Lærer i 3. klasse, Århus:
“Det Flyvende Tæppe er et spændende projekt, der får eleverne til at åbne op for nogle af de historier, de har ‘i sig’, men som de glemmer at fortælle. Historierne fortæller noget om deres kultur, bredt forstået, og dermed også om, hvem de selv er og er blevet ‘rundet af’ i deres familie.
At de skal lave en fremlæggelse af ting, der betyder noget for dem, giver dem en stolthed og giver anledning til at eleverne kan spørge til hinanden på en sikker måde. Det er let for eleverne at tale, når de står med en ting. Alle eleverne havde lært noget nyt om deres klassekammerater.
De lærte også, at det ikke var ‘farligt’ at opsøge nye mennesker fra en anden skole.
De lærte, at hvis man vælger at optræde, behøver det ikke være perfekt, bare andre kan se man har øvet sig, gjort en indsats.
Det har været et spændende projekt, tak fordi vi måtte være med. Jeg elsker den energi mine elever har udvist og den gejst de havde på ARoS. Internt i klassen har det givet rigtig meget.”
Lærer i 9. klasse, Rønde:
Lærere i 4. klasse, Reykjavik:
“It was very amusing to see the different ways in which the students interpreted their culture. Some simply brought their favourite toys whilst others gathered objects from their country of origin, mixed them with objects from Iceland and introduced them as their culture.
One student stood on a chair and sang songs in Polish for his fellow students and other guests, he was very excited about introducing his country to others through the objects he had brought along. He also brought a few objects that are dear to him, not expensive things but things of sentimental value to him. He prepared this introduction by himself, without assistance from school staff or parents.
Other students received more help and there was for example one student who brought a local dish from their homeland prepared by the student’s parents.
A few weeks have passed since we worked on this project and the students are still discussing this great experience. We, the teachers, can also feel that altercations and bad moods between students have been reduced and we ask ourselves if this is connected to them having learnt more about each other’s cultures and therefore gotten to know each other in a new way.
We found it especially enjoyable to work on this project. It fits very well into the multicultural environment here at Fellaskóli. It was great to see how wide the theme is because then it was ours to decide what we wanted to focus on.”