In our school for general secondary education, we have a mix of older and younger colleagues. The older colleagues sometimes get demotivated because of all the rules. The younger colleagues are also overwhelmed by those same rules, although they are still looking for an adequate way to bring their knowledge and skills to the students. The result is that both groups of colleagues sometimes get demotivated and we want to do something about this. We want to lower the stream out of younger and older colleagues by consolidating and improving the motivation to be a good teacher (most teacher really have a 'vocation' to be a good teacher). We want to do this by offering new methodologic and didactic tools, in which both teachers and students have the feeling to be strong enough to live in a globalising world. Not only the theoretical aspect, but also the the real practice is important in this: seeing/feeling that there are other possibilities , before you (think that you) are extinguished. The exhaustive offer of extra trainings in Flanders doesn't always give an answer to the needs that we have as teachers. We want to try to fulfil a selected amount (two) of tangible needs in this first step: the need to guide (starting) teachers in a professional way and the need for innovation in didactic and pedagogic affairs. The colleagues who will follow extra courses abroad will inform their own colleagues and the colleagues of the other schools in our school organisation, but also show to students how new didactics can expand their view and can be challenging. In this way, we want to consolidate and improve the motivation in teaching and being taught. Unmotivated teachers influence undeliberately students and vice versa. That is why it is important to improve motivation on both sides of the classroom. We aim at a direct result on short term, but we also aim at a changing image about teaching so that we also achieve a long term result.