Because our school's location is in an area in which immigrants has a high population our students has mid to low socio-cultural parent profile. Basically because of this and reasons inflicted by it our student's academical success rate is rather low when compared to the other schools in the district. The reasons of this situation has been examined at the teacher council meeting. A survey has been conducted by our school counselors in order to get more scientific results and it has shown that one of the most important reasons of failure of our students is the lack of motivation. Analysis: In order to assess the current situation in our school, a survey study was conducted by our guidance teachers. Motivational pre-evaluation scale consisting of five items aiming to obtain preliminary information about the motivation situation in the students. A total of 200 students, corresponding to one-fourth of the total student census, were enforced.Two classes were identified at each grade level with the aim of creating a homogeneous group. 45% “Do not know what to do to reach the target” , 70% “Do not want to succeed on any subject” In the light of these survey data, this project has been produced in which planned and systematic activities are carried out to motivate our students to reach their goals. A project which is planned and has systematic activities is produced to motivate our students so that they can achieve their goals. We are talking about activities such as making presentations that will increase motivation, watching movies with success stories, rewarding successes, and enjoying fun activities. Of course during the project there must be work on wall panels. In fact, this panel will design and prepare students in our schools and students in other schools. They will read books to make them motive. They will share their emotions and thoughts on the school blog. Success and motivation cues in various places of the school will be written in large punto. Students will see them coming and going every day. Teachers will talk to students about these. Since our project appeals to all levels of academic spectrum in our school it has a high practicality. This makes the project suitable for international cooperation. This cooperation allows us to compare and follow what kind of studies are done in different countries in order to motivate the students and it also allows us to see what kind of effects a project produced by Turkish education system can have on these countries. Motivation academy can be used as a counceling program in schools with different levels. A lot of studies about student motivation are being conducted in psychological counceling and guidance services in schools. However it makes the project innovator since it is applied as a planned, specific program. Whereas "Motivation Academy" is a project that will design an active program which will excite attention of students and guide them to set their own goals. Thereby it can be supplied as a program to apply to students on current system. We actually aim to make a major change in the students. A big change of mind. We want everyone to believe that they can do anything. These changes surely Turkey, Italy, Spain, Sweden and Romania will be in these schools. We described the activities in the Timetable part of this form. The most important of these activities are; motivation coach. This life is not very different from the coach. Essentially every teacher should be a life coach. But teachers may need a little training to motivate their students. During the project e-mail, eTwinnig, WhatsUp will be used in order to communicate with our partners. Visual materials and essays prepared by our computer technologies teacher will be shared on a mutual facebook group and MOAC blog. While finishing the project, goals stated by the students are examined again, students are interviewed as a group activity and it is decided how many of them reached their goals and how many did not. It is specified and later wrote on a report which steps those who reached their goals took and in which obstacles those who failed got stuck. In fact, the important thing is not to be successful; it is important that they realize the importance of motivation. Also the results of the project will actually give very important information: We will notice what kind of activities are better at motivating students. We will be able to measure how these activities affect students in other countries. Because we will use scientific scale to obtain scientific data. Our main goal is to teach the importance of motivation to the students through the project implementations for 2 years. But this time will not be limited to 2 years. Because our aim is a continuity. That's what it means; students will add what they will learn during this time to the rest of their lives. When they go to higher education institutions and have a profession they will use what they learn through this project.
School is the first place in which a child is confronted with his own motivational drives, with cognitive, social and relational skills, with challenges. The first reason for students leaving education and training courses early is the lack of motivation to learn. This project was born to try to stem this phenomenon, favoring the involvement of students in school life and supporting their motivation to learn, making them experience the pleasure of discovering new knowledge. With this in mind, planned and systematic activities were carried out with the pupils but in parallel with the training of the teachers and at the same time with due attention to the parents who are an indispensable link for the serenity and success of the children. "How can I guide my child to achieve his goal?" On this issue, meetings were held on the subject that helped raise awareness among parents to support their children. All teachers in our schools have received coaching training to acquire all the skills necessary to best guide students. After this training, each partner school has identified a "training coach". The teachers identified have held periodic meetings with the students and guided them towards self-knowledge and the definition of objectives. The salient activities were the following: - Organization of the "project corridor" to raise awareness among students and expose the activities of the project. We ensured the monitoring and follow-up of the project. - Motivating words have been hung in the corridors. A motivational library was created and moments of reading were held. - Creation of the tree of objectives, which collected as unripe but precious fruits, the academic, social, sporting or personal objectives of the students and entrusted to the sheets then hung with the prospect of reopening them at the end of the project. - A poster contest was held on the theme "Here is my goal". All the posters were displayed in the corridor of the project to make all students feel valued. - Motivational videos were watched that give the input not to give up, transmitting values such as commitment, honesty, solidarity and motivation to the children. - Music is transmitted during breaks because it regulates mood and in general gives a feeling of pleasure. - Picnic trips for students, team games were organized; initiatives that have served to promote positive feelings towards the school. - Motivational conversations were held with established people. Seeing concrete examples stimulated the students' desire to engage. - At the end of the project, the objectives of the tree were reopened and the percentage of students who reached the set goal was calculated. We found that over 80% of students achieved their goals in whole or in part. - A "Certificate of Specialization in Motivation" was awarded to students who achieved their goals. - At the beginning and at the end of the project, we applied the Academic Motivation Scale to the students. We got digital data on motivation levels. The result was an indication that the project activities worked. - The project magazine has been prepared. Motivation Academy Blog, Facebook and Instagram pages were created to exhibit, follow and share results. This allowed the partners to share their experiences but also contributed to the dissemination and dissemination of the project results. The partner schools are: the Turkish school, coordinator, had previous experience on the subject so she led the team; Romania expert in CLIL; Italy expert in the implementation of European projects; Sweden, in the first European project, a first line school for the reception of non-EU immigrant children refugees of war; Spain, a first-time school with a great desire to grow and open up to Europe. We were a close-knit and collaborative group that during the project met almost daily on a special Whatsapp group, where we shared ideas, faced problems always through an assertive dialogue and respectful of the points of view of others. The meetings were crucial for the success of the project as we teachers were able to experience job shadowing in the classrooms, a means of excellence for learning good practices, acquiring new skills and knowledge, making exchanges and mutual enrichments in the professional, cultural and human fields. No training is more effective than watching colleagues and students at work. The exchange did not take place only with job shadowing but the visiting partners themselves organized pleasant and interesting workshops for groups of children from the host school, who were thus able to "breathe the air of Europe" by working side by side with teachers of various nationalities. This was an added value.