It is just a thought away!

1. It is just a thought away! MORIKA JORO GEORGIEVA ELENA MILENOVA IVANOVA ELIZA VALENTINOVA ENEVA KATRIN NIKOLAEVA KIOSEVA BULGARIA

3. Motivation is an invisible force which controls and provokes all people’s activities. It includes organization, discipline and singleness of the behavior for achieving a particular result. Motivation is a state which can be temporary or constant and in its basics stand humans’ instincts as well as more highly developed ones – desires and aims.

5. Extrinsic motivation ( SOMEONE ELSE wants you to do it) It includes: Society’s influence - Government - Ministry of Education - Council - Inspectorate - Management - Pedagogical council - Students’ council Family’s influence – positive or negative Material stimulus – scholarships; prizes Environment – educational environment; social groups; peers; material base

7. Intrinsic motivation ( YOUwant to do it ) It includes: Striving for receiving knowledge Self – potential realization Higher achievements

8. Self – motivation techniques Set a target Visualize the desired outcomes Set milestones Use visual indicators

9. One possible way tomotivation

10. Here are some life rules for self-motivation: Be active. Don’t put off, don’t plan future problems, solve them at their beginning. Ideas require performance, not only inspiration. Face your fears so that you fight them. Don’t put off the coming, “Some other time” = failure; never do that !

11. What motivates you ? Poll results:

12. What would motivate you? Poll results:

13. What do students say about being motivated to go to school? “ I hope that I will be able to provide my children witha good and secure lifeafter I have found good career prospects.” “ I don’t want to disappoint my parents. I want them to beproudof me one day.” “ What would motivate me is if teachers are moreunderstanding.” “ I would be more motivated if there was some kind of system ofrulesthat borders the requirements to be equally good at everything.“ “ It would be best if there were clear and exactstandardsof judgment which are valid for everyone.” “ I go to school mainly to be among my friends, tosocialize.” “ A great idea would be to haveguidance counselors who will be able to help us in any moment to find the right way fordevelopment in life.”

14. What demotivates you? That we don’t know the practical use of what we learn. The old-fashioned methods of teaching. The lack of guidance counselors to help us decide on our professional orientation.

15. There is no shortcut to where you want to go, but at least you can try. If you don’t know where you have headed, you will go somewhere else. Life is a journey with a goal. I may go slowly, but never backwards. Only the one who swims upstream will find the spring. Only the one who goes with the flow will see where the river ends. Never cut what you can untie. Everyone CAN when they HAVE TO. Those who let themselves waste even a part of their time, haven’t realized how precious life is. Turn your eyes on what you can do, not on what you can’t change. When you change your way of thinking, the world changes too.

16. Poll, considering transferable skills The results from another interview, conducted among students and teachers 3 years ago, have shown that the most important transferable skills are the following:

17. Behavioral competency students’ opinion Coping with difficulties Patience and diligence in work Persuasion Successful negotiation Validation of other people’s work Solving conflicts Support and encouraging Responding the needs of work environment teachers’ opinion Usage of new informational sources and technologies Work valuation Planning and organizing Expressing your personality confidently and creatively Summarizing and analyzing information Public speaking

18. Behavioral competency Behavioral competency refers to necessary personal features for: leadership, orientation to achievements, strategic perspective, etc. Work competency refers to our expectations of task execution , to standards and results , which have to be achieved during the performance of certain roles .This type of competency is mainly connected with the consequence ,rather than the effort .

19. Regular basis in relation between students and teachers Delegation of responsibilities Dealing with multiple tasks and establishing priorities Setting and achieving goals Finding different solutions for a problem and making the best choice

20. Traditional relations scheme parents studentsschool Complete, Formally regulated , Constant

21. Mutual activity between school and parents - Poll Analysis of the poll results shows conclusive agreement between teachers and parents on the following statements: The interaction between school and parents is occasional , unsatisfying and poorly effective . The cooperation between school and parents is desirable and necessary Will for realization should be strongly stimulated

22. Project regulating the missing ,broken and incomplete relations (bonds) based on required skills missing Behavioral skills broken students incomplete school institutions parents

23. The quality system demands exact and clear rules . The school rules should include the definition and regulation of the relations between the four subjects . We suggest a scheme improving the bonds in order to create conditions to acquire the competencies , necessary for people nowadays.

24. Links allowing the acquiring of social competency students Youth Regional Council Students Council Extracurricular activities and projects work School /Formal relations/ teachers Pedagogical Counselor State institutions parents Non government organizations Parents council

25. Relations creating conditions for acquisition of work competency students Youth regional council Students council Extracurricular activities schools /formal relations/ Teachers Career counselor State institutions Pedagogical councilor ,psychologist parents Non government organizations Parents council

26. Useful rules should be based on… In every school rulebook the roles, aims and tasks of the four subjects should be clearly defined. The rulebook should not put an accent on the obligations and rights , but on freedom of choice , initiative and encouragement.

27. In conclusion… Forms of incessant dialog between subjects of the educational process should be found.