Dang Quoc Bao (1998), Some Thoughts on Team Development Strategy

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Appendix 1

Data tables investigating the current status of homeroom management

Table 2.6. Perception of the role of class teachers in student education management

Management staff		Teacher
Quantity	Percentage	Quantity	Percentage
Very important	13	100 %	76	97.44 %
Important	0	0 %	2	2.56 %
Less important	0	0 %	0	0 %
Not important	0	0 %	0	0 %

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Table 2.7. Causes that directly negatively affect students' moral education

STT

Reason	Approved	Proportion %
1	The social environment where students live is not good.	63	80.8
2	The family living environment is not good.	68	87.2
3	Parents do not care	73	93.6
4	Parents of students who are social evils	67	85.9
5	Students compete with bad guys	73	93.6
6	GVCN does not care, has no teaching methods	49	62.8
7	The discipline of the class and school is not good.	48	61.5
8	Poor students are bored with studying and follow bad things.	69	88.5
9	The school's management of the homeroom teacher is not good.	38	48.7
10	The influence of movies	62	79.5
11	School education is not good	33	42.3
12	Other issues	26	33.3

Table 2.9. Difficulties in the process of moral education for students.

STT

Common difficulties

Approved

Proportion

My personal SP behavior skills are still limited.

47.4

Limited skills in organizing activities for students

56.4

Lack of cooperation of students' parents	36	46.2
4	No time to visit students' homes	37	47.4
5	Difficulty in meeting students' parents	38	48.7
6	Students have to study a lot, it is difficult to organize extracurricular activities.	32	41.0
7	Lack of coordination of subject teachers	11	14.1
8	Lack of assistance from the President or Vice President	7	9.0
9	The class has too many slow students.	41	52.6
10	My knowledge and methods of student management and education are still limited.	29	37.2
11	Students do not love their homeroom teacher.	9	11.5
12	The school's youth union is weak.	7	9.0
13	Social environment and community influence the educational process.	46	59.0
14	Other opinions	9	11.5

Table 2.10. Conditions for ensuring student education management

STT

Condition	Approved	Percentage
1	Good social environment, little negative impact on students	66	84.6
2	The school is always disciplined, orderly, and has good traditions.	76	97.4
3	The school has made significant progress in the emulation movement "Building a friendly school, active students".	75	96.2
4	Parents often take an active interest in their children's education.	75	96.2
5	The school regularly pays attention to fostering content and teaching methods for students for teachers in the spirit of innovation.	74	94.9
6	The school focuses on assigning work reasonably and creating time for homeroom teachers.	73	93.6
7	Enough time for teachers to do their homeroom work	65	83.3
8	Special policies for GVCN	60	76.9

Table 2.13.1. Homeroom teachers' opinions on activities during class time

STT

Activities	Approved	Percentage
1	The teacher presents the achievements and results of the week of the students and the whole class, asking students to try harder and promote the results and achievements that have been achieved.	50	64.1
2	The teacher reviews the students' shortcomings and the class's shortcomings during the week, and the students listen.	44	56.4
3	The teacher introduces and guides next week's work, students listen.	46	59.0
4	The class officer summarizes the achievements, shortcomings, and limitations of the students and the whole class during the week.	58	74.4
5	The class officer directs each student with shortcomings to self-criticize, present a plan to correct the shortcomings, and other students give comments.	51	65.4
6	Class officers praise students' achievements in class and trust the results of students' correction of shortcomings.	43	55.1
7	The class officer deploys next week's work and organizes for students to discuss how to do it.	56	71.8
8	Class officers organize cultural activities.	63	80.8
9	Many students actively participate in activities.	35	44.9
10	Teachers sit and listen and observe students.	49	62.8
11	GVCN conclusion	65	83.3
12	Other activities:	13	16.7

Table 2.13.2. Students' opinions on activities during class time

STT

Activities

Approved

Proportion

Teachers comment on class situation during the week

131

91.6

The teacher directly reviews each student who has shortcomings during the week, the students sit and listen; the teacher admonishes the students.

68.5

other friends
3	Each student with shortcomings self-criticizes and presents a plan for correction under the direction of the class officer; the teacher gently analyzes and gives instructions on how to correct the mistakes.	119	83.2
4	The teacher introduces and guides next week's work, while students listen.	121	84.6
5	Let the class officers (Youth Union officers) deploy the work for next week and organize for students to discuss how to do it.	107	74.8
6	The class officer comments and evaluates the situation of the class last week, praises the achievements of students in the class, organizes the review of students with shortcomings, then the teacher comments and concludes.	121	84.6
7	Organize cultural activities	92	64.3
8	Class officers control class activities, teachers observe, guide, encourage activities and draw conclusions.	103	72.0

Table 2.14. Measures to grasp student situation

STT

How to	Approved	Proportion %
1	Daily monitor student activities in class	55	70.5
2	Information from the class staff	77	98.7
3	Information from subject teachers	78	100.0
4	Information from the Red Flag team of the School Youth Union	72	92.3
5	Information from the logbook	78	100.0
6	Information from normal students in the class	65	83.3
7	Information from parents	71	91.0

Table 2.15. Common tasks of homeroom teachers with their homeroom classes

STT

Job

Approved

Proportion

Call parents to discuss student situation

96.2

Visit students' homes to discuss their situation	42	53.8
3	Meet parents at school	77	98.7
4	Receive parents at home	5	6.4
5	Visit class irregularly to grasp students' situation and urge them	67	85.9
6	Meet privately with students with shortcomings to review and correct them.	77	98.7
7	Make a work plan, plan to organize student activities next week	69	88.5
8	Record student status monitoring results	77	98.7
9	Regularly praise, encourage, motivate students, and inspire student achievements.	76	97.4
10	Other jobs:	10	12.8

STT	Expressions of students	Approved	Proportion %
1	Be bold, approachable and confide in your homeroom teacher.	56	71.8
2	Afraid, not daring to get close, never confiding in GVCN	12	15.4
3	Cover up flaws, don't want GVCN to know	20	25.6
4	Fight frankly, honestly report shortcomings	41	52.6
5	Unity and mutual support	69	88.5
6	Factionalism, often disunity	3	3.8
7	Most students follow class and school rules well.	73	93.6
8	Other symptoms:	2	2.6

Table 2.16. 1. Opinions of homeroom teachers on the manifestations of the relationship between homeroom teachers and students in building the class collective.

STT	Content	Approved	Percentage
1	Strict, fair and friendly with students	101	70.6
2	Strict and fair but students are still afraid to approach	35	24.5

Table 2.16.2. Students' opinions on the relationship between homeroom teachers and students and building class collectives

close
3	Understand and sympathize with students	86	60.1
4	Little understanding and sympathy for students	33	23.1
5	Often instruct wholeheartedly, analyze good things and right reasons for students	91	63.6
6	Often organizes very fun and useful activities for students.	55	38.5
7	Regularly monitor closely to detect and handle students who violate the rules.	99	69.2
8	Never forgive students who violate the rules.	12	8.4
9	Teachers know which students violate the rules and sometimes they sympathize and forgive students who violate the rules if there is a valid reason.	102	71.3
10	The class monitor guides the class activities in a very profound, gentle and thoughtful manner.	72	50.3
11	Live class activities, heavy class atmosphere	42	29.4
12	Students only fear teachers but have little respect for them.	24	16.8
13	Students respect and love their teachers.	99	69.2

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