The material was created as a final product of Erasmus Plus project 'Drop Out - Coaching at School'. 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.

1. Motivation Workshop Outline
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.

2. 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.
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.

3. ATTACHEMENT No.2 ‘Your styleof behaviour’
Whichoptionsuitsyoubest. Choose A or B
1.You are offeredapart ina school play.Whichone wouldyouchoose?
a) a main,effectivepartfocusingpeople’sattention
b) a peripheral one butgivingyouachance to show your actingskills
2. You are to read at leastone bookina month’stime.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 invited youtogoto a partywiththem.Who wouldyougowith?
a) a well-knownpersonworthbeingseenwith
b) an interestingpersonbutlesspopular
5. Which wouldgive youmore satisfaction?
a) tidyingupyourroom to getpocketmoney
b) tidyingyourroom out of 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 wouldyou take 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

4. b) a more interestingone compatiblewithyourinterestsbutwithlowersalary
10. What influencesyourmostimportantdecisions?
a) otherpeople’sopinions
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

5. 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 …………………………………………………………………………………………………………………………………….