Current Situation of Organizing Experiential Activities at Bac Quang Secondary and High School for Ethnic Minorities, Ha Giang

that like, when we find out we see that most of the students respond to participate. However, there is a group of students who are still shy, not bold enough to participate in these types of games.

With the interactive stage format, the number of students who answered that they were not interested was quite large, 20%. According to the students, this format is very topical and when listening, they have to be orderly, so they do not like it. In our opinion, this is in line with the psychology of their age, an age of hyperactivity, not liking to sit in one place for a long time. With the club format, up to 16.7% of the students asked answered that they did not like it. When talking directly with teachers and students, we found that these students are shy and quiet, so they do not like activities in crowded places. Currently, the school has organized a sports club for the students, however, it has not been able to mobilize the majority of students to participate. Thus, the survey reflects the actual need for students to participate in extracurricular activities in schools. However, there are still many forms of organization that have not attracted students to participate. Therefore, in the coming time, managers need to mobilize funding from socialized education to better meet the needs of students to participate in extracurricular activities in order to improve the quality of education in schools.

2.2.2. Current status of organizing experiential activities at Bac Quang Secondary and High School for Ethnic Minorities, Ha Giang

2.2.2.1. Current status of experiential activities at Bac Quang Secondary and High School for Ethnic Minorities, Ha Giang

To study the content of the experiential activity program at Bac Quang Secondary and High School for Ethnic Minorities, we conducted a survey of teachers in question number 4 (Appendix 1), and obtained the following results:

Table 2.7. Assessment of managers and teachers on the level of implementation of experiential activities

Contents of the HĐTN

Very necessary		Normal		Unnecessary		Average	Rank
SL	Average	SL	Average	SL	Average	Average	Rank
1. Personal development activities	40	2.40	10	0.4	0	0.0	2.80	1
2. Implement thematic experiential activities career orientation	38	2.28	12	0.5	0	0.0	2.76	2
3. Carry out experiential activities to educate about traditions, ideology, ethics, and learn about landscapes and heritage. cultural and historical relics	27	1.62	21	0.8	2	0.0	2.50	3
4. Labor activities	20	1.20	27	1.1	3	0.1	2.34	4
5. Implement experiential activities on social topics	15	0.90	30	1.2	5	0.1	2.20	6
Average score							2.48

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To study the content of the experiential activity program at Bac Quang Secondary and High School for Ethnic Minorities, we conducted a survey of students in question 2 (Appendix 3), and obtained the following results:

Table 2.8. Students' assessment of the level of implementation of the contents of experiential activities

Contents of the HĐTN

Very effective

fruit

Jar

often

Are not

effective

Average

Rank

Average

1. Personal development activities

170

1.70

130

0.9

0.0

2.57

2. Implement thematic experiential activities

career orientation

155

1.55

143

1.0

0.0

2.51

3. Carry out experiential activities to educate about traditions, ideology, ethics, and learn about landscapes and heritage.

cultural and historical relics

165

1.65

122

0.8

0.0

2.50

4. Labor activities

132

1.32

160

1.1

0.0

2.41

5. Implement thematic experiential activities

society

115

1.15

130

0.9

0.2

2.20

Average score

2.43

Looking at the survey tables in the two tables above shows:

- In the content of "Personal development activities", teachers and students both have the same opinion that the content of the activities is very necessary, teachers rate 2.80 points, students rate 2.57 points.

- In the content " Implementing experiential activities to educate traditions, ideology, ethics, and learn about landscapes and cultural and historical relics ", teachers and students both agree that the content of experiential activities is very necessary. Teachers and students rate 2.50 points.

- In the content " Implementing experiential activities according to career orientation topics", teachers and students both agreed that the content of experiential activities is very necessary. Teachers rated 2.76 points, students rated 2.51 points.

- Content "Labor activities" Teachers and students rated this content at an average score, teachers rated 2.34 points, students rated 2.41 points.

- In the content " Implementing experiential activities on social topics ", teachers and students rated this content at an average score, teachers and students rated 2.20 points.

The topics of the experiential activities are all extremely necessary and familiar knowledge for students in daily life. In the labor cooperation activity, the school has set aside an area of 3000m2 for students to experience growing vegetables, improving the quality of meals. In addition, the school also set aside 200m2 to raise pigs. The garden - barn model has provided necessary necessities to improve the quality of meals for students in the whole school. Ms. D.BT (Vice Principal) shared: "Due to difficult travel conditions, most of their families are still poor, so the experience of labor cooperation through the garden - barn model helps students form a sense of responsibility in work" . On the other hand, for high school seniors, career orientation experiences are extremely necessary for them to choose a suitable job in the future or experience communication skills to help them build appropriate skills related to social interaction. The school has conducted career-oriented experiential activities for junior high and high school students such as: gardening model with experience sessions on nursery and seedling cultivation methods, experience sessions inviting engineers from the Ha Giang Province Plant Seed Center to the school to guide students. However, due to the cost of organizing the experience, this activity has only been carried out in the 2016-2017 school year.

In addition, there are experiential contents implemented at an average level, which are contents 4,5,6 students evaluated at an average score of 2.20 points to 2.41 points. Talking with teachers in the school, we received the answer from Mr. HMH: " The main curriculum content according to the general education program allocation has a lot of knowledge but the time is short, so teachers have to run after the program, so there are experiential contents that cannot be included in the program or if included in the program, it is not profound ". Therefore, it is necessary in the coming time, Bac Quang Secondary and High School for Ethnic Minorities must develop a plan to organize experiences for students more effectively to educate ethics, lifestyle, practice life skills, educate behavioral skills, communication in society, and skills to cope with complex life issues. On the other hand, teachers need to implement experiential activities according to themes that integrate educational contents in a practical way.

2.2.2.2. Current status of forms of organizing experiential activities at Bac Quang Secondary and High School for Ethnic Minorities, Ha Giang

To study the forms of organizing experiential activities in secondary and high schools for ethnic minorities, we conducted a survey on teachers and staff about the necessity of the forms and levels of implementation of experiential activities in question 5 (Appendix 1) and obtained the following results:

Table 2.9. Evaluation of teachers and staff on the current status of organizing experiential activities at Bac Quang Secondary and High School for Ethnic Minorities

Forms of experiential activities

Level of need						Average	Rank
Very necessary design		Necessary		Are not necessary
SL	Average	SL	Average	SL	Average
1. Sightseeing, picnic	48	2.88	2	0.1	0	0.0	2.96	1
2. Organize the forum	46	2.76	4	0.2	0	0.0	2.92	2
3. Organize the game	45	2.70	5	0.2	0	0.0	2.90	3
4. Event organization	44	2.64	6	0.2	0	0.0	2.88	4
5. Apprenticeship	44	2.64	6	0.2	0	0.0	2.87	5
6. Organizing competitions/contests	42	2.52	8	0.3	0	0.0	2.84	6
7. Club activities	40	2.40	10	0.4	0	0.0	2.80	7
8. Campaign activities	33	1.98	17	0.7	0	0.0	2.66	8
9. Interactive stage	27	1.62	23	0.9	0	0.0	2.54	9

The survey shows that:

- Regarding the level of necessity: The majority of teachers and staff of the schools think that it is very necessary and necessary, there is no opinion that it is not necessary, in which the forms (1,2,5,6,7,8,9,10) are rated by teachers as very necessary with scores from 2.54 to 2.96 points. Form 3 " Campaign activities " and form " interactive stage " are rated by students at scores from 2.54 to 2.66 points.

In the form of " Organizing forums" in the 2017 - 2018 school year, the school organized a forum on "Integrating into the boarding environment" to help students with learning skills, self-control skills, communication skills, presentation skills, adaptation skills and integration into life, work... These "soft" skills are becoming more and more important for middle and high school students in ethnic minority schools, it will help

They can easily adapt to life situations later on. However, this method is not really effective because students have not expressed their opinions and views.

Through direct exchange and research of documents, we found that these forms are organized regularly because: The form of " Organizing games " is one of the forms in the requirements of innovation in teaching methods, so it is implemented by many teachers, such as the games " Throwing con " of the Thai people and the game " Throwing pao " of the H'mong people... Bringing games of ethnic groups into the organization to develop the fine traditional cultural capital of the multi-ethnic culture of Vietnam is very necessary for educating the national cultural identity. In each game, in addition to satisfying the entertainment needs, cognitive needs and curiosity of students, the game also brings students traditional cultural knowledge of ethnic groups in the school.

The form of " Campaign activities" and "Humanitarian activities " is a form of coordination between the Union and the Youth Union in the school to promote movements such as activities to help poor students go to school, so teachers also actively participate and carry out.

The form of " Organizing a contest/competition" was held on March 8, 2018, students set up camp and decorated the camp in the school yard, with the guidance of teachers, Tay, Mong, Ha Nhi, Thai students... made their own banh lenh, five-color sticky rice, grilled stream fish, banh chung, banh troi mau, five-color lam rice, ant egg cake... and wild vegetables such as bitter bamboo shoots, fern, wild banana flowers, wild honey specialties... to display at the camps of each class. During the camp, students in their ethnic costumes excitedly introduced the dishes to teachers and friends. This was a creative and interesting experience through the culinary culture of their homeland. Immersing themselves in the festival, each Tay ethnic student understood more about their ethnic culture, multiplying their pride and love for the culture of their country. On the other hand, in recent school years, the school organized a gala night of Tao Quan performance, in which the gala organized " Honoring 10 typical faces " including both students and teachers. This activity attracted the attention and interest of students.

For the activity of “ Organizing events ”, the school invites ethnic artists to teach Sinh Tien dance, Khen dance, leaf trumpet playing... to students. Every year, the school organizes a local agricultural fair and invites other schools to exchange about

culture, thereby helping students recognize the characteristics of the agricultural market of ethnic minorities in the mountainous region, helping students recognize the beauty of ethnic cultures through this fair. Before students go home for the traditional Tet holiday, the school organizes a Tet celebration for the whole school including students and teachers with 125 Tet dishes. In this event, students and teachers participate in wrapping Chung cakes, pork... This is a very meaningful activity, helping students realize the value of Tet and educating students about preserving national identity.

According to the school leaders, this is an experiential activity within the traditional education program, replicating the model " School linked to practice " launched by the Ministry of Education and Training.

We collected students' assessments of the current status of organizing experiential activities at Bac Quang Secondary and High School for Ethnic Minorities in question 4 (Appendix 3), and obtained the following results:

Table 2.10. Students' assessment of the current status of organizing experiential activities at Bac Quang Secondary and High School for Ethnic Minorities

Forms of experiential activities

Level of need						Average	Rank
Very necessary design		Necessary		No need design
SL	Average	SL	Average	SL	Average
1. Sightseeing, picnic	210	2.10	90	0.6	0	0.0	2.70	1
2. Organizing competitions/contests	194	1.94	96	0.6	10	0.0	2.61	2
3. Organize the game	191	1.91	91	0.6	18	0.1	2.58	3
4. Event organization	190	1.90	89	0.6	21	0.1	2.56	4
5. Apprenticeship	189	1.89	68	0.5	43	0.1	2.49	5
6. Club activities	184	1.84	55	0.4	61	0.2	2.41	6
7. Organize the forum	177	1.77	45	0.3	78	0.3	2.33	7
8. Interactive stage	165	1.65	35	0.2	100	0.3	2.22	8
9. Campaign activities	164	1.64	34	0.2	102	0.3	2.21	9

The results of students' evaluation of the current status of organizing experiential activities at Bac Quang Secondary and High School for Ethnic Minorities show that:

Regarding the level of implementation, although there is a high awareness of the necessity of organizing forms of student activities in schools, the level of implementation of forms 5, 6, 7, 8, 9 in schools is assessed by students as being effective at an average level.

Talking with some teachers in the school, they said that to implement the form of " Interactive Stage ", it is necessary to have a tight preparation plan, a script plan and careful preparation before organizing, the content of the script is decided by the students, the teacher plays the role of advisor. However, for ethnic minority students such as Ha Nhi, Mong, Nung... they are still shy, timid, even when communicating they speak the local language, the financial conditions for organizing are still limited, so organizing this form is not effective.

Talking with the homeroom teacher, we learned that due to boarding conditions living far from their families, geographical circumstances and cultural customs of different ethnic groups, some students have an inferiority complex and do not believe in their abilities. Therefore, the forms of "interactive stage " and " organizing forums " have not been able to mobilize students to participate enthusiastically and excitedly.

Regarding the form of vocational training, we discussed with the school's managers and learned that this form is currently not closely related to the reality of the locality where the students live. On the other hand, the forms are assessed by teachers as rarely implemented because in reality, to organize these activities, there must be funding and time to organize. However, at Bac Quang Secondary and High School for Ethnic Minorities, the funding issue is still limited and does not meet the needs of schools to organize experiential activities to improve the quality of education. This requires that in the coming time, the school needs to invest more funds and do a good job of socializing education to increase funding for school activities.

2.3. Current status of managing experiential activities at Bac Quang Secondary and High School for Ethnic Minorities, Ha Giang

2.3.1. Current status of planning and organizing experiential activities at Bac Quang Secondary and High School for Ethnic Minorities, Ha Giang

Before carrying out any activity, planning for that activity is extremely important, it has a decisive meaning, guiding the entire activity to achieve the most optimal results at the lowest cost. Specific planning for each activity will allow the principal to manage that activity in the right direction, accurately determine the resources (human resources, facilities, etc.)

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