Current Status of Organizing and Implementing Teaching on Elective Topics

This result reflects the assurance of requirements in the management and implementation of teaching elective subjects. Through the actual study at high schools in Bac Son district, the direction of the management staff has fully implemented the direction of the Department of Education and Training and other directives from higher levels. However, this activity is still heavily "academic " , showing little practicality for each unit.

Criterion 4 : " Prescribe teaching plans for elective topics for each class during the semester and school year ."

The evaluation results of the two groups of subjects are as follows: the implementation level is given as " regular " ( Average: x = 3.12; y = 3.24 ), the implementation results are given as " effective " ( Average: x = 3.00; y = 3.18 ).

The survey results are quite high and consistent with the actual research. However, the majority of interviewees said that each grade level is assigned to teach electives according to the regulations of the Ministry of Education and Training. Specifically, subjects considered " main subjects " are often chosen to teach electives without timely inspection to adjust accordingly. In addition, the assessment of each topic has not been carried out specifically, but the elective scores are included in the columns of regular test scores and periodic tests of the chosen subject. Thus, assessing the effectiveness of each topic is not accurate and there is little opportunity to learn from experience and adjust as required.

Criterion 5 : " Organizing and developing teaching programs for elective topics for each subject and grade level ". The results were evaluated by managers at the level of " occasionally " ( Average score: X = 2.80 ) and the level of effectiveness was " effective " ( Average score: X = 2.74 ). However, the survey results of teachers were evaluated with an Average score of 3.18 for the frequent level and 3.19 for the effective level. This survey result shows that target group 2 highly appreciates the management measures of target group 1 and has a high level of concentration. This may be due to the fact that the number of surveys for managers is less than that of teachers; it may also be due to teachers' emphasis on the role of managers. However, this result also shows that the work of organizing and developing teaching programs according to elective topics for each subject and grade level is of quite good interest.

Criterion 6 : " Regularly review plans and programs of teaching activities on elective topics ":

The evaluation results of the two groups of subjects were " regular " and " effective " (x = 3.02; 2.86); y = 3.22; 3.18 )

Through studying professional management records, the author found that: the work of approving plans and training programs according to optional topics periodically over time

carried out according to general regulations from the beginning of the year, but this activity is still a formality, not going into the content of the topic. Most TTCM only focus on preparing lessons for the main curriculum.

In summary, the current situation of managing the development of teaching plans and programs for elective topics in high schools has initially had positive results. Some school units have been proactive in management, showing confidence in the quality of teaching elective topics that will bring overall success to the school's teaching work. However, the general situation of the current situation of managing the development of teaching plans and programs for elective topics still has some contents that are not well implemented, not groundbreaking, still heavy on formality and low efficiency. This is the problem that managers need to continue to focus on researching and proposing solutions to overcome.

2.4.2. Current status of organizing and implementing teaching according to optional topics

Teaching activities on optional topics are also a form of teaching activities in schools, but they have their own characteristics that require a truly scientific and strict management process for their implementation. During the research process, we surveyed the opinions of managers and teachers on this issue. The results are shown in Table 2.19:

Table 2.19. Current status of organizing and implementing teaching of elective topics

TT number

Content	Real level present (TB)		Actual results present (TB)
Content	CBQL	GV	CBQL	GV
1	Instructions on the process of organizing HĐDH according to the following optional topic	3.07	3.15	3.00	3.23
2	Select experienced teachers to teach study elective topics	2.58	2.78	2.58	2.63
3	Select and invite guest lecturers.	1.19	1.71	1.28	1.66
4	Propaganda to teachers, students and parents about the purpose and meaning of teaching the subjects. optional	2.56	2.70	2.58	2.63
5	Unify content and program objectives Teaching methods for optional topics.	3.07	3.04	3.12	3.03
6	Directing professional groups to support teachers Prepare lesson plans for optional topics.	2.84	2.92	2.98	2.96
7	Organize thematic discussion activities exchange experiences in teaching elective topics.	2.65	2.82	2.74	2.78
8	Arrange schedules and monitor implementation.	3.30	3.10	3.30	3.11

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The research results in Table 2.19 show that there is a high level of agreement between the two groups of subjects on the measures to manage and organize the implementation of teaching elective subjects. However, there is a lack of agreement in each content of the measures. Specifically as follows:

Criterion 1 : " Guiding the process of organizing teaching activities on optional topics " is evaluated with results at the level of "regularity " ( Average: x = 3.07; y = 3.15 ) and the effectiveness achieved at the level of " effectiveness " ( Average: x = 3.00; y = 3.23 ), which proves that managers have done a good job of guiding the process of organizing teaching activities on optional topics.

Studying the reality at high schools, the author found that: most managers pay great attention to guiding the process of organizing teaching activities according to optional topics. However, the implementation of these processes has not been thorough, teachers still implement them in a perfunctory manner when there are tests.

Criterion 2 : " Selecting experienced teachers to participate in teaching elective topics " is evaluated with the average scores of 2.58 and 2.78 respectively at the level of " occasionally " to " regularly " and the effectiveness achieved is at the level of 2.58 and 2.63 " less effective " to " effective ". Through practical research, it is shown that the force of good teachers and experienced teachers participating in teaching elective topics is still lacking. Teachers participating in teaching elective topics have not been regularly trained, so they are still confused in planning and preparing lessons. This has directly affected the selection and assignment of teachers to participate in teaching activities of elective topics and this is one of the current issues that need to be addressed first in improving the quality of teaching elective topics in schools. Solving this problem will create motivation for students to learn. Compare this statement with the survey results in Table 2.20 as follows:

Table 2.20. Student participation in learning when experienced and good teachers are in charge of teaching elective topics

TT number

Student participation	Quantity	%
1	Very enthusiastic	109	32.5
2	Enthusiasm	126	37.6
3	Less enthusiastic	65	19.4
4	Not enthusiastic	35	10.5

Survey results show that: if there are experienced teachers and good teachers, students will participate well.

Criterion 3 : " Selecting and inviting guest lecturers ":

The evaluation results of the two groups of subjects were very low, the implementation level was " infrequent " ( Average: x = 1.19; y = 1.71 ), the effectiveness level was "ineffective".

"results" (Average: x = 1.28; y = 1.66). In fact, it is also shown that inviting guest lecturers has not been implemented in high schools in Bac Son district in particular, and most high schools in Lang Son province have not been implemented. The reason is that financial conditions are not guaranteed, and the self-selection form has not been implemented as intended.

Criterion 4 : " Propagate to teachers, students, and parents about the purpose and meaning of teaching elective topics ".

The results were rated as " sometimes " and " infrequently " ( Average: x = 2.56; y = 2.70 ), and the effectiveness level was " less effective " ( Average: x = 2.58; y = 2.63 ).

Through practical research, it is shown that the propaganda to teachers is only through the regulations and rules on teaching elective subjects, but has not gone into depth, and has not considered that the teaching staff must thoroughly understand this form of teaching to each parent. This is shown through the survey results in Table 2.21. At the same time, the majority of parents only consider their children's elective learning as a regulation of the Education sector without clearly understanding what it is for, whether it is important or not, proving that the propaganda work to parents is not good.

A survey of student participation in elective classes yielded the following results:

Table 2.21. Student participation in elective classes

TT number

Student participation	Quantity	%
1	Want more time to see friends	5	1.5
2	Want to improve academic performance	92	27.5
3	Parents are required	9	2.7
4	Teacher designation	36	10.7
5	Volunteer to cultivate and expand knowledge	193	57.6

The above results show that: 57.6% of students correctly perceive the meaning of participating in elective topics to " improve and expand knowledge ". This also reflects the survey results on " the effectiveness of teaching activities according to elective topics " in table 2.17. However, up to 42.4% of students do not understand the meaning of studying elective topics. Therefore, students participate in classes for many different reasons, in which the reason they want to improve their learning results is 27.5%, proving that the propaganda work has not been highly effective, but it could also be because students are not aware of the benefits of elective learning, so they are not focused or do not pay attention to the content of the activities and propaganda.

Criterion 5 : " Unified content objectives, programs, and teaching methods of optional topics ": The evaluation results of the two target groups are " regular " and " effective ".

( GPA: x = 3.07; 3.12 and y = 3.04; 3.03 ), this shows that the Principal cares

The effectiveness of this type of teaching activity is achieved through the unification of content objectives, programs, and teaching methods of selected topics.

In practice, the author found that: this measure has been implemented by the Head of the Department and the Head of the Department in the meetings of the Board of Directors and professional meetings at the beginning of the school year, but there are still limitations such as no evaluation after each topic, leading to the phenomenon of teachers teaching according to traditional teaching methods; the program is not synchronized,...

Criterion 6 : " Guiding professional groups to support teachers in preparing lesson plans for elective topics " is assessed at the level of " occasionally " ( Average score: x = 2.84; y = 2.92 ), the implementation results are assessed as " effective " ( Average score: x = 2.98; y = 2.96 ). In practice, it is found that the Principal is interested in the direction of the Center for Professional Support for teachers, but when interviewing directly with some Centers for Professional Support about the work of supporting teachers in preparing lessons for elective topics, the results are very limited. There are many reasons such as: the group leader has to teach both the subject and the management work; some groups have to combine many subjects, which is not suitable for the group leader's expertise;... leading to the support work not achieving high results.

Criterion 7 : " Organizing thematic activities to discuss and exchange experiences on teaching elective topics " is assessed as " occasionally " ( Average: x = 2.65; y = 2.82) , implementation results ( Average: x = 2.74; y = 2.78 ). The majority of managers and teachers in the investigated and surveyed schools agreed that this work is not receiving due attention. Therefore, the teaching staff, especially those who have been directly teaching elective topics, have few opportunities to exchange and learn, exchange experiences to improve their skills, share new knowledge, and new teaching methods for each group of students according to each type of topic. The issue of managing innovation in teaching methods is still facing many shortcomings in teaching activities of the main curriculum. A number of managers are still not very enthusiastic about innovation due to concerns about the results it brings. Furthermore, the conditions of teaching facilities and equipment are still limited and not enough to serve the innovation of methods, so this content is only implemented moderately, teachers pay attention to applying new methods in teaching demonstrations, teaching conferences, and competitions. Normally, teachers' teaching is still heavy on lecturing, paying little attention to practical skills and promoting students' initiative.

Criterion 8 : " Arranging timetable and monitoring implementation ": The assessment of the two target groups is " regular " at the implementation level ( Average: x = 3.30; y = 3.10 ), the result is " effective " ( Average: x = 3.30; y = 3.11 ). This result reflects that the Principal is very interested in the working time of teachers so that they have the conditions to invest in preparation for teaching. According to regulations, high school teachers must teach 17 standard periods, the remaining time is used to read documents, prepare lessons, prepare teaching materials,

and grade students' papers. In addition, teachers who teach elective subjects also have to teach regular classes, so their workload is very heavy, requiring reasonable arrangements. Therefore, when the Principal arranges an unscientific class schedule, it will cause them to feel discouraged; especially for teachers who teach fewer classes and are forced to teach elective subjects, they will have the mentality of being " extra teachers ".

2.4.3. Current status of organizing forces participating in teaching elective topics

The survey results in Table 2.25 show:

Criterion 1 : " Monitoring, checking, drawing experience, adjusting teaching activities of teachers' elective topics " is assessed at the level of " occasionally " to " regularly " with the average of 2.79 and 2.97; effectiveness at the level of "effective " with the average of 2.93 and 2.96, this shows that teaching activities of elective topics have been paid attention to and planned, and organized quite tightly. However, because the regulations for testing and evaluating the learning outcomes of students studying elective topics are attached to the main subjects, there are still changes in students' learning outcomes. Therefore, monitoring, checking, and adjusting teaching activities of elective topics in high schools have not been implemented according to a strict system. This problem needs to be overcome with appropriate solutions.

The preparation and submission of lesson plans for elective subjects for approval is not regular and does not ensure professional regulations. Management work only stops at the level of managing the number of lessons prepared and the form of preparation without paying much attention to the content and methods of each type of lesson presented in the lesson plan while in practice, teaching elective subjects is a new form of teaching that requires scientific investment in both content and methods to suit each type of subject.

Table 2.22. Current status of organizing forces participating in teaching elective topics

TT number

Content	Real level present (TB)		Actual results present (TB)
Content	CBQL	GV	CBQL	GV
1	Monitor, check, learn from experience, adjust Adjust teaching activities of teachers' chosen topics.	2.79	2.97	2.93	2.96
2	Monitor, supervise, and observe the implementation of the plan. lesson plan for optional topic.	2.58	2.95	2.67	2.81
3	Directing, managing and supervising the implementation Present the plan for teaching activities on selected topics.	2.70	3.04	2.70	3.11
4	There are measures to handle incorrect implementation. Plan, program of teaching activities on optional topics.	2.77	3.14	2.81	3.20

Criterion 2 : " Monitoring, supervising, and observing the implementation of lesson plans for elective topics " is assessed at a level from " occasionally " to " regularly " ( Average: x = 2.58; y = 2.95 ) and achieves " moderate " effectiveness ( Average: x = 2.67; y = 2.81 ). In reality, through discussions and conversations with a number of managers and teachers, the implementation of the above measures is only a formality and not regular.

Criterion 3 : " Directing, operating, managing, and supervising the implementation of the teaching plan for elective topics " is assessed at a level from " occasionally " to " regularly " and achieving " moderate " effectiveness for managers ( Average: 2.70 and 2.70 ) and " regular " and " effective " for teachers ( Average: 3.04 and 3.11 ). The results show that teachers appreciate the role of managers in management work, but according to actual observations, the supervision of the implementation of the teaching plan for elective topics by managers is not regular and is still formal. The reason is that the lack of facilities and infrastructure has caused difficulties in arranging classes as well as organizing learning forms, so the Principal has not set high requirements for teachers participating in teaching this type of learning.

Criterion 4 : " There are measures to handle the implementation of the plan and the program of teaching activities of elective topics " is assessed at the level of " occasionally " to " regularly " and achieves the effectiveness at the level of " moderate " for managers ( Average: 2.77 and 2.81 ) and the level of " regularly " and " effectively " for teachers ( Average: 3.14 and 3.20 ). This result also shows that teachers appreciate the role of managers in management work. However, in reality, the measures to handle teachers who do not implement the plan and program are only at the level of reminding and evaluating teachers' emulation, and no effective measures have been applied, so the effect is still limited.

2.4.4. Current status of testing and evaluating teaching results according to optional topics

The survey results on the current status of testing and evaluating teaching results of elective topics in table 2.23 show:

Criterion 1 : " Implementing assessment standards in accordance with regulations " is assessed as " regular " ( Average score: x = 3.53; y = 3.34 ), the implementation results are " effective " ( Average score: x = 3.45; y = 3.25 ). Studying management records at high schools, we found that at the beginning of the school year, the Principals of the schools organized for teachers to review the regulations on student assessment and classification of the Ministry of Education and Training, provided teachers with regulations for each subject, and sent teachers to attend specialized classes. Therefore, teachers have a firm grasp of the number of regular and periodic tests; how to calculate average scores and evaluate and classify students.

Table 2.23. Current status of testing and evaluating teaching results of elective topics

TT number

Content	Real level present (TB)		Actual results present (TB)
Content	CBQL	GV	CBQL	GV
1	Implement assessment and testing standards in accordance with the regulations.	3.53	3.34	3.45	3.25
2	Assign the professional group to create general questions and manage written tests	2.86	2.51	2.84	2.56
3	Strengthen testing by multiple choice method objective test combined with subjective test.	3.12	3.13	3.02	3.18
4	Scores are updated as soon as they are checked.	3.00	3.15	2.91	3.24
5	Manage points with software.	2.53	2.65	2.58	2.84
6	Monitor students' learning outcomes of elective topics, summarize and classify topics, sort and record students' learning outcomes according to regulations.	3.21	3.04	3.19	3.09
7	Organize handling of violations of regulations.	2.91	3.06	2.79	3.16

Criterion 2 : " Assigning professional groups to set common questions and manage written tests " is assessed at the level of " occasionally " ( Average score: x = 2.86; y = 2.51 ), with " moderate " effectiveness ( Average score: x = 2.84; y = 2.56 ). Through practical research at high schools in Bac Son district, it is shown that: Principals have not been able to manage written tests based on the school's common questions or specialized tests in elective teaching topics. Testing is often assigned to teachers, leading to uneven assessment of students' learning outcomes. Some schools organize and manage tests based on common questions well, thus promoting teaching activities and fairly accurately assessing teachers' elective teaching results and students' learning, serving as a basis for evaluating competition and assigning expertise as well as evaluating the effectiveness of each topic.

Criterion 3 : " Increasing testing by combining objective multiple choice tests with essays " was assessed by two groups of subjects as " regular " ( GPA x = 3.12; y

= 3.13 ) and " effective " ( GPA X = 3.02; y = 3.18 ). The objective test form is a form that is quite new to teachers and students. This form of testing has many advantages: testing a wide range of knowledge, objectively assessing students' learning outcomes, quick grading,... However, this form of testing is difficult to promote students' writing skills, students can easily see each other's papers and it also requires means and equipment for preparing questions and printing.

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