LANGUAGE: Languages used for the training: English, but many languages for 6+ groups. The language of the course can be arranged according to the characteristics of the groups in English, German, Italian, Spanish and Turkish.
Number of Training Days:5 Days
Lessons per week: 30 English Language
Lesson Duration: 09:00-15:00 for a day
Length and fees: 70 Auro per a day/person
Class Size: Maximum 20
Language level: A1/A2
Suitable for: School administrators, school staff, teachers and Everyone
COURSE BACKGROUND AND COURSE OVERVIEW:
“Early School Leaving” is a problem for both society and the individual himself. The teacher should be aware of that a teacher should be a director of the students, not majesty of themselves.
This training course will give the participants the opportunity to:
• raise their awareness of why students drop out of school;
• acquire an in-depth knowledge of best practices at school for motivating these students;
• consider the need for organizational adaptations at the school environment for the purpose of
• learn how to understand different the characteristics of the students who tend to drop out of
• comprehend the importance of motivation for dropout students;
• learn to equip their learners with the tools they will need to integrate and get re-engaged
• into the school process;
• learn how to enhance various aspects of student life, such as students’ feeling of belonging
• to their school, their academic learning, and work possibilities.
CONTENT AND METHODOLOGY:
The course methodology will ensure the active involvement of the participants in all phases.
specifically, prior to the delivery of the course, the teachers and directors participating in the course
will receive preparatory material, which will cover all important concepts to be presented during the
training course. They will also have the opportunity to exchange feedback with other colleagues of
them coming from different countries and working in different learning environments; they will finally be able to request any clarification related to the content of the course.
The methodology of the training course is based on the following:
• the use of training tools, such as case studies, videos, games, animations & exercises (practice – hands-on experience)
These training tools are necessary to ensure that the theoretical knowledge gained by the
participants can be used in real-life scenarios; an important aspect and an added value for any training course.
The course includes daily practice sessions on preparing motivational micro-lessons to be used as case studies during the training and promotes the “learn how to learn” methodology based on learning by doing and collaborative learning. The methodology includes lectures, PowerPoint
(PPT) presentations, videos, and animations, presentation of case studies by teachers that have implemented motivation strategies in their classes, workshops and exercises, and Web tools.
By the end of this course the primary and secondary teachers, school principals and directors involved will have:
• identifying their own attitudes and beliefs about dropping out of school and the factors that
• leading to it;
• identifying some of the areas of the curriculum which could challenge these students;
• gaining a set of teaching strategies that will engage and encourage their learners to
• participating in the learning process let alone those who have dropped out to get re-engaged
• being into the school process;
• learning how to implement best policies and take affirmative actions;
• Having an opportunity for post-course dissemination of good practice to other teachers.
Follow-Up: All participants are encouraged to maintain contact with their colleagues from the course and to establish contacts with teachers from other countries and regions to share
experiences and difficulties encountered. Moreover, participants should work on adapting and creating materials for use within the context of encouraging students to avoid school dropout.
Methods: Lectures, exercises, discussions, teamwork, role-playing, study visits
Early School Leaving
Continuity of students to the school lessons
How to manage the students’ situations of being out of the control and how to normalize their view to the education
Program (Training activities):
-sharing thoughts and ideas with the group
-sightseeing and the school visits
After confirming registration, participants will be informed about the details of the course (arrival, daily program). Participants will be able to introduce themselves and bring a few examples of routines and practices that they apply to their teaching.
- Module 01 –Experiences, approaches and school strategies through Europe
- Module 02 – Identification and dealing with students at risk
- Module 03 – Communication strategies for conflict behaviors
- Module 04 – Innovative teaching methods
- Module 05 – Cooperative teaching methods
- Gain techniques for working with heterogeneous classrooms and communities, deal with increased diversity of learners, support the inclusion of various minorities into mainstream education.
• Learn to motivate, guide and effectively assess students at risk of ESL, reduce low achievement in basic competencies, promote peer exchange and active participation within the educational environment and society.
• Generate ready‐to‐use materials and examples of good practice to support the school or organizational development in the field of ESL through work-based or project-based innovative pedagogies.
• Promote universal access to education with regards to non-discriminatory, democratic values, support the open learning environment and develop digital literacy by using ICT effectively.
• Gain a broader understanding of strategies and systems dealing with ESL in different countries, cultivate mutual respect, intercultural awareness and embed common educational and training values.
• Support continual professional development, revise and develop key competences, build confidence in promoting active pedagogies that are responsive to social and cultural diversity and needs.
-Getting to know each other (ice-breaker activities)
-Introduction to the course:
-Preventing school dropout through motivation
-Raising awareness: Why do students drop out of school? (external factors, education-related
-Teachers’ perspectives and tips for classroom management
-Learners’ perspectives and tips for the teachers to give to their pupils
-Awareness of the emotional and psychological distress of dropouts
– Identifying the needs and difficulties of these pupils
– Responding to their needs
-Planning a module
-What are the characteristics of the students who tend to drop out of school?
– The most easily identified students (e.g. students with handicaps or learning disabilities,
multi students, etc.)
-The “invisible” students
-Students who are missing only a few requirements (second language etc)
-Students with academic difficulties (poor reading competency, limited participation in school
-Activities, a low overall average for the school year)
-Students with a limited sense of attachment to their school(limited participation in
classroom or cultural activities, lack of academic involvement, low level of social
– Students who are influenced by their parents’ outlook
-Preparation for micro lessons
-Seven operating principles (main focuses of intervention, examples of effective practices):
1. Identification and support (dropout risk indicators)
2. Student-teacher relationships
3. Affective and cognitive engagement
4. Plans for future
5. The school as a community
6. The parents’ contribution
7. School organization
Preparation for micro lessons
-Strategies that have the most positive impact on the dropout rate, including:
• Systemic Approach
• School-Community Collaboration
• Safe Learning Environments
• Early Interventions
• Family Engagement
• Early Childhood Education
• Early Literacy Development
• Basic Core Strategies
• Alternative Schooling
• After-School/Out-of-School Opportunities
Managing and Improving Instruction
• Professional Development
• Active Learning
• Educational Technology
• Individualized Instruction
• Career and Technology Education (CTE)
Preparation for micro lessons
-What Can Schools Do to Motivate Students?
-Competence: What steps can teachers take to help students feel more competent? How
does teaching style affect students’ feelings of competency?
-Autonomy/control: How does teaching style affect students’ perception of control and
autonomy? How can programs specifically targeting at-risk students help those students to
regain a feeling of control over their education?
Interest/value: How does the way a school day is a structured increase or decrease student
interest? What strategies can teachers use in the classroom to bring more interest and
value to the subject matter? What types of programs can help at-risk students better
understand the value of their education?
-Relatedness: How does the way a school is organized affect relationships among students
and between students and faculty? How can a student body be organized to create stronger
and more beneficial social bonds? How can the design of a school help or hurt the
relationships between students and faculty? What can teachers do to foster more effective
relationships with students?
-Course evaluation, distribution of the certificates and goodbye.
CERTIFICATIONS: At the end of the course; Participants will take ”Certificate of Participant”, ”Europass Mobility Certificate”, ”Staff Mobility Agreement‘‘ and BlueCore International Company Invoice certificates.
You can follow course dates, locations and application processes here!