These surveys will serve subject teachers in investigating students' learning styles, helping to guide the development of teaching plans for each semester and school year.
Through the survey, managers indirectly contribute to building regular contact between homeroom teachers and subject teachers in coordinating general student education and life skills education for students.
In addition to the specific background of each student, the homeroom teacher can meet with the students' former homeroom teachers to grasp the situation of some students in the class (such as good and obedient students, poor students, students with difficult lives, students with disabled families, etc.). The homeroom teacher continues to study the learning process in class of each student through tests and learning results of students in previous years through the school report card and student contact form. The homeroom teacher can directly or indirectly communicate with students through class meetings, collective activities in the dormitory, after-school activities or in self-management sessions in the dormitory. Visit the families of students with especially difficult circumstances, students from ethnic minorities, talk to parents to learn more about the personality, strengths, and weaknesses of the students in order to have positive educational measures for them. Collaborate with the class parent association at the beginning of the year parent-teacher meeting to learn and update information about your students.
Second, choose the content of KNS education for students suitable for each age, each class, build a friendly classroom, active students . In the environment of the ethnic boarding school, students can study and live in a warm, close atmosphere like in a big family, which will help students have interest in studying, and bring high efficiency in educational activities. There, the school and the classrooms are considered by students as a common roof, their second home and they see that every day going to class is a happy day, each student will feel that to love the school, love the classroom, and be attached to the common home which is the ethnic boarding school. The friendly classroom of a dedicated home teacher will promote
The students' positive attitude, thereby enhancing the education of life skills for them. In that harmonious and comprehensive development environment, students will be interested in learning, know how to practice life skills and learning methods, in which they will promote the ability to self-study, explore, and think creatively.
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From the survey of students, the school directs the homeroom teachers to choose the appropriate KNS education content for the characteristics of each class. For the new 6th graders, students in remote areas, the selected KNS are often friendly communication skills, cultured behavior, self-control skills, not listening to the temptation to drop out of school, boldness and confidence. For grades 7, 8, 9 with students in urban areas, homeroom teachers must focus on self-protection skills against temptations, self-assertion skills, decision-making skills, goal-setting skills... Thereby, helping students to be more confident in studying, practicing as well as participating in collective activities.
Third, the homeroom teacher must develop a plan to innovate the content and form of class time, incorporate appropriate life skills education activities into class time, and organize effective class time. The school must require the homeroom teacher to develop a detailed, specific, and clear homeroom plan based on an investigation of the classroom situation. The homeroom teacher's task is to develop a homeroom plan for each week, each month, and the entire school year based on the general plan of the professional department and the school. In the process of developing and making a plan, it will help the homeroom teacher have a comprehensive view of the homeroom work. In the homeroom plan, the homeroom teacher needs to specifically identify the goals, targets, and aspects of student education for each week, each month, each quarter, each semester, and the entire school year, in order to propose specific measures to achieve the set goals. The class teacher's action plan must be approved and communicated to all parents in parent-teacher meetings at the beginning of the school year. Then, at the end of a semester, the class teacher must organize an evaluation of the implementation results, draw lessons for each specific content and build a direction for the next action that will take place in the second semester.
Thanh Son Secondary School for Ethnic Minority Boarding Students has issued a document requesting class teachers.
In the process of building the homeroom teacher's plan, the life skills education plan must be included for each week and each month to ensure the life skills education content of the homeroom teacher. In particular, the school requires the homeroom teacher to regularly change the content and form of class activities, including organizing at least one life skills education activity for students each month. The school leader will approve the homeroom teacher's plan and assign a monitoring team to regularly monitor the plan content and check the implementation of the homeroom teacher's plan.
As a specialized school in an area with many ethnic minorities, the target group of parents is quite diverse. Some parents have low educational level, even not fluent in the common language, so their understanding is limited, and they live in backward areas with heavy superstitions, so parents do not pay attention to their children's education and psychological development. Some families of students also have difficult economic conditions, parents are often away from home to work for hire, work far away, so the school does not have the conditions to take care of the students' studies, moral education, but leaves them to live in the school dormitory and be taught by the homeroom teacher, leading to many difficulties and limitations in the coordination between the homeroom teacher and the family. Therefore, in the process of implementing the plan, homeroom teachers must pay more attention to this group of students in families with low cultural level because they must both educate the students and propagate to their parents. And thanks to these activities along with the trust and sharing of homeroom teachers, the students will have faith, orientation and determination to develop their personality.
Fourth. The school must research and organize a pilot class activity with life skills education and consider it a specialized educational activity : Among the school's excellent homeroom teachers, a number of pioneering homeroom teachers will be selected to take the lead in life skills education to experiment with class activities with life skills education so that teachers in the school can directly experience and learn in the work of homeroom teachers combined with organizing life skills education activities for students.
Fifth, strictly manage the implementation of extracurricular education and career guidance activities. Homeroom teachers must coordinate effectively with mass organizations inside and outside the school and subject teachers in life skills education for students. The school assigns a school leader to directly direct career guidance and extracurricular education activities. Monitor the implementation of homeroom teachers according to the approved plan. Every month, the school organizes a meeting of homeroom teachers to meet with homeroom teachers, listen to homeroom teachers' feedback on education and life skills education for students, listen to homeroom teachers' thoughts when they go to the dormitory in the evening to manage students... thereby directly reviewing the implementation of life skills education by homeroom teachers according to the issued plan and promptly adjusting, amending and supplementing when necessary.
To manage and educate students closely, homeroom teachers coordinate closely with the Youth Union - Pioneers - Children's Star organization, the GDNGLL Activities Board, career guidance education, and fully participate in school activities such as: organizing March 26 activities; celebrating November 20, Vietnam Book Day... visiting traditional craft villages, experiencing learning common professions necessary for life: Cooking, electricity... Through these activities, homeroom teachers can easily educate life skills to students.
Sixth, build a harmonious and flexible coordination relationship between the school, the homeroom teacher and the students' families: In the specialized educational environment of the ethnic boarding school, the homeroom teacher needs to build relationships between teachers and students, students and students, teachers and parents, the relationship: Family - School - Society... Education is like a network of relationships, it requires everyone to coordinate with each other to create the best results.
Class teachers need to be flexible and skillful in solving students' problems in the classroom. The use of measures to solve these problems must also be flexible: Sometimes using command, administrative measures, and complying with school discipline, but sometimes using psychological therapy, praise, encouragement, motivation, counseling, and propaganda.
Seventh, the school's Board of Directors researches to organize seminars on KNS education activities among homeroom teachers . Homeroom teachers contribute to guiding and
training students to become “new people” with full aspects of “virtue, intelligence, physique, beauty”, “humanity, courtesy, righteousness, wisdom, and trust”. Therefore, homeroom teachers must regularly participate in training courses and seminars on life skills education, thereby investing, applying and flexibly changing many life skills education measures to help students acquire basic life skills in the junior high school environment, more specifically in the final grade, laying the foundation for them to prepare to enter the independent environment of the first grade of high school.
The school also encourages teachers and homeroom teachers who perform well in KNS education activities to write experience initiatives and scientific reports clearly stating measures, methods and implementation effectiveness so that everyone can learn from each other.
3.2.3.3. Implementation conditions
Homeroom teachers must have a firm grasp of the duties of homeroom teachers according to the regulations of junior high schools and the specific duties of homeroom teachers at junior high schools for ethnic minorities according to regulations [13].
Maintain close coordination between school and family in coordinating comprehensive education for students.
The school creates the best conditions in terms of policies and facilities to help teachers have better conditions in their work as homeroom teachers and in teaching life skills to students.
The school recognizes achievements and promptly rewards homeroom teachers who make great efforts in educating life skills to students.
3.2.4. Directing the activities of the Youth Union and Young Pioneers Team to participate in life skills education activities for students.
3.2.4.1. Purpose and meaning of the measure
Life skills education must be carried out consistently and synchronously at all times and in all places. Promoting the combined strength of forces in life skills education for students is a condition for the success of life skills education for students. Promoting and exploiting the strengths of the Youth Union - Team activities to carry out life skills education for students. Life skills education through Youth Union activities
– The new team can form skills, raise awareness, develop attitudes, emotions, beliefs, courage as well as dynamism and creativity of students.
3.2.4.2. Content and implementation method
In today's modern society, educating the young generation is an extremely important and urgent task, to build young generations with strong character, political ideology, cultural lifestyle, good ethics, and a spirit of living for the community; contributing their youth to socio-economic development, industrialization, modernization of the country and moving towards socialism. That is the task of educating life skills for children and adolescents in schools that the Youth Union at all levels, schools, families and society must join hands to shoulder.
The Ho Chi Minh Communist Youth Union and the Ho Chi Minh Young Pioneers are socio-political organizations of Vietnamese youth. The Youth Union and the Young Pioneers always strive for the ideals of the Party and Uncle Ho. They actively participate in studying, working and training, actively participate in socio-political activities, build and protect the socialist Vietnamese Fatherland. Together with other social forces, the Youth Union and the Young Pioneers have the task of implementing the educational goals of society and developing human resources for the cause of industrialization and modernization of the country.
The Youth Union and Young Pioneers always enhance the responsibility, role, and effective coordination of the Education sector and the Ho Chi Minh Communist Youth Union in the work of education, training, and nurturing the young generation. Promote educational activities on revolutionary ideals, ethics, lifestyle, life skills, and behavioral culture; effectively implement the study and following of Ho Chi Minh's ideology, ethics, and lifestyle and educational activities for union members, youth, and students in schools through the activities of the Youth Union, Association, and Young Pioneers.
Therefore, the management of life skills education for students of Thanh Son District Ethnic Minority Boarding Secondary School needs to coordinate well, support, and advise so that the Youth Union - Team organization can coordinate with the school's Board of Directors in life skills education activities for students to be carried out regularly, ensuring practicality, effectiveness, focus, and key points, avoiding formality; periodically check and summarize the implementation of the life skills education coordination program, promptly propose directions and tasks for life skills education in accordance with practical requirements.
The Youth Union - Young Pioneers Organization is the most favorable environment for educating life skills and especially for educating life skills for ethnic minority students. Based on the reality, currently students are facing the main problems: Difficulties and challenges in life
life, the negative impacts of social evils, especially drug addiction, addiction to harmful virtual culture such as online games or limitations in life skills, practical skills, students may be very good at social knowledge, good at natural subjects but when assigned specific tasks, participating in a debate on an issue, they become confused. To overcome the above problems, students need to be provided with information, knowledge, and learning to have the necessary life skills. That is knowing how to communicate, behave, knowing how to evaluate themselves, knowing how to determine values to achieve goals for each stage of life to cope with life's challenges. Through the Youth Union - Team organization in the school, it is a place to organize healthy, exciting, youthful activities, where students have the opportunity to practice life skills and assert themselves.
Therefore, the Party Cell, the School Board of Directors and all organizations in the school... need to pay attention and create all conditions for the Youth Union - Young Pioneers to operate. In recent years, the implementation of models and programs to care for and educate life skills of the Youth Union - Young Pioneers of the school: such as establishing the Light Up Dreams Club, organizing the When I Was 15 Festival, implementing the campaign "I love my country", participating in lighting candles in gratitude; cleaning and burning incense at the district martyrs' cemetery; participating in Returning to the Source activities at historical sites... has brought about practical results, helping the school's students to be educated about traditions, revolutionary ideals, ethics and towards practicing life skills as well as orienting towards positive thinking and lifestyle. Firstly, organize training to raise awareness and equip knowledge and methods of life skills education through Youth Union - Young Pioneer activities for teachers, staff and forces participating in life skills education for students : The school annually builds and perfects the team of Youth Union and Young Pioneer cadres who are teachers with good moral qualities, professional capacity, enthusiastic in group activities; have good organizational capacity, good appearance, good speaking ability, love activities, enthusiasm, tolerance, approachability, responsible working habits, good health, flexibility, adaptability to new situations, creativity and innovation and especially the ability to mobilize
forces participating in the activity..
For teachers working as the general leader of the Youth Union in schools: from the Party Committee meeting in the school to the joint meetings of the vertical sectors under the direct guidance of the District Youth Union, they must be thoroughly informed of the entire task.
Life skills education is one of the important tasks during the school year of the Youth Union and Young Pioneer Team.
Second, the school's Party Committee coordinates with mass organizations to direct the development of plans for youth union work and youth movements, including the content of life skills education : Advise the Party Cell through the Party organization to direct the activities of the Youth Union and the Young Pioneers according to the school's educational goals and develop regulations for coordinating the activities of the Youth Union and the Young Pioneers with mass organizations in the school.
The school Party cell and the District Youth Union coordinate to lead and direct the school's Youth Union and Young Pioneers to develop a life skills education plan for students. The Youth Union's Executive Committee closely follows the school's goals and tasks for the school year to develop a plan to organize life skills education activities for students, including the following contents: Name of educational topics, goals to be achieved, expected life skills education activities for students, specific measures, objects and implementation time. Select life skills education activities suitable for the age characteristics of students with many diverse and rich forms.
The school's Board of Directors directs and closely monitors the development of plans for organizing GDKNS activities of the Youth Union - Pioneer organization in terms of both content and form of activities for the program implementation team, which is an important content.
Third, select the content and form of organizing life skills education activities for students during the school year of the Youth Union - Young Pioneers based on the school's reality . Life skills education content needs to be carried out regularly, continuously and in accordance with the psychological characteristics of each age group, ethnicity and in accordance with the existing conditions of the school. Life skills education for teenagers - school students to help them realize their own value in relationships; understand physical and mental health; have cultured behavior and behavioral habits...
The school's Youth Union - Team organization through many forms of activities such as: Organizing collective movements, forums for exchanging learning experiences, career orientation, exchanging - forming art - sports clubs inside and outside the school, extracurricular activities on life skills education, traffic safety, environmental protection, saying no to cigarettes... contributes to accompanying the school.