Current Status of Testing and Evaluating the Results of Moral Education Activities

When teachers were asked about hitting students when they made mistakes, most teachers said they felt helpless and could not control their anger when students kept making mistakes and did not try hard. Some teachers said that students nowadays are given too much “power” so they do not respect teachers and need to take strong measures to “treat” such unruly children.

As for the question “ How do you feel when participating in extracurricular activities with students? ”, some teachers frankly said that they do not like it. Finding out the reasons, we found that some people are busy with their own work, some feel bored, and some think it is useless.

Learning more about teachers through other channels of criticism such as students, parents, and people around the school area, we found some outstanding issues: teachers sometimes enter and exit the classroom on time, their dress and hair are not really suitable for class, and the use of teaching aids is only done in lessons with observers. The school managers all recognize the awareness and attitude of their teachers and staff in teaching as well as in moral education for students, but most of them only give gentle reminders, and there has never been any form of discipline for teachers' violations.

The problem is that it is necessary to increase the impact on the awareness of managers, teachers, and staff about the issue of moral education for students and at the same time reorient teachers about the importance of teachers as a model of personality, morality, and lifestyle for students to follow.

2.3.4. Current status of inspection and evaluation of results of moral education activities

To have a basis for studying the results of testing and evaluating moral education activities, the author surveyed 45 managers and teachers of Van Hien High School. The results are shown in table 2.14 below:

Table 2.14: Current status of testing and evaluating educational activities

Criteria

Rating Level

Good

Weak

Regularly check and evaluate moral education activities for students.

periodically

1.68

Evaluation of moral education activities for students through self-assessment and information from educational forces

other.

1.43

Timely reward and encourage good results, groups and individuals.

positive people, high results

1.35

Criticize and accurately remind of violations of regulations, laws, ethical values, irresponsibility... causing bad consequences in work.

moral education for students

1.32

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Through the data shown in Table 2.14 above, it can be seen that: The inspection and evaluation of moral education activities of managers of Van Hien High School takes place quite often, but the rewards, encouragement, criticism and reminders are not timely. Whether teachers or students, reasonable and timely praise and criticism will greatly motivate those participating in moral education activities. It is necessary to consider this measure to further promote the effectiveness of organizing moral education activities for students.

The school has paid attention to and organized the inspection and evaluation of moral education activities for students. In moral education activities, the inspection and evaluation work has a great influence, positively affecting

quality of student ethics. In addition, through further investigation, the results showed that 97.6% of opinions said that the school's inspection and evaluation of moral education activities affected this activity, and 69.6% said that it had a great impact. Regarding the organization and implementation of inspection and evaluation work in the past, the school mainly focused on quantitative aspects such as planning moral education, organizing, implementing, leading, directing the implementation of plans, records, books of moral education management, discipline enforcement, results of student training classification, etc.

However, the inspection is not regular, complex qualitative issues are not paid much attention to such as the responsibility of managers, teachers, staff and especially homeroom teachers for moral education activities for students; awareness of managers and teachers about the position and role of moral education for students, the exemplary role of managers, teachers, school staff, etc. As for the form of inspection, the school has not paid attention to innovation and flexible application but often conducts it periodically, simultaneously, with prior notice; only focuses on checking records, books, listening to reports of results from functional units. The bases for assessing the level of training of students according to Decision No. 08/2007/QD-BCA(X14) dated January 2, 2007 have general contents, difficult to quantify, difficult to check, and assess the accuracy of the classification of training of students in classes. Therefore, the evaluation will be more or less affected by the subjective factors of those responsible for evaluation and classification (especially those with high influence such as homeroom teachers, Student Affairs Department).

2.3.5. Causes that limit the effectiveness of managing moral education activities for students at Van Hien High School

To find out the causes of limitations in managing moral education activities for students, the author surveyed 45 managers and teachers of Van Hien High School. The results are shown in the table below:

Table 2.15: Causes affecting the effectiveness of managing moral education activities for students

Criteria	Rating Level			X
Criteria	Good	TB	Weak	X
1	Due to inadequate awareness of the scope importance of moral education	40	5	0	2.89
2	The network of organizations has not been built yet. management position	42	3	0	2.94
3	Due to lack of specific direction from above	37	8	0	2.83
4	Due to lack of legal documents	35	10	0	2.78
5	Inspection and examination work has not been done yet. frequent	30	15	0	2.67
6	Coordination between religious forces asynchronous education	32	13	0	2.72
7	Reviews, rewards not yet guests timely	35	10	0	2.78
8	Planning work is still weak.	32	13	0	2.72
9	Due to staff and teacher changes	27	18	0	2.61
10	There are other reasons.	2	43	0	2.06

The results in Table 2.15 above show that there are two main groups of causes affecting the effectiveness of moral education management for students.

* Objective causes:

Due to the lack of consistent direction from top to bottom and the lack of legal documents, in reality, schools do not have specific guidelines on assessing students' ethics and conduct, leading to a situation where many young homeroom teachers are confused about classifying students' conduct.

* Subjective causes:

Due to the lack of awareness of the importance of moral education activities. Due to limited awareness, many managers and teachers are not enthusiastic in participating in managing moral education activities for students. Some homeroom teachers are lax in moral education for students. They have not built a network of management and organization. Inspection and examination work is not regular and strict. There is a lack of coordination between educational forces.

The evaluation and reward work has not been timely and has not motivated the emulation movement of teachers and students. The core subjective reason is that the number of homeroom teachers who are dedicated to their profession, love children and have a lot of experience in moral education for students is not much, young teachers who have just graduated from school do not have much experience in life and teaching as well as homeroom work. Therefore, it is necessary to train a team of homeroom teachers who are the core force in moral education for students.

2.4. General assessment of the current status of management of moral education activities for students at Van Hien High School

2.4.1. Positive aspects

In the past school years, teachers of Van Hien High School have, with their efforts, cultivated their qualities and abilities, setting a shining example for students to follow. There are more and more outstanding examples in teaching, learning and training.

The coordination of educational forces inside and outside the school has had a positive effect in preventing social evils from entering schools and maintaining a healthy pedagogical environment. These are necessary conditions in moral education to shape students' personalities.

The school focuses on the work of the class teachers in terms of manpower, considering this as a bridge between the school and the class, with each student and also the most effective communication line to transmit and receive information from both sides to control and promptly adjust the direction of the Principal. At the same time, the team of class teachers also maintains contact with parents, grasps the specific circumstances of each student's family to apply appropriate and truly effective educational measures.

Although the extracurricular education has just been implemented, Van Hien High School has had many rich activities such as cultural exchange, art, sports, sightseeing, etc., which have really brought practicality to the thinking and actions of students.

On the students' side, the vast majority of them have a correct perception of standard values, always obey their teachers, and strive to cultivate and train their qualities to become good children and good students.

The most basic advantage is the team. The school's teachers are all conscious of paying attention to moral education, many individuals have tried their best in their positions to do this work well.

2.4.2. Limitations

The Board of Directors has not paid due attention to the management of moral education for students. This is reflected in the lack of a specialized plan for moral education every year or every month. The content of moral education for students is not practical and not really suitable for the specific situation of the school. The form of moral education for students proposed in the general plan is not rich and attractive. The content of moral education is not practical and is superficial and lacks depth.

The process of managing moral education is not clear, and a mechanism for synchronous coordination between homeroom teachers, subject teachers and other organizations in the school to carry out moral education for students has not been established. Coordination with educational forces outside the school is still lacking in initiative, and has not focused on moral education goals.

There are no proactive measures to detect early, assign management to students who show signs of disobedience in order to have effective educational methods even when these students are still at an unsystematic level of violation or at a mild level... Because it is simple and too passive, it is easy to make students too bored, especially for students who are not morally obedient, it does not create the strong feelings needed to help them perceive and adjust.

Assessment and evaluation have not focused on the moral education activities of organizations and individuals in schools and have not often paid attention to them.

The school has not properly inspected and evaluated the activities of moral education and has not closely linked these activities with the work of rewarding and disciplining cadres, teachers and students. The preliminary and final summaries are mainly conducted only through flag-raising activities, activities with praise and criticism based on the incident. In addition, the school's plans and implementation of the plans are not reasonable and timely.

In addition, it is necessary to emphasize some specific aspects as follows: There are still a small number of managers and teachers who do not have the correct awareness and do not really care about moral education for students. When there is no correct awareness, obviously their actions will be distorted. Moral education mainly focuses on the cognitive aspect (theory) and does not pay attention to training the will, attitude and behavior of students. Although the forms of educational organization are diverse, the content is still poor, stereotyped, not innovative, the methods are not suitable, so the wrong behaviors of students have not been corrected in time. Although integrated teaching in subjects through " teaching words " to " teaching people " is not synchronous and has not been included in the criteria for evaluating teaching hours, the subject of CD education has not been focused on and is considered a secondary subject. The coordination between schools, families and society in the process of moral education for students has not created a variety of closely coordinated forms. Facilities and financial support for the activities of the Youth Union and Association are still poor and limited, making it difficult to attract a large number of students to participate in moral education work effectively.

Based on the analysis of the current status of moral education management activities for students at Van Hien High School, it can be seen that: Moral education for students has been of interest to all levels and sectors, the school has paid attention and achieved certain results, but has not yet met the requirements of society.

To solve this problem, we must first create a change in awareness and action of managers, homeroom teachers, subject teachers, parents... To do this, we need to establish management measures for the principal to improve the quality of moral education for students of Van Hien High School, as mentioned in Chapter 3 of the thesis.

Chapter 2 Conclusion

Moral education for students at Van Hien High School, Hoan Kiem District, Hanoi City has made significant changes. The Board of Directors and the team of managers and teachers have always raised their sense of responsibility and carried out educational activities well in the school. The school has directed moral education work in accordance with the management process such as: establishing a steering committee, developing an activity plan, organizing implementation, and assigning specific tasks to each department and individual in the school.

Therefore, the majority of students are conscious of cultivating morality, studying hard, becoming good children and good students. However, there are still cases of students who are not good and violate morality. The basic reason is that the management of moral education for students is still limited, the measures of moral education management are not practical, and are too formalistic. To overcome this problem, it requires managers to research and find measures to improve the quality of moral education for students. That is the main content the author presents in chapter 3.

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