SPANISH REPORT ON OBSERVATION CHART

The observation chart was filled up by the team of students who belonged to the study group.

The results were undoubtedly satisfactory.

When they were asked about their feelings towards school, the large majority coincided with a positive view towards it and none of them mentioned having problems with teachers or feeling bullied. The students showed an increasing emotional attachment towards the group of teachers who had been working with them.

Actually, the teachers had been coached on emotional intelligence and the importance of being aware of students’ feelings and general personal state to achieve positive results. The coach who was with them put a lot emphasis on the need to foster the community empathy in order to cope with everyday difficulties.

Students mostly agreed that lessons had been much more interesting during this school year because they had been engaged in project work and had done a large amount of activities in teams.

They praised having participated in school activities and festivals within and outside the school community, which had helped them feel more involved in the school routines dynamics.

They also felt happy about their teachers’ involvement in their studies and career counselling process. None of them complained about not being listened to when they had had a problem or needed some help and admitted that they had put things difficult at some times.

They all agreed that the weekly one-hour session with their individual tutor had raised their motivation and released the stress suffered when taking personal decisions. At the end of the school year, their relationship had strengthened.

When they were questioned about future plans for education, they all had a clear idea what to do and they all expressed their opinions firmly. Most of them will continue with vocational training studies at school.

 

ESTONIAN REPORT ON OBSERVATION CHART 

The observation chart was filled up by students who were chosen by the team of coaches according to the Erasmus+ project program at school.

The students who were included into the coaching process all felt well at school and said that sometimes school changed from “boring” to “interesting”. The liked studying the subjects they were interested in. The students found more useful all the lessons which were outside school: workshops in different museums, other schools and outdoor. The coaches understood students’ needs and directed them towards the activities which offered more challenges.

All the teachers attended the coaching seminars and were aware of the coaching system and contributed to the project being supportive.

The students participated in career counselling process and understood the importance of further studies which changed during the coaching process. The involvement in the project was highly evaluated by the participants and their parents.

Conclusion

The purpose of the Coaching program was to lessen the risk of dropping out at school with the curricular and extra-curricular activities through developed measures for making school more interesting and through advanced supportive system. To motivate the students for studies was more complicated but thanks to the coaching system the motivation positively changed during the program.

 

GREECE - Report on observation chart

The Observation chart has been filled up by four students who were chosen to follow the Coaching program at school. School dropout is an important social and economic problem.  Our purpose was to investigate the effect of an intensive coaching program aimed at reducing school dropout rates among students aged 16–18.  Students received support and guidance with their study activities, personal problems and internships in firms. The coaching program lasted one or two years.

The selected students had a high ex-ante probability of dropping out. The coach program was achieved through support from school and the ERASMUS + program.  The implementation of  the coach program was carried out  step by step according to the guidebook in order not to get lost or lose direction and focused on the unique challenges and circumstances of each student.

Conclusion

Implementation of the graduation coach program managed to alleviate the stresses of school participation, foster relationships and create a sense of belonging and purpose among at-risk students while challenging them to understand the value of completing high school.  Therefore, the goals of the program were fully achieved.

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ITALY – REPORT ON OBSERVATION CHART

The Observation chart has been filled up by 5 students who were chosen to follow the Coaching program at school.

The most evident success in coaching session has been the personal contact between the students and the coach-teacher, because it started with a trust-relation among them. They did not trust anyone, they did not  recognize any kind of authority in their mind. We started using  knowledge of coaching and mentoring, without imposing anything to them, but starting to talk to them just after the end of each lesson for few minutes. They surely  were  students with high risk of dropping out, both for familiar problems than for personal situation. The activities were carried out by all teachers at school, during lessons and followed by our “Drop out coaching at school” team under the  supervision of our principal Maria Murrone. 

All the students had a role in the class, becoming more friendly and well disposed towards their mates.

Teachers  were aware of the difficulties and tried to help them in filling up the school gaps. At the end of the school year students have been evaluated with many positive marks .

Also the sport teacher was involved in the program so that he helped them to be in a volley team, using sport as a “mean” to communicate and “being “ a part of a team.

Conclusion

The actions taken by the school in order to avoid drop out has been a kind of challenge for all the teachers involved. All students  now  are well integrated in the school, they have a lot of friends, and they feel to be an important part of the School System.

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ROMANIA – REPORT ON OBSERVATION CHART

The Observation chart has been filled up by four students who were chosen to follow the Coaching program at school.

The students that attended the coaching worked very well with the coach-teacher from the very beginning.

The coach-teacher managed to create a relation based on trust and friendship.

It is very important that the students trusted the teachers as they refused in the past to cooperate with other teachers.

The activities were carried out by all teachers at school, during lessons and followed by our “Drop out coaching at school” team.

The students were in the risk of having bad results as they  come from families where the parents do not get along very well, or the parents are separated.

Teachers  were aware of the difficulties and tried to help them in filling up the school gaps. The students were encouraged to take part in many volunteer activities. They started to involve in volunteer activities and in this way they managed to focus on self development, and on the others, at the same time. All the students developed a positive attitude towards school and life in general. At the end of the school year, the students managed to get good results.

CONCLUSION

The project activities had a positive effect on the students. The students managed to be more integrated in school life, to get better results, to be more friendly and sociable.

 

TURKEY – REPORT AFTER OBSERVATION CHARTS

The Observation chart has been filled up by 15 students who were chosen to follow the Coaching program at school. They were matched with 15 coach-teachers.

This one to one match made it easier to have a close relationship with the students and to gain their trust gradually. Because in the beginning of the program they did not want to share their feelings and they were not used to taking part in interactive activities. We started using  the  knowledge of coaching and mentoring spending each students 40 minutes of coaching sessions. They  were  students with high risk of dropping out having family-based problems accompanied by academic worries.

The activities were carried out  step by step according to the guidebook in order not to get lost or lose direction. When needed, the coach-teachers had meetings to exchange ideas.

All the coachees were given a responsibility at school, which made them feel important and helpful. Some took part in sports competitions so that they could feel feel themselves as part of a team. They were also helped to have a revision plan for the lessons and at the end of the academic year they were visibly more succesfull than before.

Conclusion

The impact of the Coaching Program carried  by 15 volunteer teachers was definitely amazing and the goals were fully achieved. Although the program and the methodology was new for the teachers, they were very eager to learn and apply.

After a year, students  now  are more confident, more sociable and more successful. They know they have teachers at school whom they can trust and turn to when they have a problem.

 

POLAND - REPORT ON OBSERVATION CHARTS

Erasmus+ project Drop out - coaching at school perfectly met the needs of junior high school students who were confronted with the choice of a suitable high school. Students were offered group activities or individual meetings with coaches. Group activities were conducted by a guidance counselor, an English teacher and a professional coach. A group of 17 students (aged 13-15 years) participated in the activities. The group consisted of students who achieved high school results but were shy or withdrawn together with those who had educational or behavioral difficulties. Such a choice of students helped to shape many emotional and social competences. The aim of the classes was to accompany the students in the process of decision making (including educational and vocational decisions), in planning actions helping to solve problems and in achieving goals. The issues discussed during the group meetings related to correct communication in the group, cooperation, motivation, problem solving and setting and achieving goals. The participants also took part in individual consultations with a teacher/coach they personally chose.

Conclusions

The effects of group activities and individual consultations with a teacher/coach were noticed at the end of school year 2017/2018 when all the students were either promoted to the next grade or successfully graduated from our school. They significantly improved their grades and fulfilled the tasks in the project. The group members became more integrated and the withdrawn and shy pupils received a lot of support not only from teachers/coaches, but also from their peers. The student-teacher relationship also evolved and became warmer and more open. Students were eager to undertake various activities for the school and local community. Tangible effects of the classes were multimedia presentations created by the students where they presented their chosen professions. All participants expressed their goals and defined their plans related to the near future and hopefully all of the goals will be fully implemented.

In conclusion, it should be stated that all project goals have been achieved.