These materials were created as a final product of Erasmus Plus project 'Drop Out - Coaching at School'. They might be useful for all teachers and educators working woth students at risk of drop out.

1. COACHING – set of materials
I. Satisfaction Survey
It might be used at the beginningof coachingprocess.
1. How do you feel at our school?
b. Very good
c. Good
d. I’m stressed during the lessons
e. I have some problems with my schoolmates
f. I have been bullied
g. I have some problems with the teachers
h. I get bad marks
i. Others problems...........................
1. Do you like studying?
a. Yes
b. Yes but only the subjects I’m interested In
c. Rather no
d. No
2. Do you take an active part in the lessons?
a. Yes
b. Rather yes
c. Rather no
d. No
3. In your opinion, are the lessons interesting?
a. Yes
b. Rather yes
c. Yes, but only some
d. Rather no
e. No
4. 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

2. d. Lessons in the museums, at universities, in libraries, high schools, labs, places of work
5. 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
6. 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:
......................................................................................................
7. 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.............................................................
8. 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
9. Are you planning to study at the university?
a. Yes
b. Rather yes
c. Rather no
d. Definitely no
e. Other options ...................................................................

3. 10. 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 ...................................................................
11. 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 ...................................................................
12. 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 ...................................................................
13. Do you feel happy and important at your school?
a. Yes
b. Rather yes
c. Rather no
d. Definitely no
e. Other options ...................................................................
14. Do you receive sufficient feedback on your studies?
a. Yes
b. Rather yes
c. Rather no
d. Definitely no
e. Other options ...................................................................

4. II. List of Values
It may be used at the stage of setting goals by students at the beginning of coaching sessions.
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?

5. III. Student Individual Plan
It may be used at the begining of coachung sessions: to complete by a coach and a student
PERSONAL INFORMATION
Name and Surname
Course:
Justification:
Person Responsible:
HELP AND SUPPORT TECHNIQUES AVAILABLE TO THE STUDENT
Material resources Human Resources
Dossier Personalised attention
Complimentary worksheets Social Worker
Computer and internet
OTHER:
EXTERNAL SERVICES
Doctors-Psychologists -
Psicopedagogics Social Services
Support and extracurricular
activities
Hospital Social worker Parent association
Social educator Private lessons
Logopaedics Home carer Extracurricular
activities
Private doctors and private
psycologists
OTHER:
SCHOOL AND REPORTS
Social services
Scholarship
OTHER:
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,...)

6. 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.

7. IV. Motivation WorkshopOutline
Workshop might be used on two - three lessons or a separate activity to raise students’ motivation. It consists of ‘Motivation
Workshop Outline’ and 3 attachments – worksheets for students.
Subject:How to pushyourselfto get there? The importanceof motivationina person'slife.
Workshopobjectives:
 Studentswill obtainsignificantinformationaboutmotivationanditsimportance inaperson’slife.
 Students will gain the knowledge about the determinants which motivate and demotivate us while learning
and working.
 Young people will be encouraged toworkontheirownmotivation.
Teaching aids: post-it notes, grey paper, illustrations of ‘humans’, attachment No. 1 – ‘Your style of behaviour’,
attachmentNo.2 – ‘Determinantswhichmotivate anddemotivate learningandworking’.
Teaching methods:mini-lecture,discussion,individual andgroupwork,worksheets.
Time: 90 minutes.
Procedure:
1. Introduction – greet the students. Explain the subject and discuss the workshop objectives. Then determine
the rulesof work.
2. Mini-lecture aboutmotivation,differentkindsof motivationanditsrole ina person’slife.
3. Individual reflection on motivation and self-motivation based on the illustration of ‘humans’. The teacher
distributes worksheets with a graphical presentation of various behaviors (Attachment No.1) and emotional
states 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
reflectstheirattitude towork inthe workshop.
4. Exercise ‘Sportsperson’ – the teacher tells a life story of an outstanding sportsperson (e.g. Justyna
Kowalczyk, Sebastian Karaś, Robert Lewandowski) who for many years of their career was highly successful
but was highly disappointing during the last major competition. During an interview students 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 opponent 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
discussiononthe influence of external andinternalmotivationonoursuccessesandfailures.
5. Students receive worksheets (attachment No.2) – ‘Your style of behaviour’ and choose from answers ‘a’ or
‘b’ the ones, which best reflect their behaviour and decision-making. Students discuss the results of the
exercise inpairsandthenpresenttheirconclusionstothe 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
‘motivators’ and ‘demotivators’ from the selected answers and write them down on post-it notes which are
later placed on a board/paper sheet. The teacher, 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 listof ideason‘Howto remove negativefactorswhichdecrease ourmotivation?’isprepared.
8. Closing. Students are given small post-it notes and assess their participation in the workshops by drawing
‘smileys’:happy,neutral orsad. Later,theystickthe post-itnotes tothe board when leavingthe classroom.

8. Source: K. Druczak, M. Mańturz, M. Mrozek, Rozwijam skrzydła – poradnik metodyczny dla wychowawców
gimnazjumwzakresiedoradztwa zawodowego,Warszawa2013.
ATTACHEMENT No.1 Illustrationof‘Humans’
Autor: Karolina Żelazowska
Choose one of the ‘humans’ who best describes your feelings at the moment? Colour that person and tell us about
your mood.
ATTACHEMENT No.2 ‘Your styleof behaviour’
Whichoptionsuitsyoubest. Choose A or B
1.You are offeredapart ina school play.Whichone wouldyouchoose?

9. a) a main,effectivepartfocusingpeople’sattention
b) a peripheral one butgivingyouachance to show your actingskills
2. You are to read at leastone bookina month’s time.Whichone wouldyouchoose?
a) one booksuggestedbya teacher
b) two longbooksout of your ownchoice
3. You can enrol ina language course.Whichone wouldyouchoose?
a) an easierone
b) a more difficultbutmore interestingone
4. Two people have invitedyoutogoto a partywiththem.Who wouldyougowith?
a) a well-knownpersonworthbeingseenwith
b) an interestingpersonbutlesspopular
5. Which wouldgive youmore satisfaction?
a) tidyingupyourroom to getpocketmoney
b) tidyingyourroom outof yourown choice
6. What is mostimportantfor you?
a) quantity
b) quality
7. When doyou thinkyoulearnthe most?
a) whenyoulearnto geta betterschool mark
b) whenyoulearnwhat youare interestedin
8. You can choose a sport.Whichone wouldyoutake up?
a) the one you can more easilysucceedinandgettrophies
b) the one that wouldgive youalot of joyand happiness
9. You have two joboffers.Whichone wouldyouchoose?
a) a well-paidone
b) a more interestingone compatiblewithyourinterestsbutwithlowersalary
10. What influencesyourmostimportantdecisions?
a) otherpeople’sopinions

10. b) your ownopinions
Sumup A answers:…………………………….
Sumup B answers:…………………………….
If you have 8 or more A answersyouare probablymotivatedfromthe outside.It’smore importantforyouwhat
othersthinkaboutyou.
If you have 8 or more B answersyouare motivatedfromthe inside.Youmotivate yourself andyourself-esteemis
importantto you.
None score isbetteror worse.Sometimesit’sbettertofollowbothyourinternal andexternalmotivation.It’s
importantto value otherpeople’sopinionbutatthe same time be faithful toyourvalues.
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’ 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 ………………………………………………………………………………………………………………………………………..

11. 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 …………………………………………………………………………………………………………………………………….

12. V. Mid-term Survey
It might be useful as a questionnaire after a few coaching sessions.
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
VI. Observation Chart
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.
Student’sinformation:………………….
Age:……………….
Nationality:……………………….
Student’sLevel/Class:………………………….
Introduction
Basic information about the coached student, anything that might help during the coaching sessions and activities e.g. cultural
and ethnical background, educational and personal experience, social-economical status of the family, risk of dropping out.
............................................................................................................................................................................................
............................................................................................................................................................................................
............................................................................................................................................................................................
........................................................................................
Why was a coaching process determinedfor this student?
A piece of information about the initial process of the coaching sessions: who the student was invited by, how she/he was chosen
and why.

13. ............................................................................................................................................................................................
............................................................................................................................................................................................
............................................................................................................................................................................................
........................................................................................
When didthe 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-upof the whole process?
The name of the teacher or the team of teachers.
…………………………………………………………………………………………………………………………………………………………..
What actions have beendone?
Description of all actions in which the student participated during coaching sessions and introducing their results.
1. Action:
…………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
Results:
…………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
Conclusion
Description of impact and results during the coaching sessions.
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