and summary: discuss within their teams the points the opposition made and decide how to refute them and argue against what the opponent has argued for.

Students exchange their roles (the group who was against is now for and the other way round). Monitor the debate with the new structure: preparation of arguments, presentation and refutation.

• d. Debriefing and following up

Review what was understood and learned from the debate; identify and work on sensitive issues raised by the debate.

What did you learn? Do you still have questions about? What was the most interesting thing you learnt from this activity?     

Are we any closer to understanding processes of integration? What else do we need to know to better understand migrants?

Ask students to reflect upon their debate experience:

How did you feel in both situations? Why?

Were the situations difficult to deal with? Why? Which was more difficult to handle? Why?

How do people show respect for others’ ideas, even if they disagree?     

Conclusions: Reinforce positive messages by having a talk on the common set of values the debate has focused on. Encourage students to think critically about current situations and look for constructive approaches to global problems by taking non-violent action to demonstrate their solidarity with others (examples of non-violent actions).

Further remarks/recommendations:

Set the ground rules to guide the discussion and debate process with all students‘ contribution and adopt only those which have been commonly agreed upon by the majority.

Identify and work on all sensitive issues.

Make sure everybody is given an opportunity to speak.

Be a facilitator of the discussion and focus on its topic and objectives.

Encourage and positively reinforce constructive engagement in the discussion. Respond to aggressive verbal and non-verbal behaviour promptly according to the established rules.

Don’t accept statements and opinions without supportive arguments.

Reinforce positive messages.