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Drop out - Coaching at School. How to reduce the risk of early school leaving?'

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Erasmusdropout

The guidebook is a final product of Erasmus Plus project 'Drop Out - Coaching at School' 2016 - 2018. The authors believe it might be useful for teachers and other people interested in drop out problem. Readers will find methodology of implementing a system of coaching at schools with students who are at risk of drop out. There are also some Ready-to-use materials for teachers and educators.

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Drop out - Coaching at School. Guidebook not only for teachers Co-funded by the Erasmus+ Programme of the European Union.
Drop out - Coaching at School. Guidebook not only for teachers
Co-funded by the Erasmus+ Programme of the European Union. Authors Eda Uslu Nilay Karatosun Karolina Żelazowska IIS Petrucci Ferraris Maresca, Catanzaro, Italy Caterina Reda Süleyman Demirel Anadolu Lisesi, Istanbul, Turkey Hediye Uçar Kanepi Gümnaasium, Kanepi, Estonia Merike Luts 2o Geniko Lykeio Neas Ionias Magnisias, Volos, Greece Dimitrios Apostolou Georgios Giannisis Colegiul National de Informatica Grigore Moisil, Brashov, Romania Laura-Teodora Voinescu-Dragomir Institut Guillem Catà, Manresa, Spain Rosa Maria Colell Llopart Szkoła Podstawowa nr 2 im. Jarosława Dąbrowskiego w Olsztynie, Olsztyn, Poland Anna Zduńczyk Danuta Fuchs Grażyna Wiśniewska Krzysztof Zawilski Special thanks to: Bury Design CC-BY 3.0 Polska
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . 6 THEORY OF COACHING . . . . . . . . . . . . . . . . . . . . . 9 Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Coaching . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Coaching skills . . . . . . . . . . . . . . . . . . . . . . . . 11 Empowering context . . . . . . . . . . . . . . . . . . . . . 13 Uniqueness . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Saboteurs . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Saboteur types . . . . . . . . . . . . . . . . . . . . . . . . 15 Self-Talk . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Self-Esteem . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Mindfit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Empowering Vision Board . . . . . . . . . . . . . . . . . 19 Destination . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Goal setting . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Affirmation . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Gratitude . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Unstoppable . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 METHODOLOGY OF IMPLEMENTING THE SYSTEM OF TEACHERS – COACHES AT SCHOOL . . . . . . . . . . 25 All pertners’ experience of coaching . . . . . . . . . . . 26 Ready-to-use materials . . . . . . . . . . . . . . . . . . . 31 Contents
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Case Study in Greece . . . . . . . . . . . . . . . . . . 46 Case Study in Turkey . . . . . . . . . . . . . . . . . . . 49 Case Study in Italy . . . . . . . . . . . . . . . . . . . . 51 Case Study in Romania . . . . . . . . . . . . . . . . . 53 Case Study in Spain . . . . . . . . . . . . . . . . . . . 55 Case Study in Estonia . . . . . . . . . . . . . . . . . . 58 Case Study in Poland . . . . . . . . . . . . . . . . . . 61 HOW DO STUDENTS LEARN BY DOING? . . . . . . . . . . 65 Greece . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Italy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Estonia . . . . . . . . . . . . . . . . . . . . . . . . . . 72 ‘I HAVE A DREAM...’ - STUDENTS’ STORIES . . . . . . . . 75 Greece . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Spain . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Turkey . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Italy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Estonia . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Poland . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Romania . . . . . . . . . . . . . . . . . . . . . . . . . 85
he guidebook was created as a final product of the project titled ‘Drop Out – Coaching at School’. It was co-funded by Erasmus+ programme of the European Union. It might be used not only by teachers but also by principals, parents and all people interested in coaching and mentoring in education. We believe it will be useful especially for the teachers who try to help their students who are at risk of drop out and who have no chance to stay at school without somebody’s help. Our schools have practiced the system of teachers – coaches and we are sharing our experience in the following guidebook. The first part of the guidebook is theoretical and it was provided by two professional coaches Eda Uslu and Nilay Karatosun who trained teachers from partner schools during the workshops held in Istanbul in January 2017. Next parts of this book were created by teachers who imple- mented the system based on teachers – coaches in all partner schools. The main aim of creating this system was to reduce the number of students at risk of drop out by inviting them to the process of coaching, by offering them a new type of the relation teacher – student to make them more confident and motivated at school and in everyday life. In the chapter referring to methodology the reader will find more detailed description of the process of implementing the system based on teachers – coaches in all partner schools. The way of implementation might be found as different in particular schools as the political and cultural situation is Introduction T
7 different. The leaders of the project had done everything to make the process of conducting the project activities with the respect of social and individual conditions in every partner school. In this part of the guidebook there are also some ready-to-use materials that might be used during coa- ching and mentoring activities/sessions with students at risk of drop out and with the ones with lower motivation. The chapter ends up with Case Studies presenting a case of one anonymous student from every partner school in order to explain the process of working during coaching activities/ses- sions. The next chapter ‘Learning by doing’ is devoted to the wor- kshops and seminars in which the students took part during the project. It includes the reports of the workshops to show the importance of learning practical things especially for stu- dents at risk of drop out. They need to see why it would be better for them to stay at school, to settle educational goals and try to gain them. Practical studying shows them they will not waste their time if they stay at school. The last part consists of students’ dream stories about their future. They have planned their future careers, they have writ- ten their first CVs and participated in model job interviews. The most ambitious and individual activity in this section was writing a story ‘I have a dream...’. Their works show the im- pact of the project activities, students’ engagement and mea- surable results of the whole project which is their decision to match their future with education and European Union pro- grammes such as Erasmus +.
Theory of coaching.
Coaching involves the belief that the individual has the an- swers to their own problems within them. The coach is not a subject expert, but rather is focused on helping the individual to unlock their own potential. The key skill of Teaching and Training Teaching and training involve an expert teacher who imparts knowledge to their students. Coaching Coaching involves the belief that the individual has the answers to their own problems within them. The coach is not a subject expert, but rather is focused on helping the individual to unlock their own potential. The key skill of coaching is asking the right questions to help the individual work through their own issues. Mentoring Mentoring is similar to coaching. There is general agreement that a mentor is a guide who helps someone to learn or develop faster than they might do alone. COACHING Learning Method Coaching Mentoring The Question How? What? The Focus The Present The Future Aim Improving Skills Developing and Committing to Learning Objective Raising Competence Opening Horizons The differences between these various 'learning methods' can be summarised as: ESSENTIALS
11 Listening When growing up we received formal education on reading and writing but not how to listen. Yet when it comes to business, listening is probably one of the most important skills to have. If as a manager you take on the role of coach, you need to learn to listen with real focus, suspending all of your judgements and opinions. You also need to be listening not just to the words but also to the non verbal signals such as body language. Questioning Powerful Questions are provocative queries that put a halt to eva- sion and confusion. By asking the powerful question, the coach in- vites the client to clarity, action, and discovery at a whole new level. As you can see from the following examples, these generally are open-ended questions that create greater possibility for expanded learning and fresh perspective. When coaching, you need to be using powerful questions. COACHING SKILLS These are questions that: • Are short, typically 7 words or less • Are open rather than closed • Deepen the learning of the person being coached • Move the person forward towards a goal Examples include: 1. What do you NOT want me to ask you? 2. Imagine for a moment that your issue is resolved. How did you get there? 3. What do you think you're SECRETLY afraid of, that's getting in the way of —? 4. a. What are you ready to change? 5. b. What are you NOT ready to change YET? 6. What haven’t you admitted out loud yet? 7. a. What’s the problem in a nutshell? 8. b. Now, what’s the problem in one sentence?
Challen- ging con- structively is about not holding back but at the same time not de- stroying the rela- tionship. Many people associate coaching with hel- ping, which clearly it is. At the same time if the coa- ching never rocks the boat it 9. c. And what’s the problem in one word? 10. What's the EASY way forward here? 11. How important is this to you REALLY? 12. What would YOU suggest I ask you to move this forwards? 13. Name someone successful that you admire. What would ________ do if they were in your position? Constructively Challenging Challenging constructively is about not holding back but at the same time not destroying the relationship. Many people associate coaching with helping, which clearly it is. At the same time if the coaching never rocks the boat it just becomes another nice chat. Playing back contradic- tions is a great way of constructively challenging. For example: “I hear that you want to get your MBA but at the same time you seem to be resisting making the time for assignments”. Holding to account Accountability is one of the most powerful aspects of coaching. It has been suggested that people have a 95% chance of achieving an objective when they have accoun- tability in place. When someone gives a commitment to doing something and they know that they will be held to account, it drives them forward. Seeing different perspectives Have you ever found yourself in a situation where it feels like you are pinned into a corner and there is nowhere to go? If so, the chances are you were stuck in a perspective. When coaching, you need to be able to help your client to explore different perspectives, so that they can choose those that are most powerful.
13 Encouraging and supporting Encouraging and supporting when coaching can be the difference between someone keeping going or giving up. Acknowledging another person is an incredibly powerful way of keeping them motivated. Trusting and using intuition We all have a hunch about something from time to time. The chances are that you have probably started to analyse it and make it logical or not. When coaching, your intuition is a powerful tool. Throw it out if it might be of benefit. The worst that can happen is that it is off the mark. Keeping the focus on your coachee When you are in the role of coach your focus needs to be 100% on your client and their agenda. What this means is putting all of the attention on the client and keeping your agenda out of the way. EMPOWERING CONTEXT A purpose statement simply captures an overriding theme already pre- sent in your life. It puts down in words the true work you are here to do: the cause you will pursue, the wound in individuals or society you will seek to heal, the problem you will devote your life to fixing. It states the highest, purest, most others-oriented aim of your life. My Values… • Accomplishment • Accuracy • Achievement • Adventure • Altruism • Balance • Belonging • Community • Compassion • Collaboration • Competition • Connection • Creativity • Culture • Decisiveness • Discipline • Dependability • Democracy • Diversity • Effectiveness • Efficiency
A purpose statement simply cap- tures an overriding theme al- ready pre- sent in your life. It puts down in words the true work you are here to do: the cause you will pursue, the wound in individuals or society you will seek to heal, the problem you • Empathy • Empowerment • Enlilghtenment • Fairness • Flexibility • Fun • Gratitude • Growth • Happiness • Harmony • Healing • Health • Humour • Influence • Independence • Integrity • Joy • Justice • Kindness • Knowledge • Leadership • Learning • Love • Loyalty • Money • Order • Passion • Peace • Perfection • Prosperity • Purpose • Recognition • Relationships • Relationships • Religion • Respect • Responsibility • Responsiveness • Risk-taking • Self-esteem • Serenity • Spirituality • Stability • Success • Teamwork • Tradition • Trust • Truth • Uniqueness • Variety • Vision • Wealth • Wholeness • Wisdom • Work List top 10 values. Each of us has our very own special saboteur. The saboteur is the voice in your head that says, You are not good enough or Who do you think you are? or If you take this new job, everyone will find out what a fraud you are. The saboteur mistakenly believes that it is protecting you when it stops you from making changes or taking a risk. We hear the saboteur's voice any time we judge ourselves or assume that someone else is judging us. It's important to remem- ber that you are not your saboteur. SABOTEURS UNIQUENESS
15 STICKLER Perfectionism and a need for order and organization taken too far. Punctual, methodical, perfectionist. Highly critical of self and others. Strong need for self-control and self-restraint. PLEASER Indirectly tries to gain acceptance and affection by helping, pleasing, rescuing, or flattering others. Loses sight of own needs and becomes resentful as a result. Can’t express own needs openly and directly. HYPER-ACHIEVER Dependent on constant performance and achievement for self-respect and selfvalidation. Highly focused on external success, leading to un- sustainable workaholic tendencies and loss of touch with deeper emo- tional and relationship needs. VICTIM Emotional and temperamental as a way to gain attention and affection. If criticized or misunderstood, tend to withdraw, pout, and sulk. Fairly dramatic and temperamental. SABOTEUR TYPES Ways to spot a limiting belief: 1. You tell yourself that you only have one or two choices in a situa- tion or "no choice" at all. 2. Your saboteur expresses its opinion, generally based on a limiting belief. 3. A decision may appear to be black and white to you, or an either/or situation. 4. You have decided that "this is the way the world is." 5. You make a decision based on fear. 6. You feel constricted and notice that you lack clarity about a spe- cific situation.
Indirectly tries to gain ac- ceptance and affec- tion by helping, pleasing, rescuing, or flatte- ring others. Loses sight of own needs and beco- mes resen- tful as a result. Can’t ex- press own needs openly and directly. Dependent HYPER-RATIONAL Intense and exclusive focus on the rational processing of everything, including relationships. Intense and active mind, sometimes coming across as intellectually arrogant or secretive. Mostly show feelings through passion in ideas. HYPER-VIGILANT Continuous intense anxiety about all the dangers and what could go wrong. Always anxious, with chronic doubts about self and others. Might seek reassurance and guidance in procedures, rules, authorities, institutions. RESTLESS Restless, constantly in search of greater excitement in the next activity or constant busyness. Rarely at peace or con- tent with the current activity. CONTROLLER Anxiety-based need to take charge and control situations and people’s actions to one’s own will. High anxiety and impatience when that is not possible. AVOIDER Focusing on the positive and pleasant in an extreme way. Avoiding difficult and unpleasant tasks and conflicts. Avoids conflict and says yes to things one wouldn’t want. JUDGE Finds faults with self, others, and circumstances. Causes much of our disappointment, anger, regret, guilt, shame and anxiety.
17 “What we say to ourselves is more important than what anyone else says to us. Using positive, supportive self-talk is one of the most power- full skills for developing soaring selfesteem and powerfull self confidence because the thaughts and words we express to our selves program both our conscious mind and our subconscious mind to create what we say.” SELF-TALK Self-esteem is defined as “how you feel about yourself”. What is your opinion of yourself? Self-esteem not only impacts how we feel about ourselves, but also how we relate to other people, how we handle ob- stacles in our lives, and what we achieve in life. 1. Observe how they talk about themselves. 2. Observe them in their interactions with others. 3. Look for the Sabotour Signs 1. Teach them positive Self-Talk. The first step is to engage in positive and supportive self-talk. Children will learn that what they choose to say to themselves is more important than what anyone else says to them. 2. Have them practice “stretching” Stretching is the practice of doing things outside of our comfort zone – anything that makes them anxious, nervous, or afraid. Each time kids face their anxieties and fears, they build self-esteem (even if they don’t succeed). 3. Present opportunities to practice success Success breeds success. The more our children experience success the stronger they will believe in their ability to succeed. Have your children practice setting and achieving goals. Even small goals such as completing a puzzle, reading a book, or washing the car on their own can help children feel good about themselves. SELF-ESTEEM
Success breeds success. The more our chil- dren expe- rience success the stron- ger they will believe in their ability to succeed. Have your children practice setting and achie- ving goals. Even small goals such as comple- ting a puz- zle, 4. Work with them to understand their strengths We all have different skills, strengths, and talents. Hel- ping your children uncover their strengths and talents can help build self-esteem 5. Teach them how to develop their weaker areas If your children feel down because they are weak in an area (i.e. not good at spelling, math, throwing a ball), let them know that weaknesses aren’t permanent. They can learn to develop their skills with practice, study, and coaching. 6. Teach them how to handle feedback Children with low self-esteem and low self-confidence tend to take criticism, or feedback, personally. Teach them that receiving feedback can be an opportunity to improve and not something to hurt them personally. 7. Teach them how to manage mistakes and fear When children learn how to manage mistakes, they are more likely to take risks and to try new things. Learning to move through their fear, will enable chil- dren to go after their goals and dreams. 8. Talk with them about their values and the impor- tance of standing by them Understanding our values gives us an “inner compass” for handling circumstances and making decisions in our lives. MINDFIT Understanding how our conscious mind, our subconscious mind, and our belief systems work is critical for reaching our full potential, creating a happy life, and making our dreams come true. Our conscious mind is where we do all of our thinking. It is the part of the mind that we are aware of. So when we
19 say 2+2=4 or we tell someone about a book we read, we are using our conscious mind. Our subconscious mind is the part of our brain that we are not aware of. It is like a giant filing cabinet that stores our memories, life experien- ces, and belief systems. “If you can dream it , you can do it” Walt Disney Your brain will work tirelessly to achieve the statements you give your subconscious mind. And when those statements are the affirmations and images of your goals,you are destined to achieve them! Creating a vision board is probably one of the most valuable visualization tools available to you. This powerful tool serves as your image of the future - a tangible representation of where you are going. It represents your dreams, your goals, and your ideal life. Find pictures that represent or symbolize the experiences, feelings, and possessions you want to attract into your life, and place them in your board. Have fun with the process! Use photographs, magazine cutouts, pictures from the Internet-whatever inspires you. Be creative. Include not only pictures, but anything that speaks to you. Use only the words and images that best represent your purpose, your ideal future, and words that inspire positive emotions in you. Consider including a picture of yourself in your board. If you do, choose one that was taken in a happy moment. You will also want to post your affirmations, inspirational words, quotations, and thoughts here. Choose words and images that inspire you and make you feel good You can use your vision board to depict goals and dreams in all areas of your life, or in just one specific area that you are focusing on. Some people know immediately. Others have only vague wishes such as more money or a new car or a slimmer body. Here is where you may want to dig a little deeper. What will you do with more money? In what ways will it improve or enhance your life? EMPOWERING VISION BOARD
Creating a vision board is probably one of the most va- luable vi- sualizatio n tools available to you. This po- werful tool serves as your image of the fu- ture - a tangible represen- tation of where you are going. It repre- sents your dreams, What is it that you desire? What makes you happy? Who do you want to be? What do you want to achieve? How do you want to feel? What do you want to have? GOAL SETTING AFFIRMATION GRATİTUDE Affirmations are statement we make to ourselves that communicate positive messages about what we want. Affirmations porgramme our conscious mind and our unconscious mind to create what we want. How to use 1- Write them 2- Hear them 3- Repeat them 4- Visualize them DESTINATION
21 Managing fear means finding the courage to move through it and go for it anyway! The fear doesn’t go away until you take action! Step 1: Name the fear The first step is to name the fear. Say it out loud. Many times people don’t want to talk about being afraid for fear of appearing weak; however, just speaking our fear can lessen its power over us. Speaking your fear shifts the fear from something to be talked about and dealt with. When naming the fear, use the “leave outside the room” technique. “Leave outside the room” means to separate ourselves from the fear - to define the fear as an event and not as a characteristic of ourselves. Language plays a key role in this process. For example, instead of saying “I am afraid of public speaking,” look at the experience as an event that needs to be managed. “I am experiencing nervousness about giving a presentation.” This moves the fear from a characteriza- tion about you to a situation you are experiencing. Step 2: Explore the fear When you experience fear, embrace it. Explore it deeply to understand what is causing your feelings. A Chinese proverb states, “When you feel fear, invite it to tea.” This means that when you feel afraid, ask a lot of questions and “get to know” your fear. What is it that you are really afraid of? Stepping thro- ugh the following questions may help. 1. Am I afraid of the unknown? 2. Do I doubt my ability to handle this? 3. Am I concerned about what other people will think? 4. What is the worst case scenario ( make it really dramatic)? UNSTOPPABLE
One rea- son why we can be af- raid of the unknown is because our brain doesn’t know how to process it. There are no neural pathways for the new situation. The only pathways we have are for the cur- rent si- tuation which is already in 5. For each of my concerns, what is in my control? 6. For each of my concerns, what is not in my control? 7. What do I want to happen and why? Step 3: Develop your plan For each of the questions above, look at what is in your control versus what is not in your control. You can plan for what is in your control and you can build a contingency plan (develop options) for things that are not in your control. “When you feel fear, invite it to tea.” Chinese Proverb What can you learn about the situation beforehand? Are there experts you can talk to? Are there skills you can develop? Can you enroll someone else into helping you? Step 4: Visualize success One reason why we can be afraid of the unknown is because our brain doesn’t know how to process it. There are no neural pathways for the new situation. The only pathways we have are for the current situation which is already in our comfort zone. Remember that our comfort zone is just entrenched neural pathways in our brain that need to be reprogrammed so we can believe in possibilities outside of our comfort zone. We need to build new neural pathways. We can use tools like visualization and affirmations to program our desired result and train our mind to build new neural pathways and accept the new situation. The more we visualize success, the easier it is to believe that we will have what we want. Essentially, goals outside our comfort zone can be shifted into our comfort zone through visualization and affirmations. These tools let us succeed in our mind first. Step 5: Take action! Finally, take action! The longer our fear festers, the bigger it will get. Learning to move through this fear builds self- -confidence and enables us to go for our dreams.
23 Five Steps for Moving Through the Fear 1. Name the fear 2. Explore the fear 3. Develop a plan 4. Visualize success 5. Take action Learning From Mistakes I did it First acknowledge and take responsibility for the mistake. Do not place blame or make excuses as this can often make the problem worse. I am sorry! Second, apologize to whoever was impacted by the mistake. We must forgive ourselves as well. “Selfpunishment” because of a mistake does not serve. I will fix it! Third, we can offer to fix the mistake if possible. If an item was broken, we may be able to replace it. If we failed to do something we said we would do, we may still be able to fulfill that commitment. I learn from it. Forth, we can learn from the mistake. We can ask ourselves: ? “What did I learn from that?” ? “How could I have avoided that mistake?” ? “What will I do different next time?” I let it go! Finally, let it go. Release incompletement and move forward. “If you can dream it , you can do it” Walt Disney “When you feel fear, invite it to tea.” Chinese Proverb
Methodology of implementing the system of teachers _ coaches at school
The project ‘Drop Out – Coaching at School’ was addressed to two problematic issues at schools and in the long term in the society. The first one was that students could not identify their needs, demands, personal traits, interests and abilities well eno- ugh to plan their career. And the second one, as the result of the first one, was that students found it hard to cope with the pressure and stress of the vague future, therefore they left school earlier. Most of the students belonged to different social classes which meant that some of them tended not to appreciate what they had been learning and studying, for this reason they were at high risk of drop out. Had these students not been helped, they would have lost their education chance. In order to be helped, the students needed motivation in learning and more care in learning process. As partner countries our main aim was to re- duce the number of students at risk of drop out by conducting a new system based on teachers – coaches. It has been noticed that when the factor of pleasantness of the school raises, stu- dents were not in tendency to leave or change their school. Men- toring meant the presence of a caring individual who provided a young person with support, advice, friendship, reinforcement and constructive role-modelling over time. It was also about building positive relationships beyond the traditional training. The following descriptions are particular partner schools’ expe- rience of implementing the system based on teachers – coaches. At the end of this part there are some materials produced du- ring the process of conducting the coaching sessions: Steps to be followed to avoid Peer Pressure, List of Values, Student Individual Plan, Motivation Workshop Outline with three Worksheets, Mid-term Survey, Satisfaction Survey, Observa- tion Chart. They are ready-to-use and helpful materials that might be easily exploited by other teachers. ALL PARTNERS’ EXPERIENCE OF COACHING Some tea- chers – coaches had regular meetings with three students at risk. The meetings were short (about ten minutes) and took place just after les- sons. After that stu- dents did a question- naire which was also used in other part- ner school as a mid-
27 Italy Some teachers – coaches had regular meetings with three students at risk. The meetings were short (about ten minutes) and took place just after les- sons. After that students did a questionnaire which was also used in other partner school as a mid-term survey after one year of the coaching sessions. Questionnaires, simple for pupils to understand, were given to students. One particular example of the impact of coaching sessions and activities: a teacher – coach started talking to a student in one-to-one relationship to foster understanding and trust, after three talks the students being encou- raged, opened up. One strategy was to give one of the students a role in the class, he was constantly asking for the teacher’s attention. This student also had some more help by psychologist and a big change occurred. He stayed at school and made some educational plans for the future. Estonia A group of five teachers chose students at risk. After that, the low motivated students and some high motivated ones (about 20 all together) formed a group and took part in some activities such as white-water rafting and science centre which offers some workshops. The career advisor also added some questions connected to Erasmus project to her interviews. Teachers – coaches used coaching techniques that were open about which skills students would improve in their life (one to one). The coaches were new and used materials which have been presented in the first chapter of this gui- debook. They had sessions with students without them knowing they had been chosen. Activities students participated in within the group included psychological training. Teachers – coaches were pleased with the results. Participating students did not miss the lessons and volunteered in academic tasks connected with in- ternational projects which improved the skills of English and other subjects. Turkey Teachers – coaches chose 30 students at risk. There was a seminar on peer pressure for the students. During this seminar coaches’ team created a set of clues for students how to avoid peer pressure. Professional coaches were also asked to conduct a seminar for other teachers in the region (funded by the Ministry of Education). Then individual work with students started. The meetings were carried out every 2 weeks, 15 teachers were involved, meetings were with individual students. The plan had 3 parts: to state a
goal, set steps to reach it, and follow the development. They have been stuck to the guide posed not to feel lost. For the next months the coaching sessions were going on to see the extent to which students have improved in their pro- cess. When teachers – coaches saw they are successful and students wanted to keep on attending the sessions – it was definitely the sense of their success. Greece Students working in Erasmus projects at school were combined with students at risk. Teachers – coaches encouraged students at risk to join the group and the offer was accepted. There were weekly sessions connected with Erasmus projects and students at risk were assigned some particular activities including taking care of international students. They were given such an opportu- nity for the first time but they enjoyed the experience. The staff involved some refugees who had just joined the school to take part in the work. The biggest problem was that these students did not speak Greek or English well. The idea was to create a mixed group (good and not so good students) and do some outdoor activities with them. The good ones were not so happy initially (language difficulties) but things have changed when the school decided to involve students who were at high risk for dropping out high school, in drama classes, so as to increase their motivation and willingness to remain at school. The most important step in our effort was the students’ inte- gration into the drama group. In order to achieve this we used team building activities which are essential not only in creating a closely-knit, bonded team but also in increasing communica- tion amongst team members. Involved students did not speak Greek at the beginning, so communication was not only the most important aspect but also a barrier that we had to overcome through non-verbal ways or by making use of the completely basic English they spoke. The whole process was surprisingly successful. The students, not only joined the group and deve- loped strong bonds with other members but they also partici- pated in 3 theatrical performances. All of these young people stayed at school and made some educational plans for their future. Students working in Erasmus projects at school were combined with stu- dents at risk. Tea- chers – coaches encouraged students at risk to join the group and the offer was accepted. There were weekly sessions connected with Eras- mus pro- jects and
29 Spain Teachers – coaches chose 5 students at risk of drop out and started to work with them. They were students of 2nd grade (14/15 years old) with serious academic and personal difficulties including family disruption and sometimes psychological problems. Once the students were chosen to be part of the group, the teachers – coaches started to work with them both individually and as a group. They received indi- vidual coaching sessions every week. Periodical meetings were established with all the participating members, tea- chers and Coordinating staff, to design, elaborate, carry out and evaluate all the actions that would be done. They were helped to develop the necessary abilities and competences to go through the school year and regain motivation to attend lessons. In order to accomplish this goal, students’ timetable was modified, they at- tended a few group lessons outside the class, their curriculum was briefly adapted. They followed a few lessons in regular classes but the rest of their timetable was planned in detail. The students completed several projects (growing a garden, designing and elaborating a layout of the school, decorating the surrounding fence of the school and presenting the process in English, elaborating a short film, thus implementing IT methodologies, writing a weekly school magazine, organi- sing the school football tournament and jogging regularly). The aims pro- posed to help increase students’ motivation, avoid dropping out levels and coach them back to the school system were fully accomplished. Romania There was a meeting with all the teachers - coaches during which 20 not highly motivated students were chosen. Individual sessions were carried out by 4 teachers twice a month with 10 students. Most of their parents work abroad which means the students don’t have enough support at homes. Then, one teacher had a few meetings with some of these students to talk to them and later on some extra activities were introduced (such as drama classes). The other students of the chosen group were also involved in Stu- dents’ Council works. Some weaker students have been also involved in extra activities: art workshops, volunteering. They have talked to 4 tea-
chers – coaches and school counsellor to identify the reasons of lower motivation and they were also offered to take part in drama lessons and voluntary work. They were also asked to organize a Christmas party and had a play for the whole community of Brasov. In conclusion, we have noticed that our students enjoyed all the activities they were offered. Suggested activities gave them opportunities to discover more about themselves and about the new ways of being more motivated students. Now they became more confident, less reserved, and they have a brighter vision of their future and educational career. It is strongly believed that they are now ready to pass the final exams and to follow their dreams in the future. Poland Teachers – coaches offered 25 students to participate in Eras- mus+ Team. The students with lower motivation and those at risk of drop out were also encouraged. The members of the team had some activities all together but some of them were offered those at risk. At the beginning the students didn’t know they were chosen to be coached. There were 8 teachers willing to work as coaches and we started to work with these two groups of students to build the relation- ship. Then, the teachers helped them to work out their perso- nal goals, after that to work on the ways of achieving them. Finally teachers – coaches focused on working with 15 students, they had coaching sessions every two weeks. Students chose their coach to be coached which meant meetings and talking about their goals, problems, further educational career. After these two years being in the project all participated stu- dents have planned their future careers which are strongly con- nected with education, they are motivated and more confident. There are no students at risk of drop out. In conclu- sion, we have noti- ced that our stu- dents enjo- yed all the activities they were offered. Suggested activities have gave them oppor- tunities to discover more about themselves and about the new ways of being more motivated students. Now they
31 I. Steps to be followed to avoid Peer Pressure People are more likely to be heavily influenced by their peers and less likely to make decisions for themselves if they: – have low self-esteem, – are experiencing problems in their family, such as divorce, alcoholism, drug addiction, or unemployment, – come from families where there is little support or communication, – strongly identify with only one ethnic group, – feel distant from school and community activities, – are afraid of not belonging or fitting in. How Can People Avoid Negative Peer Pressure? "Just say no" has become a slogan sometimes used to tell youngsters how to respond when they feel pressure to drink or smoke or engage in a harmful activity. Is it a useful strategy to avoid peer pressure? It may be overly simplistic to expect people to reject peer pressure to participate in risky, dangerous, or hurtful behaviours simply by saying no. Different strategies work for different people, but some commonly successful strategies are: 1. Ask 101 questions. For example, if a pal pressures you to smoke, ask her why she smo kes, how long she has smoked, if she minds having ashtray breath. 2. Say “No” like you mean it. Make eye contact, then say “No” forcefully, with authority. The more certain you are in your refusal, the less people will bug you. 3. Back-up a no with a positive statement. For example, if you’re turning down an offer to smoke weed, say something like, “I like my brain the way it is, thanks.” 4. Be repetitive. Don’t hesitate to state your position over and over again. READY-TO-USE MATERIALS
5. Practice saying no. Practice saying ‘no’ in safe environments, like when your big brother asks you if you’d like to spend Saturday night doing his laundry. 6. Get away from the pressure zone. Leave the scene, make your exit. 7. Avoid stressful situations in the first place. If you know there’s going to be alcohol or drugs at a party, make other plans. Or, if you’re going out with a guy, avoid being alone with him anywhere he might pressure you to get more physical than you want to be. 8. Use the buddy system. Find a friend who shares your values and back each other up. 9. Confront the leader of the pack. The best way to handle a peer pressure bully is to nab him (or her) when the two of you are alone and explain how you’re feeling and ask him/her to get off your case. 10. Consider the results of giving in. Take a moment to think about the consequences of your actions. 11. Look for positive role models. Ever notice that the real popular and successful teens at your school are the ones who weren’t afraid to say what they like and don’t like. 12. Don’t buy the line that everyone’s doing it. The truth is, everyone’s NOT doing it. 13. Seek support. Talk out any peer pressure you’re experiencing with other friends who are also feeling the squeeze. I can be reassuring to know that you’re not the only one. 14. Be your own best friend. Remind yourself every now and then that you’re special and nuke any negative statements. 15. Find ways to excel. Challenge yourself to do your best. Focus your attention on following your personal goals instead of the goals of the group. Avoid stressful situations in the first place. If you know there’s going to be alcohol or drugs at a party, make other plans. Or, if you’re going out with a guy, avoid being alone with him anyw- here he might pres- sure you to get more physical than you
33 16. Don’t pressure others. Watch out for any subtle forms of pressure you may be exerting. 17. Speak out! Fight peer pressure by taking the side of the underdog. Supporting others’ opinions will send the message that you think for yourself. 18. Watch your moods. Be aware that your moods can affect your sensibility. 19. Evaluate your friendships. If your friends are always bugging you to do something you’re not comfortable with, remember that true friends like you for who you are, not who they want you to be. 20. Find new friends. If you’ve decided that your friends don’t have your best interests at heart, search out new friends who share your values and interests. II. List of Values It may be used at the stage of setting goals by students. Make a list of values you and your family have. If the decision or action overlaps with your values, then go ahead. If not, change it. Here is a chart to help you while making an important decision. Decision to be made OPTION 1 OPTION 2 Is it compatible with my values? Is it compatible with the rules? What are the advantages? What are the disadvantages? What is the short-term effect? What is the long-term effect? What is definitely essential in your decision? What is important for you? What do you want?
III. Student Individual Plan It may be used at the begining of coaching sessions: to complete by a coach and a student. PERSONAL INFORMATION Name and Surname Course: Justification: Person Responsible: SCHOOL AND REPORTS Social services Scholarship OTHER: HELP AND SUPPORT TECHNIQUES AVAILABLE TO THE STUDENT Material resources Human Resources Dossier Personalised attention Complimentary worksheets Social Worker Computer and internet OTHER: Takes care of themselves and his hy- giene. Has good relation- ship with classma- tes. Listens to peers’ opi- nions. Understand what they are told. Is able to start and keep a conver- sation. Knows how to say thank you. Is able to
35 Student habilities in each curricular area (Summary of knowledge and student habilities in relation to each of the curricular areas. Data extracted from last reports and their evaluation in the competences report,...) Personal, social and autonomy habits YES Sometimes NO Attends class regularly. Punctuality. Usually brings the materials needed. Takes care of themselves and his hygiene. Has good relationship with classmates. Listens to peers’ opinions. Understand what they are told. Is able to start and keep a conversation. Knows how to say thank you. Is able to give and follow instructions. Is aware of their feelings and emotions and is able to express how they feel. Knows how to negotiate and reach agreements Willingness to learn Writes down homework in his school diary.
Subject: How to push yourself to get there? The importance of moti- vation in a person's life. Workshop objectives: Students will obtain significant information about motivation and its importance in a person’s life. Students will gain the knowledge about the determinants which motivate and demotivate us while learning and working. Young people will be encouraged to work on their own motivation. Teaching aids: post-it notes, grey paper, illustrations of ‘humans’, attachments: No. 1 – ‘Humans -  graphical presentation of various beha- viours', No. 2 – ‘Your style of behaviour’, No. 3 – ‘Determinants which motivate and demotivate learning and working’. Teaching methods: mini-lecture, discussion, individual and group work, worksheets. Time: 90 minutes. Procedure: 1. Introduction – greet the students. Explain the subject and discuss the workshop objectives. Then determine the rules of work. 2. Mini-lecture about motivation, different kinds of motiva- tion and its role in a person’s life. Workshop might be used on two – three lessons or as a sepa- rate activity to raise students’ motivation. It consists of ‘Moti- vation Workshop Outline’ and 3 attachments – worksheets for students. IV. Motivation Workshop Outline Exercise ‘Sportsper- son’ the teacher tells a life story of an outstan- ding spor- tsperson (e.g. Ju- styna Ko- walczyk, Sebastian Kara, Ro- bert Lewan- dowski) who for many years of their ca- reer was highly suc- cessful but was highly disappoin- ting during
37 3. Individual reflection on motivation and self-motivation based on the illus- tration of ‘humans’. The teacher distributes worksheets with a graphical presentation of various behaviors (attachment No.1) and emotional sta- tes of the ‘humans’ placed around the tree (climbing, falling, sitting on the branch which is being undercut, swinging, sitting on the top, etc.). The students’ task is to choose one of the characters that best reflects their attitude to work in the workshop. 4. Exercise ‘Sportsperson’ – the teacher tells a life story of an outstanding sportsperson (e.g. Justyna Kowalczyk, Sebastian Karaś, Robert Lewandow- ski) who for many years of their career was highly successful but was highly disappointing during the last major competition. During an interview stu- dents give possible reasons for the sportsperson’s failure. The task for the students is to write on the board all possible excuses that an athlete could give, e.g. ‘I was overtrained’, ‘I was ill’, ‘The equipment failed’, ‘The oppo- nent was in a better shape’, ‘Bad weather conditions’, etc. When all the suggestions are written down, the group determines which factors are internal ones (I) and which are external ones (E). This exercise is finished with a discussion on the influence of external and internal motivation on our successes and failures. 5. Students receive worksheets (attachment No.2) – ‘Your style of behaviour’ and choose from answers ‘a’ or ‘b’ the ones, which best reflect their be- haviour and decision-making. Students discuss the results of the exercise in pairs and then present their conclusions to the group. 6. Students receive worksheets (attachment No.3) – ‘Determinants which motivate and demotivate learning and working’ and fill them in following the given instructions. Afterwards, they choose 3 most important ‘moti- vators’ and ‘demotivators’ from the selected answers and write them down on post-it notes which are later placed on a board/paper sheet. The tea- cher, along with the students, divides the answers into groups, puts them in a table and then encourages the students to discuss the results of the exercise by asking some questions. 7. Review. A list of ideas on ‘How to remove negative factors which decrease our motivation?’ is prepared. 8. Closing. Students are given small post-it notes and assess their participa- tion in the workshops by drawing ‘smileys’: happy, neutral or sad. Later, they stick the post-it notes to the board when leaving the classroom. Source: K. Druczak, M. Mańturz, M. Mrozek, Rozwijam skrzydła – poradnik metodyczny dla wychowaw- ców gimnazjum w zakresie doradztwa zawodowego, Warszawa 2013.
ATTACHEMENT No. 1 ‘Humans – graphical presentation of various behaviours' Choose one of the ‘humans’ who best describes your fee- lings at the moment? Colour that person and tell us about your mood. ATTACHEMENT No. 2 ‘Your style of behaviour’ Which option suits you best. Choose A or B 1. You are offered a part in a school play. Which one would you choose? a) a main, effective part focusing people’s attention b) a peripheral one but giving you a chance to show your acting skills 2. You are to read at least one book in a month’s time. Which one would you choose? a) one book suggested by a teacher b) two long books out of your own choice When do you think you learn the most? a) when you learn to get a bet- ter school mark b) when you learn what you are in- terested in 8. You can choose a sport. Which one would you take up? a) the one you can more easily succeed in and get trophies
39 3. You can enrol in a language course. Which one would you choose? a) an easier one b) a more difficult but more interesting one 4. Two people have invited you to go to a party with them. Who would you go with? a) a well-known person worth being seen with b) an interesting person but less popular 5. Which would give you more satisfaction? a) tidying up your room to get pocket money b) tidying your room out of your own choice 6. What is most important for you? a) quantity b) quality 7. When do you think you learn the most? a) when you learn to get a better school mark b) when you learn what you are interested in 8. You can choose a sport. Which one would you take up? a) the one you can more easily succeed in and get trophies b) the one that would give you a lot of joy and happiness 9. You have two job offers. Which one would you choose? a) a well-paid one b) a more interesting one compatible with your interests but with lower salary 10. What influences your most important decisions? a) other people’s opinions b) your own opinions Sum up A answers: ……………………………. Sum up B answers: ……………………………. If you have 8 or more A answers you are probably motivated from the outside. It’s more important for you what others think about you. If you have 8 or more B answers you are motivated from the inside. You motivate yourself and your self-esteem is important to you. None score is better or worse. Sometimes it’s better to follow both your internal and external motivation. It’s important to value other people’s opinion but at the same time be faithful to your values.
ATTACHEMENT No. 3 ‘Determinants which motivate and demotivate learning and working’ 1. Choose and underline the factors that motivate you and increase your commitment to work. Friends’ admiration Parents’/teachers’ acknowledge Legitimacy/sense of fulfilment of a task The chance to get on success Money Other people’s trust Good atmosphere at school/home Material rewards Jealousy Important and clear objectives Readiness to learn new skills/knowledge Good atmosphere The chance to gain advantage over others Pride Readiness to match up to others Others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2. Choose and underline the factors that demotivate you and decrease your motivation and commitment to work. Lack of parents’ acknowledge Useless, unnecessary task Lack of work results Too distant goal Lack of reward Being afraid of defeat Teachers’ incompetence Uncertainty of success Conflict with others Lack of confidence Fear of being distinctive in a group Negative appraisal (criticism) Frequent objectives change Difficult work conditions Too big effort/input into work Fear of success Faintly defined goal Others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lack of pa- rents’ ac- knowledge Useless, unneces- sary task Lack of work re- sults Too dis- tant goal Lack of re- ward Being af- raid of de- feat Teachers’ incompe- tence Uncerta- inty of suc- cess Conflict with others Lack of
41 It might be useful as a questionnaire after a few coaching sessions. V. Mid-term Survey 1. How do you feel after this first period at school? Good/very good/no problems/some problems 2. How is your relationship with your classmates improved? Much/not much/no problems/none 3. How is your relationship with teachers improved? Much/not much/no problems/none 4. How is the relationship with your studying improved? Much/not much/no problems/none 5. Do you like your school life? Much/not much/very much/none 6. Would you like your parents being more present in your school life? Yes /no/ only sometimes 7. How do you think Erasmus project could help in our school life? Much/ not much/very much/none It might be used by teachers – coaches during coaching session with students at risk of drop out. It helps to control the process of undertaken activities and the progress gained by coachees. The following Observation Chart has been created by teachers – coaches and it is only a sample of such educational tools. VI. Observation Chart Student’s information: . . . . . . . . . . . . . . Age: . . . . . . . . . . . . . . . . . . . . . . . . Nationality: . . . . . . . . . . . . . . . . . . . . Student’s Level/Class: . . . . . . . . . . . . . . Introduction Basic information about the coached student, anything that might help du- ring the coaching sessions and activities e.g. cultural and ethnical backgro- und, educational and personal experience, social-economical status of the family, risk of dropping out. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Why was a coaching process determined for this student? A piece of information about the initial process of the coa- ching sessions: who the student was invited by, how she/he was chosen and why. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . When did the coaching activity begin? The date or the period of the school year. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . How long did it last? The date or the period of the school year; frequency of the sessions/activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Who began the coaching activity? The name of the teacher or the team of teachers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Who has done the follow-up of the whole process? The name of the teacher or the team of teachers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . What actions have been done? Description of all actions in which the student participated du- ring coaching sessions and introducing their results. Action: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Results: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Conclusion Description of impact and results during the coaching ses- sions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Basic in- formation about the coached student, anything that might help during the coa- ching ses- sions and activities e.g. cultu- ral and ethnical backgro- und, educa- tional and personal experience, social-eco- nomical status of the family, risk of
43 VII. Satisfaction Survey 1. How do you feel at our school? a. Very good b. Good c. I’m stressed during the lessons d. I have some problems with my schoolmates e. I have been bullied f. I have some problems with the teachers g. I get bad marks h. Others problems . . . . . . . . . . . . . . . 2. Do you like studying? a. Yes b. Yes but only the subjects I’m interested In c. Rather no d. No 3. Do you take an active part in the lessons? a. Yes b. Rather yes c. Rather no d. No 4. In your opinion, are the lessons interesting? a. Yes b. Rather yes c. Yes, but only some d. Rather no e. No 5. Choose the best ways of making lessons more attractive: a. Interactive whiteboards in the classrooms b. Tablets for students to use during the lessons c. Active methods more often used during the lessons d. Lessons in the museums, at universities, in libraries, high schools, labs, places of work
6. Which of the values presented below are the most important for you? (choose from 1 to 3 options) a. Independence b. Money c. Leadership d. Successes e. Helping others f. Personal development g. Education h. Family life 7. Are there any interesting extra-curricular activities at your school? a. Yes, a lot. I take part in . . . . . . . . . . . . . . . b. Yes, but I do not take part in them c. I’m not interested in activities organised by school d. I take part in activities organised at other places: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8. Do your parents support your education? a. Yes, it’s really important for them b. Rather yes c. Rather no d. No e. Other possibilities . . . . . . . . . . . . . . . . . . 9. What are your plans for the further education? a. Vocational school b. Technical high school e.g. electronic, economical, gastronomic c. High school d. Vocation high school e.g. art, aviation, army 10. Are you planning to study at the university? a. Yes b. Rather yes c. Rather no d. Definitely no e. Other options . . . . . . . . . . . . . . . . . . . 6. Which of the values presented below are the most important for you? (choose from 1 to 3 options) a. Indepen- dence b. Money c. Leader- ship d. Succes- ses e. Helping others f. Personal development g. Educa- tion h. Family life
45 11. Are you learning things that will help you when you grow up? a. Yes b. Rather yes c. Rather no d. Definitely no e. Other options . . . . . . . . . . . . . . . . . . . 12. Do you have the opportunity to get guidance for your learning difficulties? a. Yes b. Rather yes c. Rather no d. Definitely no e. Other options . . . . . . . . . . . . . . . . . . . 13. Can you talk to your teachers when you have a problem? a. Yes b. Rather yes c. Rather no d. Definitely no e. Other options . . . . . . . . . . . . . . . . . . . 14. Do you feel happy and important at your school? a. Yes b. Rather yes c. Rather no d. Definitely no e. Other options . . . . . . . . . . . . . . . . . . . 15. Do you receive sufficient feedback on your studies? a. Yes b. Rather yes c. Rather no d. Definitely no e. Other options . . . . . . . . . . . . . . . . . . .
12. Do you have the opportunity to get gui- dance for your learning difficulties? a. Yes b. Rather yes c. Rather no d. Definitely no e. Other options 13. Can you talk to your tea- chers when you have a problem? a. Yes b. Rather Introduction Regardless of cultural or ethnical background, education is important for everyone in order to create better opportuni- ties and to participate in the society (Social Cultureel Plan- bureau, 2012). Several factors affect the education level of an individual. Intelligence and motivation play a role on the in- dividual’s level and the social-economical status of the fa- mily on group level. The cultural and economical factors in the country of origin are also important, but of outmost importance is the quality of and access to education (SCP, 2012). Greece is a country that has received thousands of refugees during the last three years. Due to specific barriers the refu- All partner countries have chosen a sample of a student – coachee who was coached by teachers – coaches and they all together succeeded in a visible and measured way. The following case studies have been based on some true stories of the coached students with the respect of their personal data and information. Case Studies Name of school: 2o Geniko Lykeio Neas Ionias Magnisia Student’s information: a young man Age: 19 Nationality: Kurdish Students Level: 3rd Grade of Upper High School CASE STUDY in Greece
47 gees encounter, the dropout rate of such minorities is higher and it occurs for a variety of reasons. Research on dropout among refugee students shows that they experience several barriers while entering the education system. These barriers include their difficult financial situation, lack of information and guidance, the often low language level, difficulties with the recogni- tion of qualifications, care responsibilities and socio-cultural influences upon their attitudes and aspirations towards education. Why was a coaching process determined for this student? The student is a refugee from Persia. He arrived in Greece in January 2017 when he crossed the boarders of Greece with a boat. He was sent to our school in order to finish high school. He could not speak Greek, he did not have any friends, his economic situation was poor and our “Drop out coaching at school” team thought that he was a stu-dent with high risk of drop out our school and education. When did the coaching activity begin? The activity began a week before the student arrived at our school. How long did it last? Up to the moment. Who began the coaching activity? Our school (2nd Upper High School of Nea Ionia) Who has done the follow-up of the whole process? Our “Drop out coaching at school” team. What actions have been done? Action: The director of the school and our team prepared a welcome group of students a week before the arrival of the student. Their persona- lity, their command of the English language (since the student did not speak Greek) was crucial in the choice of the particular students. Results: It was impressive the way they embraced him and as a result of their warmth they remain friends up to date. Action: Teachers of our school took over the teaching of the Greek language offering extracurricular activities. Results: The student speaks Greek fluently now. Action: The Drama teacher took the student in her group. Results: The boy participated in three drama performances (videos).
Regardless of cultural or ethnical backgro- und, education is impor- tant for everyone in order to create better opportuni- ties and to participate in the so- ciety (So- cial Cultureel Planbureau, 2012). Several factors af- fect the education Action: He became a member of the photography club of the school. Results: He participated in a photo elicitation interview con- test of the school and finally was chosen for an inter- national festival (videos). Action: The sport teacher introduced the student to the foot- ball team and to other sport activities. Results: He was recognized as a skilled football player by his classmates. Unfortunately he did not participate in the official games since he is older than the other students. Action: Food and money gathered by the students were offe- red to him. Results: He denied the help but he felt secure in the school environment. In order to register and monitor the coaching activity we used some materials prepared by the partners like the Satisfaction Survey and the Mid Term survey questionnaire of our Erasmus+ program. Through the answers of the student it is obvious that: a. The student had become more self – confident. b. He is motivated not only to study but also to finish his studies in school this June. c. His command of the Greek language (in combination with the improvement of the English language) helped him to find a job right after he finishes his studies in a refugee camp. d. He has become very popular in school. He has got a lot of friends and seems to be really happy in the school en vironment. Conclusion What is required for refugee students in order to adopt to their school environment is a well-organized mentoring and coa- ching program. Through this program we measured the cur- rent academic level of the student, and then isolated the areas that need improvement. It also obvious that not only the tea- chers but the whole school community gets involved. As a esult of the actions mentioned our student did not drop out school, but he became a successful member of our school community.
49 Why was a coaching process determined for this student? The student has Dyslexia and finds it difficult to read and write the numbers. That makes her school life even worse. Besides, her mother has had health problems and as a result she had to have some operations. To make her feel relaxed, she was sent to Italy to her family, which she found herself try- ing to adapt to different situations. She was usually reserved but when she was insisted, she was offensive. She did not want to talk about her feelings. She was a constant late-comer to school and on the point of dropping out. When did the coaching activity begin? The coaching activity began in October 2017. How long did it last? Up to the moment. Who began and carried out the coaching activity process? English teacher and the coordinator of the ‘Drop Out Coaching at School’ Pro- ject, the P.E. teacher and the Turkish Literature Teacher. What actions have been done? Action: Integrating her to the coaching process and to the Project. Results: In the beginning the girl found it difficult to mingle with the other students in the Project group. So we decided to make her work in a smaller group with 2 other students so that she could cooperate more easily. Action: P.E. teacher took her to a swimming competition. Though she has been doing sports for a long time, she was too reserved to take part in competitions. Results: She was not the winner, but it was a chance for her to experience success. She became more ambitious to take part in competitions. Name of school: Süleyman Demirel Anadolu Lisesi Student’s information: a girl Age: 16 Nationality: Turkish Students Level: 10th grade student. CASE STUDY in Turkey
Action: Our Literature teacher wanted her to write about her impressions about doing sports for the school maga- zine. The teacher wanted her to write about her fee- lings. Results: The student wrote about her impressions in a way that she wanted to inspire other students to do sports. It was clear that she, somehow, wanted to be useful for the others. Action: The student was selected for the Project team to go to Estonia. Results: She was involved in the Project activities eagerly. Although at the beginning she was reluctant to mingle with other Project groups in Estonia, she was easy-going later. When comparing the conclusions of 2 surveys which was done at the beginning of the Project and now, it is clear that she finds the strength to cope with the negative aspects of life. From the survey she has answered recently: a. She is more confident, less reserved and less offensive. b. She has a more positive attitude towards life. c. She has decided on the branch she wants to study at university. d. She is more easy-going and shares her ideas with other people. The stu- dent has Dyslexia and finds it difficult to read and write the numbers. That makes her school life even worse. Besides, her mother has had health pro- blems and as a re- sult she had to have some ope- rations. To make her feel re- laxed, she Conclusion For coaching and mentoring, it is essential to work as a team. Three teachers did their best to make the chosen student to concentrate more on what she can do, rather than what she cannot. The English teacher did the theoretical part of the coa- ching programme. She asked the powerful questions to enable her to see her strong points. The P.E. teacher encouraged her to take part in the competitions and the Literature teacher very well analyzed that while she might have difficulty in talking about her feelings, she is more relaxed while writing. After 7 months of team work, the girl is now a polite, helpful and am- bitious young lady.
51 Why was a coaching process determined for this student? Definitely he was a student with high risk of dropping out, both for fami- liar problems than for personal situation. When did the coaching activity begin? The activity was carried out by all teachers at school, during lessons and during the breaks at school. How long did it last? Till the end of school year. Who began the coaching activity? All the teachers involved in this student’s class. Name of school: IIS Petrucci Ferraris Maresca Student’s information: a boy Age: 16 Nationality: Italian Students Level: 2nd Grade of Upper High School CASE STUDY in Italy Introduction The student has always been a difficult student since the first year of High School. He has a very difficult family background. When I first met him it was really difficult even to talk to him. But gradually I thought how can I be a “friend” to him? He doesn’t trust anyone, he doesn’t recognize any kind of authority in his mind. I started using my knowledge of coaching and mento- ring, without imposing anything to him, but starting to talk to him just after the end of the lesson for a few minutes. After a while I found him waiting for me outside the class-room just for a quick chat. It was a success for me and for the school. He needed to be appreciated and listened, he wanted only to be “ visible” to our eyes, and not anymore in a negative way, but as a student who now had a role in the class. He was in fact appointed by me as my deputy when I was busy with some other school commitment.
The stu- dent has always been a difficult student since the first year of High School. He has a very difficult fa- mily bac- kground. When I first met him it was really difficult even to talk to him. But gradually I thought how can I be a friend to him? He do- esn’t trust Conclusion The actions taken by the school in order to avoid the student’s drop out has been a kind of challenge for all the teachers invol- ved. The boy is now well integrated in the school, he has a lot of friends, he still lives in the community for minors, but now he is more aware he can have his own life. As a result of the actions mentioned our student did not drop out school, but he became a successful member of our school community. Who has done the follow-up of the whole process? Our “Drop out coaching at school” team under the supervision of the principal. What actions have been done? Action: The student had a role in the class Results: The student was much more friendly and well dispo- sed towards his mates. Action: Teachers of his class were aware of his difficulties and tried to help him in filling up his school gaps. Results: The boy at the end of the first term had been evalua- ted with many positive marks. Action: The sport teacher introduced the student into volley team and to other sport activities. Results: The boy started to trust his classmates and teacher because he felt himself “ important” in the sport team. In order to register and monitor the coaching activity we used the Satisfaction Survey and the Mid Term survey questionnaire of our ERASMUS program. Through the answers of the student it is obvious that: a. The student had become more self – confident. b. He was motivated not only to study but also to finish his studies. c. The student has become very popular in school. He has got a lot of friends and seems to be really happy in the school environment.
53 Name of school: Colegiul National de Informatica Grigore Moisil Student’s information: a boy Age: 17 Nationality: Romanian Students Level: 12th grade student. CASE STUDY in Romania Why was a coaching process determined for this student? At the National College of Computer Sciences Grigore Moisil Brasov the rate of dropping out is very low as our students are highly motivated and have good results. Although we have some students that tend not to be so mo- tivated, students that start to get low marks and their school situation starts to worry the teachers. These situations are based on family backgro- und as some parents choose to work abroad and the children are raised by relatives. We have chosen this student because we had some activities rela- ted to our Project in our school and he wanted to find out more about the project. Also our student has started to lose interest in school. His form teacher talked to him and the students accepted to take part in the coa- ching program. When did the coaching activity begin? The coaching activity began in October 2017. How long did it last? Up to the moment. Who began and carried out the coaching activity process? An English and Romanian teacher, the coordinator of the ‘Drop Out Coa- ching at School’ Project and the form teacher. What actions have been done? Action: Integrating him to the coaching process and to the Project. Results: Our student was a little reluctant in the beginning but step by step he started to enjoy all the activities and started to be more communicative and eager to find out new things.
Action: The teachers in charge with coaching took the boy to attend activities done by volunteers, such as organi- sing sports competitions or working with elder people. Results: The student started to take part in volunteer activi- ties, in order to find himself more confident and trust worthy. Action: Our Literature teacher wanted him to write about her impressions about doing activities for the school ma- gazine. The teacher wanted him to write about her feelings. Results: The boy wrote about his impressions in a way that he wanted to inspire other students to start being vo- lunteers. At the Na- tional Col- lege of Computer Sciences Grigore Moisil Bra- sov the rate of dropping out is very low as our students are highly motivated and have good re- sults. Al- though we have some students that tend not to be so motiva- ted, stu- Conclusion In conclusion, we have noticed that our student enjoyed all the activities of the project. The activities have offered him the opportunity o discover more about him and about the others. Now he is more confident, less reserved, and he has a brighter vision on the future. We strongly believe that he is now ready to pass the final exams and to follow his dreams in the future. It is very important to offer all the students equal chances, to treat them right and to give them opportunities to hope, to dream, to become good citizens.
55 Name of school: Institut Guillem Catà Student’s information: 5 students, 3 boys and 2 girls Age: 14 Nationality: Spanish Students Level: 2nd grade compulsory secondary school CASE STUDY in Spain Why was a coaching process determined for this student? This group of students have got serious academic and personal difficulties, most of them come from family-disrupted environments and sometimes they even face psychological problems. All of them had already encountered serious difficulties to go through during the previous academic year, there had been lots of incidents in the school which had ended up in class or even school expulsion. Therefore, there was the need to design a particular strategy to help them get through their studies successfully and develop the necessary personal abili- ties and competences. This strategy implied taking them out of some lessons to do tailor-made project work with them. Finally, one of the main goals of the project was to take these students back to ordinary groups the next school year. When did the coaching activity begin? There were several meetings before the school year began to determine the right strategy to use with the group. The group of teachers who had Introduction When a student is highly unmotivated for the study, it is extremely hard for him to focus on the school issues and frequently he or she may feel frustrated and start skipping lessons and stop attending school. This lack of motivation may be caused by several factors, among which we can distinguish poor social or economic backgrounds, family disruptions or psychological problems. So- metimes, it is not just one student in a school level who is liable to drop out but a few of them. That was the case in our school last year. A small number of students who had to start 2nd grade of compulsory education were on the rag- ged edge and bound to have an unsatisfactory academic year.
When a stu- dent is highly unmo- tivated for the study, it is extremely hard for him to focus on the school issues and frequently he or she may feel frust- rated and start skip- ping lessons and stop at- tending school. This lack of moti- vation may be caused by several fac- tors, among which we can been assigned to this group met periodically to design the project that they themselves would fulfil the following school year. Also, an experienced coach gave guidance to the team of teachers to follow the same criteria, both in methodology and assessment. The whole process was coordinated and evaluated by the school management team. The project was accepted by the manage- ment team and the project it self began September 2016. How long did it last? The actions undergone with this group lasted for the whole school year. Who began the coaching activity? The teaching staff who had to teach the group of students were responsible for designing and implementing the project, activities and assessment plan which best suited the goals to achieve. They were coordinated by the school counsellor and a member of the management team Who has done the follow-up of the whole process? The teachers participating in the activities, together with the pedagogical staff of the centre, had weekly meetings to assess the development of project and the students’ progress. What actions have been done? Action: Students were in charge of growing a garden patch with the help of 2 teachers. Results: By doing this, the students learnt to cooperate among themselves to obtain an outcome. They developed personal skills of patience and constancy and respon- sibility to achieve one’s goals. Their motivation for school attendance raised and absence decreased sig- nificantly because they developed a personal commit- ment with the workshop and feared the loss of their products if they did not care for them. Also they had to control the process of selling the products within the school community and financing it economically. Action: Students attended lectures 2 hours a week to develop personal and school habits (work commitment, team- work, empathy, hygiene.)
57 Results: By doing this, they were able to go back into regular group and attend regular classes, which was one of the main aims of the pro- ject. They were made aware of the need to follow good hygiene habits, to develop their social skills, the adequate behaviour code to attend a class, etc. Action: Students participated in TARASCA: This is an educational program designed by the educational department which consists on using games to develop several competences (social and personal com- petences) with external coaches who assessed the students’ evolu- tion and the Action: Students collaborated with the school Christmas decoration and drawing workshops and the renewal of the school fence. Results: By doing this, the students felt encouraged to participate in the school activities because they were relevant and active actors of the school routines and dynamics. Conclusion The aims proposed to help increase students’ motivation, avoid dropping out levels and coach them back to the school system were fully accomplished: 1. Cope with students’ frustration, lack of motivation and preventing dropping out of school. Drop out levels did not raise during the 9 months analysed. 2. Help them develop the necessary personal abilities and competences to go through the school year and future life. 3. Raise their sense of responsibility by being in charge of a place (vegetable patch) that was under their command. 4. Raise awareness of discipline and strictness needed when forming part of a group. The amount of incidents with the group decreased significantly du- ring the period the students were under study. The number of incidents lo- wered 80%. Consequently, these students were not expelled from school and their level of attendance to lessons was not affected. 5. Be reintroduced to ordinary groups the next school year in order to com- plete the secondary school degree. The next year, all the students are going back to ordinary lessons with an individual plan of study.
Students participa- ted in TA- RASCA: This is an educational program designed by the educa- tional de- partment which con- sists on using games to develop se- veral com- petences (social and personal competen- ces) with external coaches who asses- Name of school: Kanepi Gümnaasium Student’s information: X Age: 14 Nationality: Estonian Students Level: Basic school CASE STUDY in Estonia Why was a coaching process determined for this student? The Satisfaction Survey was carried out at the beginning of the project to get the information about how the students feel at school, their attitude to studying and education and future plans. The attitude to school, education and learning success of the chosen student was not satisfactory. The team of coaches considered the student of being at risk of dropping out, espe- cially after basic school. The main concern of the coaches was that the student would not be interested in continuing the stu- dies despite of excellent abilities for that. Introduction The student is intelligent but not motivated to study or partici- pate in academic activities. The grades vary from excellent to poor according to efforts the student thinks is necessary to put into school work. The aspects which influence the student are friends, family background and low self-esteem. The student often mis- sed lessons. The student’s attitude towards school curriculum is not high enough. The student was introduced to Erasmus+ project. At the be- ginning it did not show much progress because the student was sceptical but the student was challenged with tasks which demanded the academic input and after mentoring sessions and encouragement the student’s improvement in studies was noticeable.
59 When did the coaching activity begin? The coaching activity began in February 2017 after the coaching team was formed. How long did it last? Until November 2017 Who began the coaching activity? The Career Counsellor and the teachers. Who has done the follow-up of the whole process? Our ‘Drop out coaching at school’ team under the supervision of the director. What actions have been done? Action: The student participated in group meetings with the class teacher and Career Counsellor to set the step-by-step aims for the future. Results: The student accepted the group meetings and opened up to ana- lyse the behaviour and reasons for low success at school. Action: The meetings coach – student have begun. They were called deve- lopment talks which took place during the breaks, before and after school. The aim was to support the student whenever the student approached the teachers. The team of coaches did not want to get the attention of other students of the coaching process of this parti- cular student. Results: The student admitted the problems which caused low success. The only not boring thing was sport and computer games at nights. Action: The student showed ambition in international projects at school and the coaches offered the student academic tasks within the projects: to write, speak and present in English. Results: The student acknowledged the command of English and felt more self-confident and was interested to follow the projects. There were set-backs: the tasks were not completed due to deadline and needed teachers’ repeated support. Action: The next meetings concentrated on improvement in planning, importance of schedule and responsibility. Results: The student showed the will to study in the lessons which was a progress according to the teachers’ comments and resulted in better marks.
Action: The student accepted participation in international projects. Results: The family of the student highly appreciates the in- volvement in the project and confirms the student to pay more attention to the studies. Action: The student followed career counselling with the group of other students. The possibilities for further studies were the main topic of the student-coach meeting. Results: The student has changed the mind of going to work and continue studies. The student finds the projects as a positive challenge. In order to register and monitor the coaching activity we used the Satisfaction Survey and the Mid Term survey questionnaire of our Erasmus program. Through the answers of the student it is obvious that: a. The student has become more self – confident. b. The family appreciates the student’s efforts and supports school. c. The student is more motivated to study and continue studying. d. The student is volunteering in extra-curricular and outdoor activities. e. The student future educational plans Conclusion The coaches’ team and the teachers were pleased with the results. The student did not miss the lessons and volunteered in academic tasks connected with international projects which improved the skills of English and other subjects. The student needs further support but has more positive attitude to school and has future career plans. The mee- tings coach – student have begun. They were called deve- lopment talks which took place during the breaks, be- fore and after school. The aim was to support the student whenever the student approached the tea- chers. The team of coaches did not want to
61 Name of school: Szkoła Podstawowa nr 2 im. Jarosława Dąbrowskiego w Olsztynie Student’s information: a girl Age: 15 Nationality: Polish Students Level: 2nd Grade of Secondary School CASE STUDY in Poland Why was a coaching process determined for this student? Definitely she was a student with a risk of dropping out, both for family pro- blems than for lower motivation for studying in general. Her behavior in front of other teachers and students was bad and sometimes even offensive. When did the coaching activity begin? It started in September 2017. The activity was carried out during lessons and during the breaks at school. Additionally, ‘Erasmus School Team’ had a Introduction The student has always had low motivation for school work and studying. She always said she hated school and couldn’t find her favourite area in school subjects and activities. Her grades were poor and most teachers predicted she was the one with a great chance of dropping out school and education. Her family background is quite difficult. The parents are divorced and the situation is complicated, they don’t appear at the parents’ meetings and are not interested in her school and social life. A year and a half ago she was introduced to Erasmus+ project by her En- glish teacher and surprisingly she accepted this offer. The first step of the coaching process was participating in ‘Erasmus School Team’ activities and integration tasks. At first the girl couldn’t believe she was able to become a part of the group, she couldn’t find a match with others and behaved in a rude way to everybody. After a few coaching and mentoring sessions she has changed her behavior, she could see advantages of being a part of Eras- mus team, she was eager to participate in the next project mobility. The tea- chers – coaches started to build a relationship with her and encouraged her to be more active and motivated to do some school work.
meeting once a week and during these meetings the students had a chance to be coached by the teachers – coaches. How long did it last? Till the end of school year. Who began the coaching activity? Most teachers teaching in this student’s class and a Career Counselor. Who has done the follow-up of the whole process? Our ‘Drop out coaching at school’ team under the supervision of the principal. What actions have been done? Action: The student had a role in the ‘Erasmus School Team’ and she got some specific task to prepare (her part in a video about sport in her life). The meetings coach – student have begun. Results: The student has fulfilled her task and she created a video how sport influenced on her life. At this step she was able to participate not only in group mee- tings but also in meetings coach – student. Action: The next meetings coach – student were devoted to build the relationship between the student and the coach by asking the right questions and creating a friendly atmosphere. Results: The student started to behave friendlier to other stu- dents and teachers, she admitted she had wanted to be more visible and recognizable in front of the school community. Action: The coordinator of the project offered the girl to parti- cipate in the ‘Italian Day’ which had been prepared by students participating in the meeting in Catanzaro, Italy. Results: The girl felt honored to be in a group of students cho- sen to participate in a project mobility and she com- pleted all her task in this activity. The stu- dent has al- ways had low motiva- tion for school work and study- ing. She al- ways said she hated school and couldn’t find her favou- rite area in school subjects and activi- ties. Her grades were poor and most teachers predicted she was the one with a
63 Action: The next few meetings coach – student were devoted to improve the girl’s bad behavior. Results: The student started to consider what we, teachers, expect from her. Action: The coordinator of the project offered the student to participate in the next mobility. Results: The girl had participated in this mobility with a great support of her mother who finally could see her daughter being successful. Action: The next few sessions coach – student were devoted to plan the student’s future career and to encourage her to see advantages of staying at school and to continue her education. Results: The student has stayed at school and she wants to find a high school that participates in Erasmus projects. Her English Language skills have been improved significantly and her grades are better than before the project. In order to register and monitor the coaching activity we used the Satis- faction Survey and the Mid Term survey questionnaire of our ERASMUS program. Through the answers of the student it is obvious that: a. The student has become more self – confident. b. Her family has noticed her as a successful person. c. She was motivated not only to study but also to graduate school. d. Her approach to study English as a foreign language is really impressive. e. She has improved her ITC skills by preparing all project tasks. f. The student has become very popular in school. She has got a lot of friends and seems to be really happy in the school environment. Conclusion The activities undertaken by the school in order to avoid the student’s drop out has brought expected results. The girl has stayed at school and she is a model student to other students in our school. Her weak points weren’t as important as it seemed at the beginning, her strong points have been shown by teachers- coaches during the coaching sessions. The girl can see her future connected with education as well as Erasmus projects. Her family could see the girl as a successful person with a plan for her future career.
How do students learn by doing? I believe that the school must represent present life – life as real and vital to the child as that which he carries on in the home, in the neighbourhood, or on the playground. John Dewey
Students at risk of drop out need ef- ficient sup- port not only in their school life but also in every-day life. They need to see the practi- cal side of learning and someti- mes even ready solu- tions of the real life problems. The wor- kshops offe- red in the project al- Introduction Learning by doing refers to a theory of studying explained by American philosopher John Dewey. He claimed that lear- ning should be relevant and practical, not only passive and theoretical. Teachers should present real life problems to the students and then guide them to solve the problem by providing them with a hands-on activity to learn the solution. https://en.wikipedia.org/wiki/Learning-by-doing, 24-07-18.
67 Students at risk of drop out need efficient support not only in their school life but also in every-day life. They need to see the practical side of learning and sometimes even ready so- lutions of the real life problems. The workshops offered in the project allowed them to see some connections between learning and practical dimension of school and studying. In the following reports, prepared by the project coordinators, the reader will find detailed descriptions of all workshops and seminars held by host schools during Teaching/Lear- ning/Training Activities which means the meetings of stu- dents from all schools which participated in the project.
Our school held a Tea- ching/Lear ning/Trai ning Acti- vity in March 2017 in Greece where stu- dents did the follo- wing. First of all, there were some team bonding ac- tivities that bro- ught stu- dents together by encoura- ging colla- boration and team- Greece Writing CV and Job Interview – workshops in Volos Our school held a Teaching/Learning/Training Activity in March 2017 in Greece where students did the following. First of all, there were some team bonding activities that brought stu- dents together by encouraging collaboration and teamwork. We thought that Greek Dances could help students see each other in a different light allowing them to connect in a dif- ferent environment. The first workshop had to do with the resume. Students learned how to write a well – organized CV which they could use after graduation. First, there was a small presentation about the importance of a proper CV and the way it’s written. After pairing the participants we asked each student to write down the CV of his/her partner and then present the partner to the group. Teachers helped students during the whole procedure and evaluated their work. One of the goals of the meeting was for the students to obtain knowledge of which skills and abilities are useful for particular occupation. For this reason we visited various com- panies in the area of Volos where students interviewed the general managers and derived useful conclusions such as to assess the pros and cons of different careers. The last goal of the meeting was for the students to present themselves in front of the future employer and to learn how to behave at a job interview. For this reason we held a de- tailed presentation by an expert where he presented the way to practice and prepare for an interview, avoid common in- terview mistakes, successfully handle any type of interview and finally he emphasized on the significance of body lan- guage. Moreover, students were trained with a role play interview where candidates acted out a scenario with an interviewer, to determine how suitable the candidates were for a particular role. Role plays tested how candidates might approach difficult situations that frequently occur in the business world.
The T/L/T meeting in Italy- No- vember 2017- started with an official opening, as we called it, Erasmus Day, as a dissemina- tion of the work done so far wit- hin our area. Many schools had been invited to welcome our part- ners and teams to- Italy Robotics – workshops in Catanzaro The T/L/T meeting in Italy- November 2017- started with an offi- cial opening, as we called it, Erasmus Day, as a dissemination of the work done so far within our area. Many schools had been invited to welcome our partners and teams together with local authorities and Regional department of Education. According to the project, the Teaching/ Learning / Training Ac- tivity in Italy had to be focused on Robotics. We organized group work in order to establish how much students knew about Ro- botics, proposing a short introduction on what robotic had been throughout the years. Students participating in the meeting were followed by a professional, who held a questionnaire at the beginning and another one on the last day of the session in order to show the impact of workshops on students. Our goal was to encourage collaboration and teamwork among students using Robotics as a way of learning by doing. The activities were organized in order to gain, gradually, more and deeper knowledge on how to program and use a robot. Students were invited to read a guide, to reduce the difficul- ties on the specific language, and only after that, they went through the Lego session. Their enthusiasm in programming a robot was fully accomplished when they learned how to give orders to a robot. In fact, everybody clapped their hands when they were able to stop or move the robot. After having gained deeper knowledge on robotics, the ses- sion proceeded with a CAD-CAM activity, in which, with the help of an engineer who teaches in our school, they learnt how to draw and produce an object. They printed, in 3D technology, the Logo of the project that was given to each school partner as a souvenir of the session, together with a metal object pro- duced in that Lab. Another goal of the meeting was to show students what re- searchers do in Robotics. Therefore, we organized a seminar at the Engineering Department of Mechanics and Robotics of the University of Calabria, where Professor Fortino, responsible for the Labs and Foreign Internship, gave us a superb session on how our life will change in a few years’ time. In fact, he explained to us some studies they were carrying out about the benefit of robotics in health. For example, the chair we sit in
can give us information on our health and our diseases. Robotics can control our future life not in a negative way as it may help all of us to prevent or re- duce illness. After three-hour session, students were absolutely fascinated by this new way of thinking and the new perspectives proposed. During the meeting in Italy a visit to Santa Severina was organized. It was pro- posed in our agenda as,” Our roots- Our story”, in order to show all partners some aspects of our culture, where, during medieval times, sacred and pro- fane were joined in the same square. Food and history created the perfect at- mosphere.
Drop out - Coaching at School. How to reduce the risk of early school leaving?'
Drop out - Coaching at School. How to reduce the risk of early school leaving?'
Drop out - Coaching at School. How to reduce the risk of early school leaving?'
Drop out - Coaching at School. How to reduce the risk of early school leaving?'
Drop out - Coaching at School. How to reduce the risk of early school leaving?'
Drop out - Coaching at School. How to reduce the risk of early school leaving?'
Drop out - Coaching at School. How to reduce the risk of early school leaving?'
Drop out - Coaching at School. How to reduce the risk of early school leaving?'
Drop out - Coaching at School. How to reduce the risk of early school leaving?'
Drop out - Coaching at School. How to reduce the risk of early school leaving?'
Drop out - Coaching at School. How to reduce the risk of early school leaving?'
Drop out - Coaching at School. How to reduce the risk of early school leaving?'
Drop out - Coaching at School. How to reduce the risk of early school leaving?'
Drop out - Coaching at School. How to reduce the risk of early school leaving?'
Drop out - Coaching at School. How to reduce the risk of early school leaving?'
Drop out - Coaching at School. How to reduce the risk of early school leaving?'
Drop out - Coaching at School. How to reduce the risk of early school leaving?'
Drop out - Coaching at School. How to reduce the risk of early school leaving?'
Drop out - Coaching at School. How to reduce the risk of early school leaving?'

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Drop out - Coaching at School. How to reduce the risk of early school leaving?'

  • 1. Drop out - Coaching at School. Guidebook not only for teachers Co-funded by the Erasmus+ Programme of the European Union.
  • 2.
  • 3. Drop out - Coaching at School. Guidebook not only for teachers
  • 4. Co-funded by the Erasmus+ Programme of the European Union. Authors Eda Uslu Nilay Karatosun Karolina Żelazowska IIS Petrucci Ferraris Maresca, Catanzaro, Italy Caterina Reda Süleyman Demirel Anadolu Lisesi, Istanbul, Turkey Hediye Uçar Kanepi Gümnaasium, Kanepi, Estonia Merike Luts 2o Geniko Lykeio Neas Ionias Magnisias, Volos, Greece Dimitrios Apostolou Georgios Giannisis Colegiul National de Informatica Grigore Moisil, Brashov, Romania Laura-Teodora Voinescu-Dragomir Institut Guillem Catà, Manresa, Spain Rosa Maria Colell Llopart Szkoła Podstawowa nr 2 im. Jarosława Dąbrowskiego w Olsztynie, Olsztyn, Poland Anna Zduńczyk Danuta Fuchs Grażyna Wiśniewska Krzysztof Zawilski Special thanks to: Bury Design CC-BY 3.0 Polska
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  • 6. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . 6 THEORY OF COACHING . . . . . . . . . . . . . . . . . . . . . 9 Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Coaching . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Coaching skills . . . . . . . . . . . . . . . . . . . . . . . . 11 Empowering context . . . . . . . . . . . . . . . . . . . . . 13 Uniqueness . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Saboteurs . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Saboteur types . . . . . . . . . . . . . . . . . . . . . . . . 15 Self-Talk . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Self-Esteem . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Mindfit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Empowering Vision Board . . . . . . . . . . . . . . . . . 19 Destination . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Goal setting . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Affirmation . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Gratitude . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Unstoppable . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 METHODOLOGY OF IMPLEMENTING THE SYSTEM OF TEACHERS – COACHES AT SCHOOL . . . . . . . . . . 25 All pertners’ experience of coaching . . . . . . . . . . . 26 Ready-to-use materials . . . . . . . . . . . . . . . . . . . 31 Contents
  • 7. Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Case Study in Greece . . . . . . . . . . . . . . . . . . 46 Case Study in Turkey . . . . . . . . . . . . . . . . . . . 49 Case Study in Italy . . . . . . . . . . . . . . . . . . . . 51 Case Study in Romania . . . . . . . . . . . . . . . . . 53 Case Study in Spain . . . . . . . . . . . . . . . . . . . 55 Case Study in Estonia . . . . . . . . . . . . . . . . . . 58 Case Study in Poland . . . . . . . . . . . . . . . . . . 61 HOW DO STUDENTS LEARN BY DOING? . . . . . . . . . . 65 Greece . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Italy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Estonia . . . . . . . . . . . . . . . . . . . . . . . . . . 72 ‘I HAVE A DREAM...’ - STUDENTS’ STORIES . . . . . . . . 75 Greece . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Spain . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Turkey . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Italy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Estonia . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Poland . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Romania . . . . . . . . . . . . . . . . . . . . . . . . . 85
  • 8. he guidebook was created as a final product of the project titled ‘Drop Out – Coaching at School’. It was co-funded by Erasmus+ programme of the European Union. It might be used not only by teachers but also by principals, parents and all people interested in coaching and mentoring in education. We believe it will be useful especially for the teachers who try to help their students who are at risk of drop out and who have no chance to stay at school without somebody’s help. Our schools have practiced the system of teachers – coaches and we are sharing our experience in the following guidebook. The first part of the guidebook is theoretical and it was provided by two professional coaches Eda Uslu and Nilay Karatosun who trained teachers from partner schools during the workshops held in Istanbul in January 2017. Next parts of this book were created by teachers who imple- mented the system based on teachers – coaches in all partner schools. The main aim of creating this system was to reduce the number of students at risk of drop out by inviting them to the process of coaching, by offering them a new type of the relation teacher – student to make them more confident and motivated at school and in everyday life. In the chapter referring to methodology the reader will find more detailed description of the process of implementing the system based on teachers – coaches in all partner schools. The way of implementation might be found as different in particular schools as the political and cultural situation is Introduction T
  • 9. 7 different. The leaders of the project had done everything to make the process of conducting the project activities with the respect of social and individual conditions in every partner school. In this part of the guidebook there are also some ready-to-use materials that might be used during coa- ching and mentoring activities/sessions with students at risk of drop out and with the ones with lower motivation. The chapter ends up with Case Studies presenting a case of one anonymous student from every partner school in order to explain the process of working during coaching activities/ses- sions. The next chapter ‘Learning by doing’ is devoted to the wor- kshops and seminars in which the students took part during the project. It includes the reports of the workshops to show the importance of learning practical things especially for stu- dents at risk of drop out. They need to see why it would be better for them to stay at school, to settle educational goals and try to gain them. Practical studying shows them they will not waste their time if they stay at school. The last part consists of students’ dream stories about their future. They have planned their future careers, they have writ- ten their first CVs and participated in model job interviews. The most ambitious and individual activity in this section was writing a story ‘I have a dream...’. Their works show the im- pact of the project activities, students’ engagement and mea- surable results of the whole project which is their decision to match their future with education and European Union pro- grammes such as Erasmus +.
  • 10.
  • 12. Coaching involves the belief that the individual has the an- swers to their own problems within them. The coach is not a subject expert, but rather is focused on helping the individual to unlock their own potential. The key skill of Teaching and Training Teaching and training involve an expert teacher who imparts knowledge to their students. Coaching Coaching involves the belief that the individual has the answers to their own problems within them. The coach is not a subject expert, but rather is focused on helping the individual to unlock their own potential. The key skill of coaching is asking the right questions to help the individual work through their own issues. Mentoring Mentoring is similar to coaching. There is general agreement that a mentor is a guide who helps someone to learn or develop faster than they might do alone. COACHING Learning Method Coaching Mentoring The Question How? What? The Focus The Present The Future Aim Improving Skills Developing and Committing to Learning Objective Raising Competence Opening Horizons The differences between these various 'learning methods' can be summarised as: ESSENTIALS
  • 13. 11 Listening When growing up we received formal education on reading and writing but not how to listen. Yet when it comes to business, listening is probably one of the most important skills to have. If as a manager you take on the role of coach, you need to learn to listen with real focus, suspending all of your judgements and opinions. You also need to be listening not just to the words but also to the non verbal signals such as body language. Questioning Powerful Questions are provocative queries that put a halt to eva- sion and confusion. By asking the powerful question, the coach in- vites the client to clarity, action, and discovery at a whole new level. As you can see from the following examples, these generally are open-ended questions that create greater possibility for expanded learning and fresh perspective. When coaching, you need to be using powerful questions. COACHING SKILLS These are questions that: • Are short, typically 7 words or less • Are open rather than closed • Deepen the learning of the person being coached • Move the person forward towards a goal Examples include: 1. What do you NOT want me to ask you? 2. Imagine for a moment that your issue is resolved. How did you get there? 3. What do you think you're SECRETLY afraid of, that's getting in the way of —? 4. a. What are you ready to change? 5. b. What are you NOT ready to change YET? 6. What haven’t you admitted out loud yet? 7. a. What’s the problem in a nutshell? 8. b. Now, what’s the problem in one sentence?
  • 14. Challen- ging con- structively is about not holding back but at the same time not de- stroying the rela- tionship. Many people associate coaching with hel- ping, which clearly it is. At the same time if the coa- ching never rocks the boat it 9. c. And what’s the problem in one word? 10. What's the EASY way forward here? 11. How important is this to you REALLY? 12. What would YOU suggest I ask you to move this forwards? 13. Name someone successful that you admire. What would ________ do if they were in your position? Constructively Challenging Challenging constructively is about not holding back but at the same time not destroying the relationship. Many people associate coaching with helping, which clearly it is. At the same time if the coaching never rocks the boat it just becomes another nice chat. Playing back contradic- tions is a great way of constructively challenging. For example: “I hear that you want to get your MBA but at the same time you seem to be resisting making the time for assignments”. Holding to account Accountability is one of the most powerful aspects of coaching. It has been suggested that people have a 95% chance of achieving an objective when they have accoun- tability in place. When someone gives a commitment to doing something and they know that they will be held to account, it drives them forward. Seeing different perspectives Have you ever found yourself in a situation where it feels like you are pinned into a corner and there is nowhere to go? If so, the chances are you were stuck in a perspective. When coaching, you need to be able to help your client to explore different perspectives, so that they can choose those that are most powerful.
  • 15. 13 Encouraging and supporting Encouraging and supporting when coaching can be the difference between someone keeping going or giving up. Acknowledging another person is an incredibly powerful way of keeping them motivated. Trusting and using intuition We all have a hunch about something from time to time. The chances are that you have probably started to analyse it and make it logical or not. When coaching, your intuition is a powerful tool. Throw it out if it might be of benefit. The worst that can happen is that it is off the mark. Keeping the focus on your coachee When you are in the role of coach your focus needs to be 100% on your client and their agenda. What this means is putting all of the attention on the client and keeping your agenda out of the way. EMPOWERING CONTEXT A purpose statement simply captures an overriding theme already pre- sent in your life. It puts down in words the true work you are here to do: the cause you will pursue, the wound in individuals or society you will seek to heal, the problem you will devote your life to fixing. It states the highest, purest, most others-oriented aim of your life. My Values… • Accomplishment • Accuracy • Achievement • Adventure • Altruism • Balance • Belonging • Community • Compassion • Collaboration • Competition • Connection • Creativity • Culture • Decisiveness • Discipline • Dependability • Democracy • Diversity • Effectiveness • Efficiency
  • 16. A purpose statement simply cap- tures an overriding theme al- ready pre- sent in your life. It puts down in words the true work you are here to do: the cause you will pursue, the wound in individuals or society you will seek to heal, the problem you • Empathy • Empowerment • Enlilghtenment • Fairness • Flexibility • Fun • Gratitude • Growth • Happiness • Harmony • Healing • Health • Humour • Influence • Independence • Integrity • Joy • Justice • Kindness • Knowledge • Leadership • Learning • Love • Loyalty • Money • Order • Passion • Peace • Perfection • Prosperity • Purpose • Recognition • Relationships • Relationships • Religion • Respect • Responsibility • Responsiveness • Risk-taking • Self-esteem • Serenity • Spirituality • Stability • Success • Teamwork • Tradition • Trust • Truth • Uniqueness • Variety • Vision • Wealth • Wholeness • Wisdom • Work List top 10 values. Each of us has our very own special saboteur. The saboteur is the voice in your head that says, You are not good enough or Who do you think you are? or If you take this new job, everyone will find out what a fraud you are. The saboteur mistakenly believes that it is protecting you when it stops you from making changes or taking a risk. We hear the saboteur's voice any time we judge ourselves or assume that someone else is judging us. It's important to remem- ber that you are not your saboteur. SABOTEURS UNIQUENESS
  • 17. 15 STICKLER Perfectionism and a need for order and organization taken too far. Punctual, methodical, perfectionist. Highly critical of self and others. Strong need for self-control and self-restraint. PLEASER Indirectly tries to gain acceptance and affection by helping, pleasing, rescuing, or flattering others. Loses sight of own needs and becomes resentful as a result. Can’t express own needs openly and directly. HYPER-ACHIEVER Dependent on constant performance and achievement for self-respect and selfvalidation. Highly focused on external success, leading to un- sustainable workaholic tendencies and loss of touch with deeper emo- tional and relationship needs. VICTIM Emotional and temperamental as a way to gain attention and affection. If criticized or misunderstood, tend to withdraw, pout, and sulk. Fairly dramatic and temperamental. SABOTEUR TYPES Ways to spot a limiting belief: 1. You tell yourself that you only have one or two choices in a situa- tion or "no choice" at all. 2. Your saboteur expresses its opinion, generally based on a limiting belief. 3. A decision may appear to be black and white to you, or an either/or situation. 4. You have decided that "this is the way the world is." 5. You make a decision based on fear. 6. You feel constricted and notice that you lack clarity about a spe- cific situation.
  • 18. Indirectly tries to gain ac- ceptance and affec- tion by helping, pleasing, rescuing, or flatte- ring others. Loses sight of own needs and beco- mes resen- tful as a result. Can’t ex- press own needs openly and directly. Dependent HYPER-RATIONAL Intense and exclusive focus on the rational processing of everything, including relationships. Intense and active mind, sometimes coming across as intellectually arrogant or secretive. Mostly show feelings through passion in ideas. HYPER-VIGILANT Continuous intense anxiety about all the dangers and what could go wrong. Always anxious, with chronic doubts about self and others. Might seek reassurance and guidance in procedures, rules, authorities, institutions. RESTLESS Restless, constantly in search of greater excitement in the next activity or constant busyness. Rarely at peace or con- tent with the current activity. CONTROLLER Anxiety-based need to take charge and control situations and people’s actions to one’s own will. High anxiety and impatience when that is not possible. AVOIDER Focusing on the positive and pleasant in an extreme way. Avoiding difficult and unpleasant tasks and conflicts. Avoids conflict and says yes to things one wouldn’t want. JUDGE Finds faults with self, others, and circumstances. Causes much of our disappointment, anger, regret, guilt, shame and anxiety.
  • 19. 17 “What we say to ourselves is more important than what anyone else says to us. Using positive, supportive self-talk is one of the most power- full skills for developing soaring selfesteem and powerfull self confidence because the thaughts and words we express to our selves program both our conscious mind and our subconscious mind to create what we say.” SELF-TALK Self-esteem is defined as “how you feel about yourself”. What is your opinion of yourself? Self-esteem not only impacts how we feel about ourselves, but also how we relate to other people, how we handle ob- stacles in our lives, and what we achieve in life. 1. Observe how they talk about themselves. 2. Observe them in their interactions with others. 3. Look for the Sabotour Signs 1. Teach them positive Self-Talk. The first step is to engage in positive and supportive self-talk. Children will learn that what they choose to say to themselves is more important than what anyone else says to them. 2. Have them practice “stretching” Stretching is the practice of doing things outside of our comfort zone – anything that makes them anxious, nervous, or afraid. Each time kids face their anxieties and fears, they build self-esteem (even if they don’t succeed). 3. Present opportunities to practice success Success breeds success. The more our children experience success the stronger they will believe in their ability to succeed. Have your children practice setting and achieving goals. Even small goals such as completing a puzzle, reading a book, or washing the car on their own can help children feel good about themselves. SELF-ESTEEM
  • 20. Success breeds success. The more our chil- dren expe- rience success the stron- ger they will believe in their ability to succeed. Have your children practice setting and achie- ving goals. Even small goals such as comple- ting a puz- zle, 4. Work with them to understand their strengths We all have different skills, strengths, and talents. Hel- ping your children uncover their strengths and talents can help build self-esteem 5. Teach them how to develop their weaker areas If your children feel down because they are weak in an area (i.e. not good at spelling, math, throwing a ball), let them know that weaknesses aren’t permanent. They can learn to develop their skills with practice, study, and coaching. 6. Teach them how to handle feedback Children with low self-esteem and low self-confidence tend to take criticism, or feedback, personally. Teach them that receiving feedback can be an opportunity to improve and not something to hurt them personally. 7. Teach them how to manage mistakes and fear When children learn how to manage mistakes, they are more likely to take risks and to try new things. Learning to move through their fear, will enable chil- dren to go after their goals and dreams. 8. Talk with them about their values and the impor- tance of standing by them Understanding our values gives us an “inner compass” for handling circumstances and making decisions in our lives. MINDFIT Understanding how our conscious mind, our subconscious mind, and our belief systems work is critical for reaching our full potential, creating a happy life, and making our dreams come true. Our conscious mind is where we do all of our thinking. It is the part of the mind that we are aware of. So when we
  • 21. 19 say 2+2=4 or we tell someone about a book we read, we are using our conscious mind. Our subconscious mind is the part of our brain that we are not aware of. It is like a giant filing cabinet that stores our memories, life experien- ces, and belief systems. “If you can dream it , you can do it” Walt Disney Your brain will work tirelessly to achieve the statements you give your subconscious mind. And when those statements are the affirmations and images of your goals,you are destined to achieve them! Creating a vision board is probably one of the most valuable visualization tools available to you. This powerful tool serves as your image of the future - a tangible representation of where you are going. It represents your dreams, your goals, and your ideal life. Find pictures that represent or symbolize the experiences, feelings, and possessions you want to attract into your life, and place them in your board. Have fun with the process! Use photographs, magazine cutouts, pictures from the Internet-whatever inspires you. Be creative. Include not only pictures, but anything that speaks to you. Use only the words and images that best represent your purpose, your ideal future, and words that inspire positive emotions in you. Consider including a picture of yourself in your board. If you do, choose one that was taken in a happy moment. You will also want to post your affirmations, inspirational words, quotations, and thoughts here. Choose words and images that inspire you and make you feel good You can use your vision board to depict goals and dreams in all areas of your life, or in just one specific area that you are focusing on. Some people know immediately. Others have only vague wishes such as more money or a new car or a slimmer body. Here is where you may want to dig a little deeper. What will you do with more money? In what ways will it improve or enhance your life? EMPOWERING VISION BOARD
  • 22. Creating a vision board is probably one of the most va- luable vi- sualizatio n tools available to you. This po- werful tool serves as your image of the fu- ture - a tangible represen- tation of where you are going. It repre- sents your dreams, What is it that you desire? What makes you happy? Who do you want to be? What do you want to achieve? How do you want to feel? What do you want to have? GOAL SETTING AFFIRMATION GRATİTUDE Affirmations are statement we make to ourselves that communicate positive messages about what we want. Affirmations porgramme our conscious mind and our unconscious mind to create what we want. How to use 1- Write them 2- Hear them 3- Repeat them 4- Visualize them DESTINATION
  • 23. 21 Managing fear means finding the courage to move through it and go for it anyway! The fear doesn’t go away until you take action! Step 1: Name the fear The first step is to name the fear. Say it out loud. Many times people don’t want to talk about being afraid for fear of appearing weak; however, just speaking our fear can lessen its power over us. Speaking your fear shifts the fear from something to be talked about and dealt with. When naming the fear, use the “leave outside the room” technique. “Leave outside the room” means to separate ourselves from the fear - to define the fear as an event and not as a characteristic of ourselves. Language plays a key role in this process. For example, instead of saying “I am afraid of public speaking,” look at the experience as an event that needs to be managed. “I am experiencing nervousness about giving a presentation.” This moves the fear from a characteriza- tion about you to a situation you are experiencing. Step 2: Explore the fear When you experience fear, embrace it. Explore it deeply to understand what is causing your feelings. A Chinese proverb states, “When you feel fear, invite it to tea.” This means that when you feel afraid, ask a lot of questions and “get to know” your fear. What is it that you are really afraid of? Stepping thro- ugh the following questions may help. 1. Am I afraid of the unknown? 2. Do I doubt my ability to handle this? 3. Am I concerned about what other people will think? 4. What is the worst case scenario ( make it really dramatic)? UNSTOPPABLE
  • 24. One rea- son why we can be af- raid of the unknown is because our brain doesn’t know how to process it. There are no neural pathways for the new situation. The only pathways we have are for the cur- rent si- tuation which is already in 5. For each of my concerns, what is in my control? 6. For each of my concerns, what is not in my control? 7. What do I want to happen and why? Step 3: Develop your plan For each of the questions above, look at what is in your control versus what is not in your control. You can plan for what is in your control and you can build a contingency plan (develop options) for things that are not in your control. “When you feel fear, invite it to tea.” Chinese Proverb What can you learn about the situation beforehand? Are there experts you can talk to? Are there skills you can develop? Can you enroll someone else into helping you? Step 4: Visualize success One reason why we can be afraid of the unknown is because our brain doesn’t know how to process it. There are no neural pathways for the new situation. The only pathways we have are for the current situation which is already in our comfort zone. Remember that our comfort zone is just entrenched neural pathways in our brain that need to be reprogrammed so we can believe in possibilities outside of our comfort zone. We need to build new neural pathways. We can use tools like visualization and affirmations to program our desired result and train our mind to build new neural pathways and accept the new situation. The more we visualize success, the easier it is to believe that we will have what we want. Essentially, goals outside our comfort zone can be shifted into our comfort zone through visualization and affirmations. These tools let us succeed in our mind first. Step 5: Take action! Finally, take action! The longer our fear festers, the bigger it will get. Learning to move through this fear builds self- -confidence and enables us to go for our dreams.
  • 25. 23 Five Steps for Moving Through the Fear 1. Name the fear 2. Explore the fear 3. Develop a plan 4. Visualize success 5. Take action Learning From Mistakes I did it First acknowledge and take responsibility for the mistake. Do not place blame or make excuses as this can often make the problem worse. I am sorry! Second, apologize to whoever was impacted by the mistake. We must forgive ourselves as well. “Selfpunishment” because of a mistake does not serve. I will fix it! Third, we can offer to fix the mistake if possible. If an item was broken, we may be able to replace it. If we failed to do something we said we would do, we may still be able to fulfill that commitment. I learn from it. Forth, we can learn from the mistake. We can ask ourselves: ? “What did I learn from that?” ? “How could I have avoided that mistake?” ? “What will I do different next time?” I let it go! Finally, let it go. Release incompletement and move forward. “If you can dream it , you can do it” Walt Disney “When you feel fear, invite it to tea.” Chinese Proverb
  • 26.
  • 27. Methodology of implementing the system of teachers _ coaches at school
  • 28. The project ‘Drop Out – Coaching at School’ was addressed to two problematic issues at schools and in the long term in the society. The first one was that students could not identify their needs, demands, personal traits, interests and abilities well eno- ugh to plan their career. And the second one, as the result of the first one, was that students found it hard to cope with the pressure and stress of the vague future, therefore they left school earlier. Most of the students belonged to different social classes which meant that some of them tended not to appreciate what they had been learning and studying, for this reason they were at high risk of drop out. Had these students not been helped, they would have lost their education chance. In order to be helped, the students needed motivation in learning and more care in learning process. As partner countries our main aim was to re- duce the number of students at risk of drop out by conducting a new system based on teachers – coaches. It has been noticed that when the factor of pleasantness of the school raises, stu- dents were not in tendency to leave or change their school. Men- toring meant the presence of a caring individual who provided a young person with support, advice, friendship, reinforcement and constructive role-modelling over time. It was also about building positive relationships beyond the traditional training. The following descriptions are particular partner schools’ expe- rience of implementing the system based on teachers – coaches. At the end of this part there are some materials produced du- ring the process of conducting the coaching sessions: Steps to be followed to avoid Peer Pressure, List of Values, Student Individual Plan, Motivation Workshop Outline with three Worksheets, Mid-term Survey, Satisfaction Survey, Observa- tion Chart. They are ready-to-use and helpful materials that might be easily exploited by other teachers. ALL PARTNERS’ EXPERIENCE OF COACHING Some tea- chers – coaches had regular meetings with three students at risk. The meetings were short (about ten minutes) and took place just after les- sons. After that stu- dents did a question- naire which was also used in other part- ner school as a mid-
  • 29. 27 Italy Some teachers – coaches had regular meetings with three students at risk. The meetings were short (about ten minutes) and took place just after les- sons. After that students did a questionnaire which was also used in other partner school as a mid-term survey after one year of the coaching sessions. Questionnaires, simple for pupils to understand, were given to students. One particular example of the impact of coaching sessions and activities: a teacher – coach started talking to a student in one-to-one relationship to foster understanding and trust, after three talks the students being encou- raged, opened up. One strategy was to give one of the students a role in the class, he was constantly asking for the teacher’s attention. This student also had some more help by psychologist and a big change occurred. He stayed at school and made some educational plans for the future. Estonia A group of five teachers chose students at risk. After that, the low motivated students and some high motivated ones (about 20 all together) formed a group and took part in some activities such as white-water rafting and science centre which offers some workshops. The career advisor also added some questions connected to Erasmus project to her interviews. Teachers – coaches used coaching techniques that were open about which skills students would improve in their life (one to one). The coaches were new and used materials which have been presented in the first chapter of this gui- debook. They had sessions with students without them knowing they had been chosen. Activities students participated in within the group included psychological training. Teachers – coaches were pleased with the results. Participating students did not miss the lessons and volunteered in academic tasks connected with in- ternational projects which improved the skills of English and other subjects. Turkey Teachers – coaches chose 30 students at risk. There was a seminar on peer pressure for the students. During this seminar coaches’ team created a set of clues for students how to avoid peer pressure. Professional coaches were also asked to conduct a seminar for other teachers in the region (funded by the Ministry of Education). Then individual work with students started. The meetings were carried out every 2 weeks, 15 teachers were involved, meetings were with individual students. The plan had 3 parts: to state a
  • 30. goal, set steps to reach it, and follow the development. They have been stuck to the guide posed not to feel lost. For the next months the coaching sessions were going on to see the extent to which students have improved in their pro- cess. When teachers – coaches saw they are successful and students wanted to keep on attending the sessions – it was definitely the sense of their success. Greece Students working in Erasmus projects at school were combined with students at risk. Teachers – coaches encouraged students at risk to join the group and the offer was accepted. There were weekly sessions connected with Erasmus projects and students at risk were assigned some particular activities including taking care of international students. They were given such an opportu- nity for the first time but they enjoyed the experience. The staff involved some refugees who had just joined the school to take part in the work. The biggest problem was that these students did not speak Greek or English well. The idea was to create a mixed group (good and not so good students) and do some outdoor activities with them. The good ones were not so happy initially (language difficulties) but things have changed when the school decided to involve students who were at high risk for dropping out high school, in drama classes, so as to increase their motivation and willingness to remain at school. The most important step in our effort was the students’ inte- gration into the drama group. In order to achieve this we used team building activities which are essential not only in creating a closely-knit, bonded team but also in increasing communica- tion amongst team members. Involved students did not speak Greek at the beginning, so communication was not only the most important aspect but also a barrier that we had to overcome through non-verbal ways or by making use of the completely basic English they spoke. The whole process was surprisingly successful. The students, not only joined the group and deve- loped strong bonds with other members but they also partici- pated in 3 theatrical performances. All of these young people stayed at school and made some educational plans for their future. Students working in Erasmus projects at school were combined with stu- dents at risk. Tea- chers – coaches encouraged students at risk to join the group and the offer was accepted. There were weekly sessions connected with Eras- mus pro- jects and
  • 31. 29 Spain Teachers – coaches chose 5 students at risk of drop out and started to work with them. They were students of 2nd grade (14/15 years old) with serious academic and personal difficulties including family disruption and sometimes psychological problems. Once the students were chosen to be part of the group, the teachers – coaches started to work with them both individually and as a group. They received indi- vidual coaching sessions every week. Periodical meetings were established with all the participating members, tea- chers and Coordinating staff, to design, elaborate, carry out and evaluate all the actions that would be done. They were helped to develop the necessary abilities and competences to go through the school year and regain motivation to attend lessons. In order to accomplish this goal, students’ timetable was modified, they at- tended a few group lessons outside the class, their curriculum was briefly adapted. They followed a few lessons in regular classes but the rest of their timetable was planned in detail. The students completed several projects (growing a garden, designing and elaborating a layout of the school, decorating the surrounding fence of the school and presenting the process in English, elaborating a short film, thus implementing IT methodologies, writing a weekly school magazine, organi- sing the school football tournament and jogging regularly). The aims pro- posed to help increase students’ motivation, avoid dropping out levels and coach them back to the school system were fully accomplished. Romania There was a meeting with all the teachers - coaches during which 20 not highly motivated students were chosen. Individual sessions were carried out by 4 teachers twice a month with 10 students. Most of their parents work abroad which means the students don’t have enough support at homes. Then, one teacher had a few meetings with some of these students to talk to them and later on some extra activities were introduced (such as drama classes). The other students of the chosen group were also involved in Stu- dents’ Council works. Some weaker students have been also involved in extra activities: art workshops, volunteering. They have talked to 4 tea-
  • 32. chers – coaches and school counsellor to identify the reasons of lower motivation and they were also offered to take part in drama lessons and voluntary work. They were also asked to organize a Christmas party and had a play for the whole community of Brasov. In conclusion, we have noticed that our students enjoyed all the activities they were offered. Suggested activities gave them opportunities to discover more about themselves and about the new ways of being more motivated students. Now they became more confident, less reserved, and they have a brighter vision of their future and educational career. It is strongly believed that they are now ready to pass the final exams and to follow their dreams in the future. Poland Teachers – coaches offered 25 students to participate in Eras- mus+ Team. The students with lower motivation and those at risk of drop out were also encouraged. The members of the team had some activities all together but some of them were offered those at risk. At the beginning the students didn’t know they were chosen to be coached. There were 8 teachers willing to work as coaches and we started to work with these two groups of students to build the relation- ship. Then, the teachers helped them to work out their perso- nal goals, after that to work on the ways of achieving them. Finally teachers – coaches focused on working with 15 students, they had coaching sessions every two weeks. Students chose their coach to be coached which meant meetings and talking about their goals, problems, further educational career. After these two years being in the project all participated stu- dents have planned their future careers which are strongly con- nected with education, they are motivated and more confident. There are no students at risk of drop out. In conclu- sion, we have noti- ced that our stu- dents enjo- yed all the activities they were offered. Suggested activities have gave them oppor- tunities to discover more about themselves and about the new ways of being more motivated students. Now they
  • 33. 31 I. Steps to be followed to avoid Peer Pressure People are more likely to be heavily influenced by their peers and less likely to make decisions for themselves if they: – have low self-esteem, – are experiencing problems in their family, such as divorce, alcoholism, drug addiction, or unemployment, – come from families where there is little support or communication, – strongly identify with only one ethnic group, – feel distant from school and community activities, – are afraid of not belonging or fitting in. How Can People Avoid Negative Peer Pressure? "Just say no" has become a slogan sometimes used to tell youngsters how to respond when they feel pressure to drink or smoke or engage in a harmful activity. Is it a useful strategy to avoid peer pressure? It may be overly simplistic to expect people to reject peer pressure to participate in risky, dangerous, or hurtful behaviours simply by saying no. Different strategies work for different people, but some commonly successful strategies are: 1. Ask 101 questions. For example, if a pal pressures you to smoke, ask her why she smo kes, how long she has smoked, if she minds having ashtray breath. 2. Say “No” like you mean it. Make eye contact, then say “No” forcefully, with authority. The more certain you are in your refusal, the less people will bug you. 3. Back-up a no with a positive statement. For example, if you’re turning down an offer to smoke weed, say something like, “I like my brain the way it is, thanks.” 4. Be repetitive. Don’t hesitate to state your position over and over again. READY-TO-USE MATERIALS
  • 34. 5. Practice saying no. Practice saying ‘no’ in safe environments, like when your big brother asks you if you’d like to spend Saturday night doing his laundry. 6. Get away from the pressure zone. Leave the scene, make your exit. 7. Avoid stressful situations in the first place. If you know there’s going to be alcohol or drugs at a party, make other plans. Or, if you’re going out with a guy, avoid being alone with him anywhere he might pressure you to get more physical than you want to be. 8. Use the buddy system. Find a friend who shares your values and back each other up. 9. Confront the leader of the pack. The best way to handle a peer pressure bully is to nab him (or her) when the two of you are alone and explain how you’re feeling and ask him/her to get off your case. 10. Consider the results of giving in. Take a moment to think about the consequences of your actions. 11. Look for positive role models. Ever notice that the real popular and successful teens at your school are the ones who weren’t afraid to say what they like and don’t like. 12. Don’t buy the line that everyone’s doing it. The truth is, everyone’s NOT doing it. 13. Seek support. Talk out any peer pressure you’re experiencing with other friends who are also feeling the squeeze. I can be reassuring to know that you’re not the only one. 14. Be your own best friend. Remind yourself every now and then that you’re special and nuke any negative statements. 15. Find ways to excel. Challenge yourself to do your best. Focus your attention on following your personal goals instead of the goals of the group. Avoid stressful situations in the first place. If you know there’s going to be alcohol or drugs at a party, make other plans. Or, if you’re going out with a guy, avoid being alone with him anyw- here he might pres- sure you to get more physical than you
  • 35. 33 16. Don’t pressure others. Watch out for any subtle forms of pressure you may be exerting. 17. Speak out! Fight peer pressure by taking the side of the underdog. Supporting others’ opinions will send the message that you think for yourself. 18. Watch your moods. Be aware that your moods can affect your sensibility. 19. Evaluate your friendships. If your friends are always bugging you to do something you’re not comfortable with, remember that true friends like you for who you are, not who they want you to be. 20. Find new friends. If you’ve decided that your friends don’t have your best interests at heart, search out new friends who share your values and interests. II. List of Values It may be used at the stage of setting goals by students. Make a list of values you and your family have. If the decision or action overlaps with your values, then go ahead. If not, change it. Here is a chart to help you while making an important decision. Decision to be made OPTION 1 OPTION 2 Is it compatible with my values? Is it compatible with the rules? What are the advantages? What are the disadvantages? What is the short-term effect? What is the long-term effect? What is definitely essential in your decision? What is important for you? What do you want?
  • 36. III. Student Individual Plan It may be used at the begining of coaching sessions: to complete by a coach and a student. PERSONAL INFORMATION Name and Surname Course: Justification: Person Responsible: SCHOOL AND REPORTS Social services Scholarship OTHER: HELP AND SUPPORT TECHNIQUES AVAILABLE TO THE STUDENT Material resources Human Resources Dossier Personalised attention Complimentary worksheets Social Worker Computer and internet OTHER: Takes care of themselves and his hy- giene. Has good relation- ship with classma- tes. Listens to peers’ opi- nions. Understand what they are told. Is able to start and keep a conver- sation. Knows how to say thank you. Is able to
  • 37. 35 Student habilities in each curricular area (Summary of knowledge and student habilities in relation to each of the curricular areas. Data extracted from last reports and their evaluation in the competences report,...) Personal, social and autonomy habits YES Sometimes NO Attends class regularly. Punctuality. Usually brings the materials needed. Takes care of themselves and his hygiene. Has good relationship with classmates. Listens to peers’ opinions. Understand what they are told. Is able to start and keep a conversation. Knows how to say thank you. Is able to give and follow instructions. Is aware of their feelings and emotions and is able to express how they feel. Knows how to negotiate and reach agreements Willingness to learn Writes down homework in his school diary.
  • 38. Subject: How to push yourself to get there? The importance of moti- vation in a person's life. Workshop objectives: Students will obtain significant information about motivation and its importance in a person’s life. Students will gain the knowledge about the determinants which motivate and demotivate us while learning and working. Young people will be encouraged to work on their own motivation. Teaching aids: post-it notes, grey paper, illustrations of ‘humans’, attachments: No. 1 – ‘Humans -  graphical presentation of various beha- viours', No. 2 – ‘Your style of behaviour’, No. 3 – ‘Determinants which motivate and demotivate learning and working’. Teaching methods: mini-lecture, discussion, individual and group work, worksheets. Time: 90 minutes. Procedure: 1. Introduction – greet the students. Explain the subject and discuss the workshop objectives. Then determine the rules of work. 2. Mini-lecture about motivation, different kinds of motiva- tion and its role in a person’s life. Workshop might be used on two – three lessons or as a sepa- rate activity to raise students’ motivation. It consists of ‘Moti- vation Workshop Outline’ and 3 attachments – worksheets for students. IV. Motivation Workshop Outline Exercise ‘Sportsper- son’ the teacher tells a life story of an outstan- ding spor- tsperson (e.g. Ju- styna Ko- walczyk, Sebastian Kara, Ro- bert Lewan- dowski) who for many years of their ca- reer was highly suc- cessful but was highly disappoin- ting during
  • 39. 37 3. Individual reflection on motivation and self-motivation based on the illus- tration of ‘humans’. The teacher distributes worksheets with a graphical presentation of various behaviors (attachment No.1) and emotional sta- tes of the ‘humans’ placed around the tree (climbing, falling, sitting on the branch which is being undercut, swinging, sitting on the top, etc.). The students’ task is to choose one of the characters that best reflects their attitude to work in the workshop. 4. Exercise ‘Sportsperson’ – the teacher tells a life story of an outstanding sportsperson (e.g. Justyna Kowalczyk, Sebastian Karaś, Robert Lewandow- ski) who for many years of their career was highly successful but was highly disappointing during the last major competition. During an interview stu- dents give possible reasons for the sportsperson’s failure. The task for the students is to write on the board all possible excuses that an athlete could give, e.g. ‘I was overtrained’, ‘I was ill’, ‘The equipment failed’, ‘The oppo- nent was in a better shape’, ‘Bad weather conditions’, etc. When all the suggestions are written down, the group determines which factors are internal ones (I) and which are external ones (E). This exercise is finished with a discussion on the influence of external and internal motivation on our successes and failures. 5. Students receive worksheets (attachment No.2) – ‘Your style of behaviour’ and choose from answers ‘a’ or ‘b’ the ones, which best reflect their be- haviour and decision-making. Students discuss the results of the exercise in pairs and then present their conclusions to the group. 6. Students receive worksheets (attachment No.3) – ‘Determinants which motivate and demotivate learning and working’ and fill them in following the given instructions. Afterwards, they choose 3 most important ‘moti- vators’ and ‘demotivators’ from the selected answers and write them down on post-it notes which are later placed on a board/paper sheet. The tea- cher, along with the students, divides the answers into groups, puts them in a table and then encourages the students to discuss the results of the exercise by asking some questions. 7. Review. A list of ideas on ‘How to remove negative factors which decrease our motivation?’ is prepared. 8. Closing. Students are given small post-it notes and assess their participa- tion in the workshops by drawing ‘smileys’: happy, neutral or sad. Later, they stick the post-it notes to the board when leaving the classroom. Source: K. Druczak, M. Mańturz, M. Mrozek, Rozwijam skrzydła – poradnik metodyczny dla wychowaw- ców gimnazjum w zakresie doradztwa zawodowego, Warszawa 2013.
  • 40. ATTACHEMENT No. 1 ‘Humans – graphical presentation of various behaviours' Choose one of the ‘humans’ who best describes your fee- lings at the moment? Colour that person and tell us about your mood. ATTACHEMENT No. 2 ‘Your style of behaviour’ Which option suits you best. Choose A or B 1. You are offered a part in a school play. Which one would you choose? a) a main, effective part focusing people’s attention b) a peripheral one but giving you a chance to show your acting skills 2. You are to read at least one book in a month’s time. Which one would you choose? a) one book suggested by a teacher b) two long books out of your own choice When do you think you learn the most? a) when you learn to get a bet- ter school mark b) when you learn what you are in- terested in 8. You can choose a sport. Which one would you take up? a) the one you can more easily succeed in and get trophies
  • 41. 39 3. You can enrol in a language course. Which one would you choose? a) an easier one b) a more difficult but more interesting one 4. Two people have invited you to go to a party with them. Who would you go with? a) a well-known person worth being seen with b) an interesting person but less popular 5. Which would give you more satisfaction? a) tidying up your room to get pocket money b) tidying your room out of your own choice 6. What is most important for you? a) quantity b) quality 7. When do you think you learn the most? a) when you learn to get a better school mark b) when you learn what you are interested in 8. You can choose a sport. Which one would you take up? a) the one you can more easily succeed in and get trophies b) the one that would give you a lot of joy and happiness 9. You have two job offers. Which one would you choose? a) a well-paid one b) a more interesting one compatible with your interests but with lower salary 10. What influences your most important decisions? a) other people’s opinions b) your own opinions Sum up A answers: ……………………………. Sum up B answers: ……………………………. If you have 8 or more A answers you are probably motivated from the outside. It’s more important for you what others think about you. If you have 8 or more B answers you are motivated from the inside. You motivate yourself and your self-esteem is important to you. None score is better or worse. Sometimes it’s better to follow both your internal and external motivation. It’s important to value other people’s opinion but at the same time be faithful to your values.
  • 42. ATTACHEMENT No. 3 ‘Determinants which motivate and demotivate learning and working’ 1. Choose and underline the factors that motivate you and increase your commitment to work. Friends’ admiration Parents’/teachers’ acknowledge Legitimacy/sense of fulfilment of a task The chance to get on success Money Other people’s trust Good atmosphere at school/home Material rewards Jealousy Important and clear objectives Readiness to learn new skills/knowledge Good atmosphere The chance to gain advantage over others Pride Readiness to match up to others Others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2. Choose and underline the factors that demotivate you and decrease your motivation and commitment to work. Lack of parents’ acknowledge Useless, unnecessary task Lack of work results Too distant goal Lack of reward Being afraid of defeat Teachers’ incompetence Uncertainty of success Conflict with others Lack of confidence Fear of being distinctive in a group Negative appraisal (criticism) Frequent objectives change Difficult work conditions Too big effort/input into work Fear of success Faintly defined goal Others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lack of pa- rents’ ac- knowledge Useless, unneces- sary task Lack of work re- sults Too dis- tant goal Lack of re- ward Being af- raid of de- feat Teachers’ incompe- tence Uncerta- inty of suc- cess Conflict with others Lack of
  • 43. 41 It might be useful as a questionnaire after a few coaching sessions. V. Mid-term Survey 1. How do you feel after this first period at school? Good/very good/no problems/some problems 2. How is your relationship with your classmates improved? Much/not much/no problems/none 3. How is your relationship with teachers improved? Much/not much/no problems/none 4. How is the relationship with your studying improved? Much/not much/no problems/none 5. Do you like your school life? Much/not much/very much/none 6. Would you like your parents being more present in your school life? Yes /no/ only sometimes 7. How do you think Erasmus project could help in our school life? Much/ not much/very much/none It might be used by teachers – coaches during coaching session with students at risk of drop out. It helps to control the process of undertaken activities and the progress gained by coachees. The following Observation Chart has been created by teachers – coaches and it is only a sample of such educational tools. VI. Observation Chart Student’s information: . . . . . . . . . . . . . . Age: . . . . . . . . . . . . . . . . . . . . . . . . Nationality: . . . . . . . . . . . . . . . . . . . . Student’s Level/Class: . . . . . . . . . . . . . . Introduction Basic information about the coached student, anything that might help du- ring the coaching sessions and activities e.g. cultural and ethnical backgro- und, educational and personal experience, social-economical status of the family, risk of dropping out. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
  • 44. Why was a coaching process determined for this student? A piece of information about the initial process of the coa- ching sessions: who the student was invited by, how she/he was chosen and why. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . When did the coaching activity begin? The date or the period of the school year. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . How long did it last? The date or the period of the school year; frequency of the sessions/activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Who began the coaching activity? The name of the teacher or the team of teachers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Who has done the follow-up of the whole process? The name of the teacher or the team of teachers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . What actions have been done? Description of all actions in which the student participated du- ring coaching sessions and introducing their results. Action: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Results: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Conclusion Description of impact and results during the coaching ses- sions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Basic in- formation about the coached student, anything that might help during the coa- ching ses- sions and activities e.g. cultu- ral and ethnical backgro- und, educa- tional and personal experience, social-eco- nomical status of the family, risk of
  • 45. 43 VII. Satisfaction Survey 1. How do you feel at our school? a. Very good b. Good c. I’m stressed during the lessons d. I have some problems with my schoolmates e. I have been bullied f. I have some problems with the teachers g. I get bad marks h. Others problems . . . . . . . . . . . . . . . 2. Do you like studying? a. Yes b. Yes but only the subjects I’m interested In c. Rather no d. No 3. Do you take an active part in the lessons? a. Yes b. Rather yes c. Rather no d. No 4. In your opinion, are the lessons interesting? a. Yes b. Rather yes c. Yes, but only some d. Rather no e. No 5. Choose the best ways of making lessons more attractive: a. Interactive whiteboards in the classrooms b. Tablets for students to use during the lessons c. Active methods more often used during the lessons d. Lessons in the museums, at universities, in libraries, high schools, labs, places of work
  • 46. 6. Which of the values presented below are the most important for you? (choose from 1 to 3 options) a. Independence b. Money c. Leadership d. Successes e. Helping others f. Personal development g. Education h. Family life 7. Are there any interesting extra-curricular activities at your school? a. Yes, a lot. I take part in . . . . . . . . . . . . . . . b. Yes, but I do not take part in them c. I’m not interested in activities organised by school d. I take part in activities organised at other places: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8. Do your parents support your education? a. Yes, it’s really important for them b. Rather yes c. Rather no d. No e. Other possibilities . . . . . . . . . . . . . . . . . . 9. What are your plans for the further education? a. Vocational school b. Technical high school e.g. electronic, economical, gastronomic c. High school d. Vocation high school e.g. art, aviation, army 10. Are you planning to study at the university? a. Yes b. Rather yes c. Rather no d. Definitely no e. Other options . . . . . . . . . . . . . . . . . . . 6. Which of the values presented below are the most important for you? (choose from 1 to 3 options) a. Indepen- dence b. Money c. Leader- ship d. Succes- ses e. Helping others f. Personal development g. Educa- tion h. Family life
  • 47. 45 11. Are you learning things that will help you when you grow up? a. Yes b. Rather yes c. Rather no d. Definitely no e. Other options . . . . . . . . . . . . . . . . . . . 12. Do you have the opportunity to get guidance for your learning difficulties? a. Yes b. Rather yes c. Rather no d. Definitely no e. Other options . . . . . . . . . . . . . . . . . . . 13. Can you talk to your teachers when you have a problem? a. Yes b. Rather yes c. Rather no d. Definitely no e. Other options . . . . . . . . . . . . . . . . . . . 14. Do you feel happy and important at your school? a. Yes b. Rather yes c. Rather no d. Definitely no e. Other options . . . . . . . . . . . . . . . . . . . 15. Do you receive sufficient feedback on your studies? a. Yes b. Rather yes c. Rather no d. Definitely no e. Other options . . . . . . . . . . . . . . . . . . .
  • 48. 12. Do you have the opportunity to get gui- dance for your learning difficulties? a. Yes b. Rather yes c. Rather no d. Definitely no e. Other options 13. Can you talk to your tea- chers when you have a problem? a. Yes b. Rather Introduction Regardless of cultural or ethnical background, education is important for everyone in order to create better opportuni- ties and to participate in the society (Social Cultureel Plan- bureau, 2012). Several factors affect the education level of an individual. Intelligence and motivation play a role on the in- dividual’s level and the social-economical status of the fa- mily on group level. The cultural and economical factors in the country of origin are also important, but of outmost importance is the quality of and access to education (SCP, 2012). Greece is a country that has received thousands of refugees during the last three years. Due to specific barriers the refu- All partner countries have chosen a sample of a student – coachee who was coached by teachers – coaches and they all together succeeded in a visible and measured way. The following case studies have been based on some true stories of the coached students with the respect of their personal data and information. Case Studies Name of school: 2o Geniko Lykeio Neas Ionias Magnisia Student’s information: a young man Age: 19 Nationality: Kurdish Students Level: 3rd Grade of Upper High School CASE STUDY in Greece
  • 49. 47 gees encounter, the dropout rate of such minorities is higher and it occurs for a variety of reasons. Research on dropout among refugee students shows that they experience several barriers while entering the education system. These barriers include their difficult financial situation, lack of information and guidance, the often low language level, difficulties with the recogni- tion of qualifications, care responsibilities and socio-cultural influences upon their attitudes and aspirations towards education. Why was a coaching process determined for this student? The student is a refugee from Persia. He arrived in Greece in January 2017 when he crossed the boarders of Greece with a boat. He was sent to our school in order to finish high school. He could not speak Greek, he did not have any friends, his economic situation was poor and our “Drop out coaching at school” team thought that he was a stu-dent with high risk of drop out our school and education. When did the coaching activity begin? The activity began a week before the student arrived at our school. How long did it last? Up to the moment. Who began the coaching activity? Our school (2nd Upper High School of Nea Ionia) Who has done the follow-up of the whole process? Our “Drop out coaching at school” team. What actions have been done? Action: The director of the school and our team prepared a welcome group of students a week before the arrival of the student. Their persona- lity, their command of the English language (since the student did not speak Greek) was crucial in the choice of the particular students. Results: It was impressive the way they embraced him and as a result of their warmth they remain friends up to date. Action: Teachers of our school took over the teaching of the Greek language offering extracurricular activities. Results: The student speaks Greek fluently now. Action: The Drama teacher took the student in her group. Results: The boy participated in three drama performances (videos).
  • 50. Regardless of cultural or ethnical backgro- und, education is impor- tant for everyone in order to create better opportuni- ties and to participate in the so- ciety (So- cial Cultureel Planbureau, 2012). Several factors af- fect the education Action: He became a member of the photography club of the school. Results: He participated in a photo elicitation interview con- test of the school and finally was chosen for an inter- national festival (videos). Action: The sport teacher introduced the student to the foot- ball team and to other sport activities. Results: He was recognized as a skilled football player by his classmates. Unfortunately he did not participate in the official games since he is older than the other students. Action: Food and money gathered by the students were offe- red to him. Results: He denied the help but he felt secure in the school environment. In order to register and monitor the coaching activity we used some materials prepared by the partners like the Satisfaction Survey and the Mid Term survey questionnaire of our Erasmus+ program. Through the answers of the student it is obvious that: a. The student had become more self – confident. b. He is motivated not only to study but also to finish his studies in school this June. c. His command of the Greek language (in combination with the improvement of the English language) helped him to find a job right after he finishes his studies in a refugee camp. d. He has become very popular in school. He has got a lot of friends and seems to be really happy in the school en vironment. Conclusion What is required for refugee students in order to adopt to their school environment is a well-organized mentoring and coa- ching program. Through this program we measured the cur- rent academic level of the student, and then isolated the areas that need improvement. It also obvious that not only the tea- chers but the whole school community gets involved. As a esult of the actions mentioned our student did not drop out school, but he became a successful member of our school community.
  • 51. 49 Why was a coaching process determined for this student? The student has Dyslexia and finds it difficult to read and write the numbers. That makes her school life even worse. Besides, her mother has had health problems and as a result she had to have some operations. To make her feel relaxed, she was sent to Italy to her family, which she found herself try- ing to adapt to different situations. She was usually reserved but when she was insisted, she was offensive. She did not want to talk about her feelings. She was a constant late-comer to school and on the point of dropping out. When did the coaching activity begin? The coaching activity began in October 2017. How long did it last? Up to the moment. Who began and carried out the coaching activity process? English teacher and the coordinator of the ‘Drop Out Coaching at School’ Pro- ject, the P.E. teacher and the Turkish Literature Teacher. What actions have been done? Action: Integrating her to the coaching process and to the Project. Results: In the beginning the girl found it difficult to mingle with the other students in the Project group. So we decided to make her work in a smaller group with 2 other students so that she could cooperate more easily. Action: P.E. teacher took her to a swimming competition. Though she has been doing sports for a long time, she was too reserved to take part in competitions. Results: She was not the winner, but it was a chance for her to experience success. She became more ambitious to take part in competitions. Name of school: Süleyman Demirel Anadolu Lisesi Student’s information: a girl Age: 16 Nationality: Turkish Students Level: 10th grade student. CASE STUDY in Turkey
  • 52. Action: Our Literature teacher wanted her to write about her impressions about doing sports for the school maga- zine. The teacher wanted her to write about her fee- lings. Results: The student wrote about her impressions in a way that she wanted to inspire other students to do sports. It was clear that she, somehow, wanted to be useful for the others. Action: The student was selected for the Project team to go to Estonia. Results: She was involved in the Project activities eagerly. Although at the beginning she was reluctant to mingle with other Project groups in Estonia, she was easy-going later. When comparing the conclusions of 2 surveys which was done at the beginning of the Project and now, it is clear that she finds the strength to cope with the negative aspects of life. From the survey she has answered recently: a. She is more confident, less reserved and less offensive. b. She has a more positive attitude towards life. c. She has decided on the branch she wants to study at university. d. She is more easy-going and shares her ideas with other people. The stu- dent has Dyslexia and finds it difficult to read and write the numbers. That makes her school life even worse. Besides, her mother has had health pro- blems and as a re- sult she had to have some ope- rations. To make her feel re- laxed, she Conclusion For coaching and mentoring, it is essential to work as a team. Three teachers did their best to make the chosen student to concentrate more on what she can do, rather than what she cannot. The English teacher did the theoretical part of the coa- ching programme. She asked the powerful questions to enable her to see her strong points. The P.E. teacher encouraged her to take part in the competitions and the Literature teacher very well analyzed that while she might have difficulty in talking about her feelings, she is more relaxed while writing. After 7 months of team work, the girl is now a polite, helpful and am- bitious young lady.
  • 53. 51 Why was a coaching process determined for this student? Definitely he was a student with high risk of dropping out, both for fami- liar problems than for personal situation. When did the coaching activity begin? The activity was carried out by all teachers at school, during lessons and during the breaks at school. How long did it last? Till the end of school year. Who began the coaching activity? All the teachers involved in this student’s class. Name of school: IIS Petrucci Ferraris Maresca Student’s information: a boy Age: 16 Nationality: Italian Students Level: 2nd Grade of Upper High School CASE STUDY in Italy Introduction The student has always been a difficult student since the first year of High School. He has a very difficult family background. When I first met him it was really difficult even to talk to him. But gradually I thought how can I be a “friend” to him? He doesn’t trust anyone, he doesn’t recognize any kind of authority in his mind. I started using my knowledge of coaching and mento- ring, without imposing anything to him, but starting to talk to him just after the end of the lesson for a few minutes. After a while I found him waiting for me outside the class-room just for a quick chat. It was a success for me and for the school. He needed to be appreciated and listened, he wanted only to be “ visible” to our eyes, and not anymore in a negative way, but as a student who now had a role in the class. He was in fact appointed by me as my deputy when I was busy with some other school commitment.
  • 54. The stu- dent has always been a difficult student since the first year of High School. He has a very difficult fa- mily bac- kground. When I first met him it was really difficult even to talk to him. But gradually I thought how can I be a friend to him? He do- esn’t trust Conclusion The actions taken by the school in order to avoid the student’s drop out has been a kind of challenge for all the teachers invol- ved. The boy is now well integrated in the school, he has a lot of friends, he still lives in the community for minors, but now he is more aware he can have his own life. As a result of the actions mentioned our student did not drop out school, but he became a successful member of our school community. Who has done the follow-up of the whole process? Our “Drop out coaching at school” team under the supervision of the principal. What actions have been done? Action: The student had a role in the class Results: The student was much more friendly and well dispo- sed towards his mates. Action: Teachers of his class were aware of his difficulties and tried to help him in filling up his school gaps. Results: The boy at the end of the first term had been evalua- ted with many positive marks. Action: The sport teacher introduced the student into volley team and to other sport activities. Results: The boy started to trust his classmates and teacher because he felt himself “ important” in the sport team. In order to register and monitor the coaching activity we used the Satisfaction Survey and the Mid Term survey questionnaire of our ERASMUS program. Through the answers of the student it is obvious that: a. The student had become more self – confident. b. He was motivated not only to study but also to finish his studies. c. The student has become very popular in school. He has got a lot of friends and seems to be really happy in the school environment.
  • 55. 53 Name of school: Colegiul National de Informatica Grigore Moisil Student’s information: a boy Age: 17 Nationality: Romanian Students Level: 12th grade student. CASE STUDY in Romania Why was a coaching process determined for this student? At the National College of Computer Sciences Grigore Moisil Brasov the rate of dropping out is very low as our students are highly motivated and have good results. Although we have some students that tend not to be so mo- tivated, students that start to get low marks and their school situation starts to worry the teachers. These situations are based on family backgro- und as some parents choose to work abroad and the children are raised by relatives. We have chosen this student because we had some activities rela- ted to our Project in our school and he wanted to find out more about the project. Also our student has started to lose interest in school. His form teacher talked to him and the students accepted to take part in the coa- ching program. When did the coaching activity begin? The coaching activity began in October 2017. How long did it last? Up to the moment. Who began and carried out the coaching activity process? An English and Romanian teacher, the coordinator of the ‘Drop Out Coa- ching at School’ Project and the form teacher. What actions have been done? Action: Integrating him to the coaching process and to the Project. Results: Our student was a little reluctant in the beginning but step by step he started to enjoy all the activities and started to be more communicative and eager to find out new things.
  • 56. Action: The teachers in charge with coaching took the boy to attend activities done by volunteers, such as organi- sing sports competitions or working with elder people. Results: The student started to take part in volunteer activi- ties, in order to find himself more confident and trust worthy. Action: Our Literature teacher wanted him to write about her impressions about doing activities for the school ma- gazine. The teacher wanted him to write about her feelings. Results: The boy wrote about his impressions in a way that he wanted to inspire other students to start being vo- lunteers. At the Na- tional Col- lege of Computer Sciences Grigore Moisil Bra- sov the rate of dropping out is very low as our students are highly motivated and have good re- sults. Al- though we have some students that tend not to be so motiva- ted, stu- Conclusion In conclusion, we have noticed that our student enjoyed all the activities of the project. The activities have offered him the opportunity o discover more about him and about the others. Now he is more confident, less reserved, and he has a brighter vision on the future. We strongly believe that he is now ready to pass the final exams and to follow his dreams in the future. It is very important to offer all the students equal chances, to treat them right and to give them opportunities to hope, to dream, to become good citizens.
  • 57. 55 Name of school: Institut Guillem Catà Student’s information: 5 students, 3 boys and 2 girls Age: 14 Nationality: Spanish Students Level: 2nd grade compulsory secondary school CASE STUDY in Spain Why was a coaching process determined for this student? This group of students have got serious academic and personal difficulties, most of them come from family-disrupted environments and sometimes they even face psychological problems. All of them had already encountered serious difficulties to go through during the previous academic year, there had been lots of incidents in the school which had ended up in class or even school expulsion. Therefore, there was the need to design a particular strategy to help them get through their studies successfully and develop the necessary personal abili- ties and competences. This strategy implied taking them out of some lessons to do tailor-made project work with them. Finally, one of the main goals of the project was to take these students back to ordinary groups the next school year. When did the coaching activity begin? There were several meetings before the school year began to determine the right strategy to use with the group. The group of teachers who had Introduction When a student is highly unmotivated for the study, it is extremely hard for him to focus on the school issues and frequently he or she may feel frustrated and start skipping lessons and stop attending school. This lack of motivation may be caused by several factors, among which we can distinguish poor social or economic backgrounds, family disruptions or psychological problems. So- metimes, it is not just one student in a school level who is liable to drop out but a few of them. That was the case in our school last year. A small number of students who had to start 2nd grade of compulsory education were on the rag- ged edge and bound to have an unsatisfactory academic year.
  • 58. When a stu- dent is highly unmo- tivated for the study, it is extremely hard for him to focus on the school issues and frequently he or she may feel frust- rated and start skip- ping lessons and stop at- tending school. This lack of moti- vation may be caused by several fac- tors, among which we can been assigned to this group met periodically to design the project that they themselves would fulfil the following school year. Also, an experienced coach gave guidance to the team of teachers to follow the same criteria, both in methodology and assessment. The whole process was coordinated and evaluated by the school management team. The project was accepted by the manage- ment team and the project it self began September 2016. How long did it last? The actions undergone with this group lasted for the whole school year. Who began the coaching activity? The teaching staff who had to teach the group of students were responsible for designing and implementing the project, activities and assessment plan which best suited the goals to achieve. They were coordinated by the school counsellor and a member of the management team Who has done the follow-up of the whole process? The teachers participating in the activities, together with the pedagogical staff of the centre, had weekly meetings to assess the development of project and the students’ progress. What actions have been done? Action: Students were in charge of growing a garden patch with the help of 2 teachers. Results: By doing this, the students learnt to cooperate among themselves to obtain an outcome. They developed personal skills of patience and constancy and respon- sibility to achieve one’s goals. Their motivation for school attendance raised and absence decreased sig- nificantly because they developed a personal commit- ment with the workshop and feared the loss of their products if they did not care for them. Also they had to control the process of selling the products within the school community and financing it economically. Action: Students attended lectures 2 hours a week to develop personal and school habits (work commitment, team- work, empathy, hygiene.)
  • 59. 57 Results: By doing this, they were able to go back into regular group and attend regular classes, which was one of the main aims of the pro- ject. They were made aware of the need to follow good hygiene habits, to develop their social skills, the adequate behaviour code to attend a class, etc. Action: Students participated in TARASCA: This is an educational program designed by the educational department which consists on using games to develop several competences (social and personal com- petences) with external coaches who assessed the students’ evolu- tion and the Action: Students collaborated with the school Christmas decoration and drawing workshops and the renewal of the school fence. Results: By doing this, the students felt encouraged to participate in the school activities because they were relevant and active actors of the school routines and dynamics. Conclusion The aims proposed to help increase students’ motivation, avoid dropping out levels and coach them back to the school system were fully accomplished: 1. Cope with students’ frustration, lack of motivation and preventing dropping out of school. Drop out levels did not raise during the 9 months analysed. 2. Help them develop the necessary personal abilities and competences to go through the school year and future life. 3. Raise their sense of responsibility by being in charge of a place (vegetable patch) that was under their command. 4. Raise awareness of discipline and strictness needed when forming part of a group. The amount of incidents with the group decreased significantly du- ring the period the students were under study. The number of incidents lo- wered 80%. Consequently, these students were not expelled from school and their level of attendance to lessons was not affected. 5. Be reintroduced to ordinary groups the next school year in order to com- plete the secondary school degree. The next year, all the students are going back to ordinary lessons with an individual plan of study.
  • 60. Students participa- ted in TA- RASCA: This is an educational program designed by the educa- tional de- partment which con- sists on using games to develop se- veral com- petences (social and personal competen- ces) with external coaches who asses- Name of school: Kanepi Gümnaasium Student’s information: X Age: 14 Nationality: Estonian Students Level: Basic school CASE STUDY in Estonia Why was a coaching process determined for this student? The Satisfaction Survey was carried out at the beginning of the project to get the information about how the students feel at school, their attitude to studying and education and future plans. The attitude to school, education and learning success of the chosen student was not satisfactory. The team of coaches considered the student of being at risk of dropping out, espe- cially after basic school. The main concern of the coaches was that the student would not be interested in continuing the stu- dies despite of excellent abilities for that. Introduction The student is intelligent but not motivated to study or partici- pate in academic activities. The grades vary from excellent to poor according to efforts the student thinks is necessary to put into school work. The aspects which influence the student are friends, family background and low self-esteem. The student often mis- sed lessons. The student’s attitude towards school curriculum is not high enough. The student was introduced to Erasmus+ project. At the be- ginning it did not show much progress because the student was sceptical but the student was challenged with tasks which demanded the academic input and after mentoring sessions and encouragement the student’s improvement in studies was noticeable.
  • 61. 59 When did the coaching activity begin? The coaching activity began in February 2017 after the coaching team was formed. How long did it last? Until November 2017 Who began the coaching activity? The Career Counsellor and the teachers. Who has done the follow-up of the whole process? Our ‘Drop out coaching at school’ team under the supervision of the director. What actions have been done? Action: The student participated in group meetings with the class teacher and Career Counsellor to set the step-by-step aims for the future. Results: The student accepted the group meetings and opened up to ana- lyse the behaviour and reasons for low success at school. Action: The meetings coach – student have begun. They were called deve- lopment talks which took place during the breaks, before and after school. The aim was to support the student whenever the student approached the teachers. The team of coaches did not want to get the attention of other students of the coaching process of this parti- cular student. Results: The student admitted the problems which caused low success. The only not boring thing was sport and computer games at nights. Action: The student showed ambition in international projects at school and the coaches offered the student academic tasks within the projects: to write, speak and present in English. Results: The student acknowledged the command of English and felt more self-confident and was interested to follow the projects. There were set-backs: the tasks were not completed due to deadline and needed teachers’ repeated support. Action: The next meetings concentrated on improvement in planning, importance of schedule and responsibility. Results: The student showed the will to study in the lessons which was a progress according to the teachers’ comments and resulted in better marks.
  • 62. Action: The student accepted participation in international projects. Results: The family of the student highly appreciates the in- volvement in the project and confirms the student to pay more attention to the studies. Action: The student followed career counselling with the group of other students. The possibilities for further studies were the main topic of the student-coach meeting. Results: The student has changed the mind of going to work and continue studies. The student finds the projects as a positive challenge. In order to register and monitor the coaching activity we used the Satisfaction Survey and the Mid Term survey questionnaire of our Erasmus program. Through the answers of the student it is obvious that: a. The student has become more self – confident. b. The family appreciates the student’s efforts and supports school. c. The student is more motivated to study and continue studying. d. The student is volunteering in extra-curricular and outdoor activities. e. The student future educational plans Conclusion The coaches’ team and the teachers were pleased with the results. The student did not miss the lessons and volunteered in academic tasks connected with international projects which improved the skills of English and other subjects. The student needs further support but has more positive attitude to school and has future career plans. The mee- tings coach – student have begun. They were called deve- lopment talks which took place during the breaks, be- fore and after school. The aim was to support the student whenever the student approached the tea- chers. The team of coaches did not want to
  • 63. 61 Name of school: Szkoła Podstawowa nr 2 im. Jarosława Dąbrowskiego w Olsztynie Student’s information: a girl Age: 15 Nationality: Polish Students Level: 2nd Grade of Secondary School CASE STUDY in Poland Why was a coaching process determined for this student? Definitely she was a student with a risk of dropping out, both for family pro- blems than for lower motivation for studying in general. Her behavior in front of other teachers and students was bad and sometimes even offensive. When did the coaching activity begin? It started in September 2017. The activity was carried out during lessons and during the breaks at school. Additionally, ‘Erasmus School Team’ had a Introduction The student has always had low motivation for school work and studying. She always said she hated school and couldn’t find her favourite area in school subjects and activities. Her grades were poor and most teachers predicted she was the one with a great chance of dropping out school and education. Her family background is quite difficult. The parents are divorced and the situation is complicated, they don’t appear at the parents’ meetings and are not interested in her school and social life. A year and a half ago she was introduced to Erasmus+ project by her En- glish teacher and surprisingly she accepted this offer. The first step of the coaching process was participating in ‘Erasmus School Team’ activities and integration tasks. At first the girl couldn’t believe she was able to become a part of the group, she couldn’t find a match with others and behaved in a rude way to everybody. After a few coaching and mentoring sessions she has changed her behavior, she could see advantages of being a part of Eras- mus team, she was eager to participate in the next project mobility. The tea- chers – coaches started to build a relationship with her and encouraged her to be more active and motivated to do some school work.
  • 64. meeting once a week and during these meetings the students had a chance to be coached by the teachers – coaches. How long did it last? Till the end of school year. Who began the coaching activity? Most teachers teaching in this student’s class and a Career Counselor. Who has done the follow-up of the whole process? Our ‘Drop out coaching at school’ team under the supervision of the principal. What actions have been done? Action: The student had a role in the ‘Erasmus School Team’ and she got some specific task to prepare (her part in a video about sport in her life). The meetings coach – student have begun. Results: The student has fulfilled her task and she created a video how sport influenced on her life. At this step she was able to participate not only in group mee- tings but also in meetings coach – student. Action: The next meetings coach – student were devoted to build the relationship between the student and the coach by asking the right questions and creating a friendly atmosphere. Results: The student started to behave friendlier to other stu- dents and teachers, she admitted she had wanted to be more visible and recognizable in front of the school community. Action: The coordinator of the project offered the girl to parti- cipate in the ‘Italian Day’ which had been prepared by students participating in the meeting in Catanzaro, Italy. Results: The girl felt honored to be in a group of students cho- sen to participate in a project mobility and she com- pleted all her task in this activity. The stu- dent has al- ways had low motiva- tion for school work and study- ing. She al- ways said she hated school and couldn’t find her favou- rite area in school subjects and activi- ties. Her grades were poor and most teachers predicted she was the one with a
  • 65. 63 Action: The next few meetings coach – student were devoted to improve the girl’s bad behavior. Results: The student started to consider what we, teachers, expect from her. Action: The coordinator of the project offered the student to participate in the next mobility. Results: The girl had participated in this mobility with a great support of her mother who finally could see her daughter being successful. Action: The next few sessions coach – student were devoted to plan the student’s future career and to encourage her to see advantages of staying at school and to continue her education. Results: The student has stayed at school and she wants to find a high school that participates in Erasmus projects. Her English Language skills have been improved significantly and her grades are better than before the project. In order to register and monitor the coaching activity we used the Satis- faction Survey and the Mid Term survey questionnaire of our ERASMUS program. Through the answers of the student it is obvious that: a. The student has become more self – confident. b. Her family has noticed her as a successful person. c. She was motivated not only to study but also to graduate school. d. Her approach to study English as a foreign language is really impressive. e. She has improved her ITC skills by preparing all project tasks. f. The student has become very popular in school. She has got a lot of friends and seems to be really happy in the school environment. Conclusion The activities undertaken by the school in order to avoid the student’s drop out has brought expected results. The girl has stayed at school and she is a model student to other students in our school. Her weak points weren’t as important as it seemed at the beginning, her strong points have been shown by teachers- coaches during the coaching sessions. The girl can see her future connected with education as well as Erasmus projects. Her family could see the girl as a successful person with a plan for her future career.
  • 66.
  • 67. How do students learn by doing? I believe that the school must represent present life – life as real and vital to the child as that which he carries on in the home, in the neighbourhood, or on the playground. John Dewey
  • 68. Students at risk of drop out need ef- ficient sup- port not only in their school life but also in every-day life. They need to see the practi- cal side of learning and someti- mes even ready solu- tions of the real life problems. The wor- kshops offe- red in the project al- Introduction Learning by doing refers to a theory of studying explained by American philosopher John Dewey. He claimed that lear- ning should be relevant and practical, not only passive and theoretical. Teachers should present real life problems to the students and then guide them to solve the problem by providing them with a hands-on activity to learn the solution. https://en.wikipedia.org/wiki/Learning-by-doing, 24-07-18.
  • 69. 67 Students at risk of drop out need efficient support not only in their school life but also in every-day life. They need to see the practical side of learning and sometimes even ready so- lutions of the real life problems. The workshops offered in the project allowed them to see some connections between learning and practical dimension of school and studying. In the following reports, prepared by the project coordinators, the reader will find detailed descriptions of all workshops and seminars held by host schools during Teaching/Lear- ning/Training Activities which means the meetings of stu- dents from all schools which participated in the project.
  • 70. Our school held a Tea- ching/Lear ning/Trai ning Acti- vity in March 2017 in Greece where stu- dents did the follo- wing. First of all, there were some team bonding ac- tivities that bro- ught stu- dents together by encoura- ging colla- boration and team- Greece Writing CV and Job Interview – workshops in Volos Our school held a Teaching/Learning/Training Activity in March 2017 in Greece where students did the following. First of all, there were some team bonding activities that brought stu- dents together by encouraging collaboration and teamwork. We thought that Greek Dances could help students see each other in a different light allowing them to connect in a dif- ferent environment. The first workshop had to do with the resume. Students learned how to write a well – organized CV which they could use after graduation. First, there was a small presentation about the importance of a proper CV and the way it’s written. After pairing the participants we asked each student to write down the CV of his/her partner and then present the partner to the group. Teachers helped students during the whole procedure and evaluated their work. One of the goals of the meeting was for the students to obtain knowledge of which skills and abilities are useful for particular occupation. For this reason we visited various com- panies in the area of Volos where students interviewed the general managers and derived useful conclusions such as to assess the pros and cons of different careers. The last goal of the meeting was for the students to present themselves in front of the future employer and to learn how to behave at a job interview. For this reason we held a de- tailed presentation by an expert where he presented the way to practice and prepare for an interview, avoid common in- terview mistakes, successfully handle any type of interview and finally he emphasized on the significance of body lan- guage. Moreover, students were trained with a role play interview where candidates acted out a scenario with an interviewer, to determine how suitable the candidates were for a particular role. Role plays tested how candidates might approach difficult situations that frequently occur in the business world.
  • 71.
  • 72. The T/L/T meeting in Italy- No- vember 2017- started with an official opening, as we called it, Erasmus Day, as a dissemina- tion of the work done so far wit- hin our area. Many schools had been invited to welcome our part- ners and teams to- Italy Robotics – workshops in Catanzaro The T/L/T meeting in Italy- November 2017- started with an offi- cial opening, as we called it, Erasmus Day, as a dissemination of the work done so far within our area. Many schools had been invited to welcome our partners and teams together with local authorities and Regional department of Education. According to the project, the Teaching/ Learning / Training Ac- tivity in Italy had to be focused on Robotics. We organized group work in order to establish how much students knew about Ro- botics, proposing a short introduction on what robotic had been throughout the years. Students participating in the meeting were followed by a professional, who held a questionnaire at the beginning and another one on the last day of the session in order to show the impact of workshops on students. Our goal was to encourage collaboration and teamwork among students using Robotics as a way of learning by doing. The activities were organized in order to gain, gradually, more and deeper knowledge on how to program and use a robot. Students were invited to read a guide, to reduce the difficul- ties on the specific language, and only after that, they went through the Lego session. Their enthusiasm in programming a robot was fully accomplished when they learned how to give orders to a robot. In fact, everybody clapped their hands when they were able to stop or move the robot. After having gained deeper knowledge on robotics, the ses- sion proceeded with a CAD-CAM activity, in which, with the help of an engineer who teaches in our school, they learnt how to draw and produce an object. They printed, in 3D technology, the Logo of the project that was given to each school partner as a souvenir of the session, together with a metal object pro- duced in that Lab. Another goal of the meeting was to show students what re- searchers do in Robotics. Therefore, we organized a seminar at the Engineering Department of Mechanics and Robotics of the University of Calabria, where Professor Fortino, responsible for the Labs and Foreign Internship, gave us a superb session on how our life will change in a few years’ time. In fact, he explained to us some studies they were carrying out about the benefit of robotics in health. For example, the chair we sit in
  • 73. can give us information on our health and our diseases. Robotics can control our future life not in a negative way as it may help all of us to prevent or re- duce illness. After three-hour session, students were absolutely fascinated by this new way of thinking and the new perspectives proposed. During the meeting in Italy a visit to Santa Severina was organized. It was pro- posed in our agenda as,” Our roots- Our story”, in order to show all partners some aspects of our culture, where, during medieval times, sacred and pro- fane were joined in the same square. Food and history created the perfect at- mosphere.