https://www.calameo.com/books/005420653452813aabc37
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https://www.calameo.com/books/005420653e54a9b390c6b
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Satisfaction Survey
It might be used at the beginning of coaching process.
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
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 ...................................................................
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
...................................................................
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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
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COACHING – set of materials
I.
Satisfaction Survey
It might be used at the beginning of coaching process.
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
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
...................................................................
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
...................................................................
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?
|
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,...)
|
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.
|
IV.
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 push yourself to
get there? The importance of motivation 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’, attachment No. 1 – ‘Your
style of behaviour’, attachment No. 2 – ‘Determinants which motivate and
demotivate learning and working’.
Teaching methods: mini-lecture, discussion, individual and group work, worksheets.
Time: 90 minutes.
Procedure:
- Introduction
– greet the students. Explain
the subject and discuss the workshop objectives. Then determine the rules
of work.
- Mini-lecture
about motivation, different kinds of motivation and its role in a person’s
life.
- 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 reflects their attitude to work in the workshop.
- 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 discussion on the influence of external and internal
motivation on our successes and failures.
- 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 in pairs and then present their conclusions to the group.
- 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.
- Review.
A list of ideas on ‘How to remove negative factors which decrease our
motivation?’ is prepared.
- Closing.
Students are given small post-it notes and assess their participation 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 wychowawców gimnazjum w zakresie doradztwa zawodowego,
Warszawa 2013.
ATTACHEMENT No. 1 Illustration of ‘Humans’
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 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
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’ 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
…………………………………………………………………………………………………………………………………….
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’s information: ………………….
Age: ……………….
Nationality: ……………………….
Student’s Level/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 determined for 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.
............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
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 during coaching sessions and
introducing their results.
1. Action: ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Results:
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Conclusion
Description of impact and
results during the coaching sessions.
............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
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