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.
-
History of Religions
History of the 3 Monotheistic religions (Judaism, Christianity and Islam) and of the main different Christianity confessions (Roman Catholicism, Eastern Catholicism and Eastern Orthodoxy, Anglicanism and Protestantism)
-
Pedagogical Approaches
New pedagogical approaches to teach history of religion
-
Role of Religions in Civilization
How to didactically promote among students of different confessions, the capacity of a critical analysis and understanding of the role played by religions in the history of mankind
-
Interreligious Students’ Competences
Set of teaching contents, to be used by teachers to highlight and valorize the universal values of tolerance and universalisms that all Monotheistic religions and religious texts contain to promote and sustain mutual understanding among students
-
Managing Multi-Religious Classes
Teaching Sources to help teachers dealing with multicultural and multi-religious classes
Map
An interactive didactical map interactive didactical map giving access to sites with a religious relevance.-
Introduction
A comparative review of the liturgical celebrations, ceremonies and dietary rules existing in the different religions.
-
Celebrations
Description and comparative analysis of the celebrations of different religions and confessions
-
Ceremonies
Description and comparative analysis of the ceremonies of different religions and confessions
-
Dietary Rules
Description and comparative analysis of the dietary rules of different religions and confessions
Events
The Pathway through Religions project has been promoted trough conferences and articles.
Conferences
The Pathway through Religions project was presented in a number of events in order to report about the activities carried out and the results achieved
Press Review
The Pathway through Religions project partnership made contacts with web sites focusing on the fields of educationPartnership
-
Contractual Partners
From this section it is possible to access to a description of each contractual partner of the Pathway through Religions project.
-
Schools
From this section it is possible to access to the information about the schools involved in the Pathway through Religions Project in the European countries involved.
-
Associated Partners
As a result of the exploitation activity a number of associated partners officially joined the project in order to contribute to the improvement of the project impact on their target groups and to ensure the project sustainability by continuing using the project deliverables in the next years.
This section of the Pathway through Religions portal provides administrative information for the project contractual partners and for the European Commission and it is password protected.
Managing Multi-Religious Classes
Homepage > Teachers’ Guide > Managing Multi-Religious Classes
Teaching Sources to help teachers dealing with multicultural and multi-religious classes
Managing Multicultural and Multi-Religious Classes
1. Supportive Learning Environment
Learning is not only an intellectual activity, but also a personal and emotional experience. It arouses strong feelings that can range from frustration to satisfaction and from anxiety to delight. A supportive classroom environment facilitates learning by meeting students’ basic affective and motivational needs and providing a safe space for self-expression. These needs relate to the student’s identity, attitudes, emotions and sense of personal control within the learning environment.
Students need to feel both physically and emotionally safe to learn. They must be protected from the threat of stereotypes, harassment and exclusion at school. Safety is paramount when learning about issues of identity, cultural and religious diversity. These are sensitive subjects with great personal relevance for the learners. Students are often passionately invested and feel exposed and vulnerable at the same time. Establishing a safe climate for the exploration of differences takes time and commitment on the part of both teachers and students.
Classrooms are social settings. Teaching and learning occur through interaction between teachers and students and are affected by peer-group relations. Besides teaching academic skills, schools should support the identity formation of the students and foster open dialogue and mutual understanding. It is crucial to create an atmosphere of inclusion where individuality is validated, differences are respected and conflicts are managed constructively.
Learners thrive in a warm and personal environment where they are well-known and accepted. Sensitivity and awareness of students’ lives outside of school creates a bond between teacher and student. Building genuine relationships with teachers furthers students' social and emotional development in addition to academic growth.
Most students favor a structure that promotes discipline in the classroom. Setting clear rules, procedures, and explicit expectations of conduct is the groundwork of sound classroom management. At the same time, students need a sense of personal control over the direction of the learning experience. Involving students in discussing and formulating classroom rules gives them a sense of empowerment and leads to higher commitment to the rules.
Supportive learning environments encourage playful exploration. Meaningful learning requires curiosity and a willingness to take risks. Teachers can facilitate the process by authorizing students to experiment and to make mistakes. It is important to praise effort and creativity, and not to focus only on the outcome.
Students need to feel both physically and emotionally safe to learn. They must be protected from the threat of stereotypes, harassment and exclusion at school. Safety is paramount when learning about issues of identity, cultural and religious diversity. These are sensitive subjects with great personal relevance for the learners. Students are often passionately invested and feel exposed and vulnerable at the same time. Establishing a safe climate for the exploration of differences takes time and commitment on the part of both teachers and students.
Classrooms are social settings. Teaching and learning occur through interaction between teachers and students and are affected by peer-group relations. Besides teaching academic skills, schools should support the identity formation of the students and foster open dialogue and mutual understanding. It is crucial to create an atmosphere of inclusion where individuality is validated, differences are respected and conflicts are managed constructively.
Learners thrive in a warm and personal environment where they are well-known and accepted. Sensitivity and awareness of students’ lives outside of school creates a bond between teacher and student. Building genuine relationships with teachers furthers students' social and emotional development in addition to academic growth.
Most students favor a structure that promotes discipline in the classroom. Setting clear rules, procedures, and explicit expectations of conduct is the groundwork of sound classroom management. At the same time, students need a sense of personal control over the direction of the learning experience. Involving students in discussing and formulating classroom rules gives them a sense of empowerment and leads to higher commitment to the rules.
Supportive learning environments encourage playful exploration. Meaningful learning requires curiosity and a willingness to take risks. Teachers can facilitate the process by authorizing students to experiment and to make mistakes. It is important to praise effort and creativity, and not to focus only on the outcome.
Online Resources
- Classroom CultureThis critical practices guide offers strategies for creating a space where academic and social-emotional goals are accomplished side by side. It also provides valuable advice for implementing culturally responsive pedagogy and teaching tolerance.
- Identity Safe ClassroomsIdentity safe classrooms are those in which teachers strive to assure students that their social identities are an asset rather than a barrier to success in the classroom. Through strong positive relationships and opportunities to learn, they feel they are welcomed, supported, and valued as members of the learning community.
- Four Ways Teachers Can Show They CareResearch suggests that caring relationships with teachers help students do better in school and act more kindly toward others. This article offers some good tips on relationship building.
Practical Activity
- Establishing Classroom RulesThis activity engages students in a collaborative process of setting rules and expectations for a positive classroom community.
