Chance Project Group I
Tiszaroff Microregion Talent Project
Support Period: October 1, 2017 – September 30, 2018
Eight students from Tiszabő, Tiszagyenda and Tiszaroff participated in the third year of Project Chance. The Project’s educational work was conducted by two teachers; the complex logistics and the operational tasks were executed by the Foundations’ volunteers like in the previous years. During the third year, the students received the following supports: monthly scholarship 20 000,-HuF for each student and a one time firewood support, a value of 150 000,- HuF, for each student.
These eight students also had the privilege to participate in the Foundation’s trainings, organized once in every month in Tiszaroff. A further support also was provided in this period, every student got a free laptop bag and boxed pens.
The trainings focused on improving the students’ self awareness and social skills by applying various educational methods and technics, and furthermore the different learning strategies, which enabled them to understand how to cooperate with their narrower and wider environment and also strengthened their constructive problem-solving skills. These applied methods and technics are also appropriate to stimulate the students’ vision by forming their empathy and emotional intelligence. The key in this process was the focus on self awareness to handle properly the coming successes and failures. From this angle, the story-therapy proved to be a very effective tool to form the students’ vision and to help them to improve a positive and constructive problem-solving attitude which can enable them to overcome any anxiety caused by failures and rejections. Helping to form a realistic view can also support the students to discover their inner strengths and weaknesses. Facing their weaknesses and improving their strengths also provided an opportunity to improve the students’ characteristics. As one of the result of these trainings, the students became more open-minded which also can contribute to form realistic visions in order to achieve their goals purposefully. [1]
Considering the results, it is also a great honor to claim that the drawings of one of the students were published as illustrations in the textbook of the Pénziránytű Alapítvány, Küldetések a pénz világában. Moreover, it is also important to mention that the half of students achieved excellent grades in school, two of them are already planning to continue their studies in college, three of them want to take the maturity exams, and the rest of them are about to get qualification. It can be proudly say that more of them participated in student competitions as well.
It can be concluded that during the Project’s period, the supports were distributed to those who really live in deep poverty; the various supports provided the vital needs for the students’ families. Without these supports these families might have not been able to provide a similar stable background for their childrens’ educational advancement.
[1] Vö.: Szekszárdi, 2008., Margitics-Pauwlik, 2006., Dávid et alii, 2014.
Literature for further reading:
Dávid Imre – Fülöp Márta – Pataky Nóra – Rudas János: Stressz, megküzdés, versengés, konfliktusok, Magyar Tehetségsegítő Szervezetek Szövetsége, 2014. (=Dávid et alii, 2014.) (interneten is hozzáférhető: http://tehetseg.hu/sites/default/files/konyvek/geniusz_34_net.pdf)
Margitics Ferenc – Pauwlik Zsuzsa: Megküzdési stratégiák preferenciájának összefüggése az észlelt szülői nevelői hatásokkal, Magyar Pedagógia, 2006., 106. évf. 1. szám 43-62. (=Margitics-Pauwlik, 2006.)
Szekszárdi Julianna: Erősségeink és gyengeségeink (a közoktatás „SWOT-analízise”), Iskolakultúra, 2008, 2008/9-10. p. 117-128. (=Szekszárdi, 2008.)