Directing the Implementation of Creative Experience Activity Plan

The subject teachers and homeroom teachers are the ones who directly plan and organize the implementation of the STI activities for students through the subjects they are responsible for teaching. In organizing the implementation, the Principal needs to create conditions for participants to promote the spirit of self-awareness, positivity, and coordination together to complete the task well.

The Youth Union and Young Pioneers staff is the school's General Manager, who is the person who directly plans and organizes cultural and artistic activities and entertainment for students through the Youth Union topics.

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The principal - the manager thoroughly instructs the team of homeroom teachers and subject teachers to strictly implement, and to check and evaluate each teacher. Each homeroom teacher is a person in charge, so how does the management of activities and the organization of students in his class work? Is it effective? How is the combination between homeroom teachers, subject teachers, Youth Union-Professorship staff and parents of students in evaluating students and drawing experience from organizing student activities?

In order for the HĐTNST to have good results, the homeroom teacher needs to coordinate closely with the subject teacher, the youth union members and the team leaders. In addition, the homeroom teacher must determine his/her task is to help create conditions for the class team command board to develop a work plan to train the core team, and to advise and advise students so that they can organize their own activities. The homeroom teacher needs to respect the independence, creativity and self-management of the team command board.

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+ For teachers of the Youth Union and Young Pioneers

In secondary schools, the Youth Union Secretary is a very important factor in helping the Principal organize the Youth Union Activities well. Therefore, the principal needs to determine the role of the Youth Union Secretary and the Young Pioneers' Leader. The Youth Union and Young Pioneers' leaders in the secondary school that the principal directly manages are the Youth Union Secretary and the Young Pioneers' Leader. These are two leaders who directly direct the Youth Union Activities and also evaluate and classify the participants in the Youth Union Activities. If necessary, they will intervene when the class or homeroom teacher evaluates and classifies incorrectly.

In organizing the activities of the Student Experience, the Principal needs to manage well the following contents: Managing the development of regular activity plans of teachers such as: Developing personal plans with the content of Student Experience for students according to each topic, theme corresponding to the content (by subject, interdisciplinary, moral education, lifestyle, social activities, simulation, etc.), developing the content of Student Experience and the location of implementation (where does the activity take place, in which class, how? What is the role of the subject teacher, homeroom teacher? Are the time, form, and content of implementation in accordance with regulations? How is the self-management of students?...;

- Fostering the capacity of organizing creative activities for teachers, mobilizing and distributing resources to conduct creative activities for students. Mobilizing financial resources to organize creative activities for students from many different financial sources such as: financial resources from the state budget, financial resources from parents' contributions, financial resources from organizations outside the school, etc.

- Coordinate forces inside and outside the school to implement the Youth Union activities. Youth Union activities take place inside and outside the school, the educational forces

The educational forces that influence these activities are: unions, social organizations in and out of school, parents, teachers, managers and students.... Each educational force has its own strengths, so managing well the coordination of educational forces inside and outside the school to organize good creative activities is to socialize education, creating the best educational environment for students.

1.3.3. Directing the implementation of creative experience activity plans

Directing the implementation of the plan to organize the experience activities is the intervention of the Principal in the entire process of managing the experience activities to ensure that the implementation of the experience takes place in the right direction, according to plan, and gathers and coordinates educational forces to achieve the desired results.

The direction of the Student Union will be highly effective if during the direction process the Principal knows how to combine the use of authority and persuasion, encourage, respect, and create conditions for subordinates to promote their capacity and creativity.

Specifically, the direction of implementing the Youth Union activities in secondary schools is carried out as follows:

- Directing teachers to develop programs and plans for the activities of the Faculty of Science and Technology. The Principal directs the subject teachers, homeroom teachers, and team leaders to develop plans and programs for the activities of the Faculty of Science and Technology based on the school's activity plan and extracurricular activity orientation. The subject teachers and homeroom teachers are the ones who design and organize regular activities in their classes and are the ones who direct and organize students to participate in the activities of the Faculty of Science according to topics and themes and teach subjects. Directing teachers to prepare activities according to themes and topics (does the class participate or not? What is the level of participation? What are the results?...);

- Direct teachers to coordinate with other forces such as: Youth Union and Young Pioneers cadres, parents of students to implement the program and plan of the Youth Activity Activity, coordinate with social organizations in organizing the Youth Activity Activity Activity for students;

- Directing teachers to innovate methods and forms of organizing practical activities

The more diverse and rich the practical activities are, the more attractive they are to students. Therefore, teachers need to regularly innovate methods and forms of organizing practical activities to attract students to participate in activities to create opportunities for students to experience reality and improve the knowledge they have learned in school.

- To effectively direct the implementation of the content and program of the Student Activities Activity, the principal needs to: Based on the goals and tasks of each subject, the educational content and tasks of the semester and the school year; based on the official study plan of students by grade level; based on the characteristics of students' cognitive level; based on the financial conditions and facilities of the school, from there, direct teachers to develop the Student Activities Activity program and plan and implement the Student Activities Activity plan.

- Directing the strengthening of facilities and finance to serve the Youth Union. The Principal needs to strengthen the facilities and finance so that the Youth Union can be carried out smoothly and effectively.

The principal can increase the facilities with the state budget and can increase the facilities with financial resources from parents' contributions or sponsorship from benefactors.

- Instruct teachers to comment and evaluate the results of creative experience activities. Evaluation has the effect of motivating activities to develop and be effective. Evaluation is in the form of commenting on the results of students' participation in activities, the revealed abilities and the limitations that need to be overcome. Collective, group and individual evaluation.

In short, directing the school's activities is not only after an organized plan is made, but is an interwoven process. It permeates and decisively influences the management, regulation, and adjustment functions of the school's activities in the management process.

1.3.4. Check and evaluate the implementation of creative experience activity plans

Inspection and supervision are assessments of the results of plan implementation. Inspection must be based on the prescribed program and plan. There must be specific criteria and standards for each activity, which can be qualitative, quantitative or recognized by the collective or society in specific circumstances.

The work of checking and evaluating the implementation of the HĐTNST helps the Principal promptly detect and correct deviations and errors in the process of implementing the plan, thereby making necessary corrections and corrections. To do this well, the Principal needs to:

- Develop criteria for evaluating the results of the HĐTNST close to the requirements of each activity, at each time. Build a reputable evaluation team.

For each activity, evaluation must be carried out regularly and continuously, directly or indirectly, to promptly detect and correct deviations and errors in the implementation of the plan, thereby making necessary corrections and corrections.

- Use many forms of assessment such as: Using survey forms, observing reality, direct exchange, asking for opinions from teachers, students or experts. Checking students' learning activities on experiential content to know the level of acquisition and application of general knowledge as well as the knowledge that they acquire from the activities of the practical experience, providing students with feedback information, helping students adjust their activities.

- Check the teaching and educational activities of teachers in implementing the educational goals of the organization of the Student Activities Activity. At the same time, the Principal regularly checks and reviews the performance of teachers' tasks (through checking teachers' lesson plans, observing teachers' lectures in lessons with content related to the Student Activities Activity...) to ensure the effectiveness of the proposed work, gradually improving the quality of the Student Activities Activity in the school.

- Check and evaluate the spirit, attitude, awareness of participating in the Student Activities and the level of knowledge, skills and behavior of the students. After checking and evaluating, it is necessary to organize experience drawing, pointing out the achievements and shortcomings of the activity, thereby recognizing the values and contributions of groups and individuals to the Student Activities. Therefore, checking and evaluating the Student Activities must be objective, accurate, comprehensive, systematic, public, timely, appropriate and closely follow the requirements of the program and educational goals at the school level. On that basis, clarify the current situation to adjust the education and teaching process appropriately and finally inform the results to the address in need.

In summary, managing students' creative activities in secondary schools is a process of planning, organizing, directing and checking carried out by the principal and school managers in coordination and clear assignment, especially promoting the role of organizations and individuals inside and outside the school. Determining the functions in the process of managing creative activities cannot be clearly defined and separate, but is an interwoven and combined process to achieve the ultimate goal of a creative activities management process, which is to improve the quality of education in the school.

1.4. Factors affecting the management of creative experience activities of secondary school students

1.4.1.Objective factors

* Requirements for innovation in secondary education related to creative activities

- Innovation in goals:

Article 27 of the 2005 Law on Education stipulates: “The goal of general education is to help students develop comprehensively in terms of morality, intelligence, physical strength, aesthetics and basic skills, develop personal capacity, dynamism and creativity, form the personality of a socialist Vietnamese person, build the character and responsibility of a citizen; prepare students to continue studying or enter the working life, participate in building and defending the Fatherland”. [15]

Experiential activities are one of the ways to achieve educational goals. To meet the goals of innovation in secondary education, experiential activities must have programs and contents that are suitable for innovation requirements and become mandatory activities for secondary schools. Experiential activities are an organic part of the educational process in secondary schools, a way to link theory with practice, creating unity between perception and action, contributing to the formation of feelings, beliefs and personality development for students.

- Content innovation:

Secondary education content is innovated in the direction of standardization, modernization, regional and global access, while meeting the requirements and needs of human resources in the direction of reducing workload, streamlining, improving thinking capacity, practical experience, and forming life skills to meet social requirements.

- Innovation in methods:

Because the change in goals leads to changes in teaching content, to match that change, the method must also be changed accordingly.

From the change in the goal of "...developing personal capacity, dynamism and creativity" , there needs to be innovation in the method, which is "Taking learners as the center" . With this method, learners, with the help of teachers, seek knowledge for themselves, participate in learning activities creatively and flexibly, which will help them quickly mature, integrate and respond promptly to the development trends of social reality. Learners assert themselves through their own understanding and progress. The learner-centered method is the most suitable method for organizing creative learning activities for students.

- Innovation in assessment methods:

Evaluation of the results of the activity is an indispensable step in the process of organizing the activity to review and assess the results achieved in terms of knowledge, skills, behavior, attitude, progress and limitations of students after each activity. In particular, it creates motivations to promote the efforts to practice, strive and self-improve of each student. Therefore, innovation in the evaluation of the results of the activity in secondary schools needs to be respected and focused on the following orientations:

+ Determine evaluation objectives and scope.

+ Identify specific content to be evaluated.

+ Diversify assessment types.

+ Use a combination of assessment methods and assessment tools appropriately.

+ Determine the purpose, requirements and have sanctions for using assessment results.

*Program content of the HĐTNST

The program of HĐTNST is very dynamic and diverse, there is no strict program for schools. Schools build their own program and plan of HĐTNST to suit the actual conditions of the school. The program and plan of activities must be attractive and attract a large number of students to participate in order to achieve educational effectiveness.

Secondary school students have a more developed thinking than primary school students, they have the ability to collect information from different sources, enriching their knowledge. If the creative activities arouse the need to learn, self-explore knowledge, and discover new things of this age group, the knowledge content will be expanded and enriched, and continuously updated. In addition to updating the content, it must be related to the daily learning and training practices of students in each grade, class and school, it must ensure a balance of professional knowledge, cultural knowledge appropriate to the age, closely following each topic on all aspects of social reality, only then can creative activities meet the goals of each activity as well as the general goals of education.

* Form of organizing experiential activities

The characteristic of HĐTNST is that educational activities take place in educational environments, with different scales and forms.

The form of organization has an important meaning to the effectiveness of the activity, it brings the attraction of the activity, attracts many students to participate enthusiastically and effectively. There are more and more forms of organization of the activity received from television as well as from the schools themselves. Schools need to choose the form of organization

The organization is appropriate to the class and school level, and can combine different forms of organization for a topic.

*About the event time:

The program of HĐTNST must ensure balance and suitability in school activities. If the duration is too long, it will affect cultural studies. On the contrary, if the duration is too short, it will be difficult to achieve the results of forming moral qualities and necessary skills.

* Facilities, technical and financial conditions for the HĐTNST

In order to organize the above activities well, in addition to the human factor, there is another factor that plays an extremely important role, which is the factor of facilities and finance to serve the activities. This is also a factor that has a certain influence on the effectiveness of the management of the Youth Union activities of the Principal of the secondary school, because the conditions and means to organize the activities will increase the attractiveness for the activities to be effective. For example, in flag-raising ceremonies and collective activities, it is indispensable to have means such as speakers, amplifiers or documents, videotapes, pictures and other materials for the types of activities, funding is also an important factor in the process of organizing Youth Union activities. If financial resources can be mobilized from economic and social organizations, philanthropists, and parents, it will contribute to bringing results to the Youth Union activities in schools.

1.4.2. Subjective factors

- Awareness of educational forces inside and outside the school

Creative experiential activities take place both in and out of school. The educational forces that influence these activities include: social organizations, groups inside and outside of school, parents, school administrators and students.

To manage the Student Activities Activity well, first of all, the Board of Directors must fully, correctly and deeply understand the goals, position, role and effects of the Student Activities Activity in forming and developing the personality of students. On that basis, the Board of Directors will propagate and raise awareness for teachers, parents and other educational forces. At the same time, the Board of Directors is also the one who gathers and persuades all educational forces inside and outside the school to actively implement the content of the Student Activities Activity program.

With the right awareness, teachers and staff in the school will clearly identify their responsibilities and tasks in organizing the HĐTNST program. On the contrary, if they do not have the right awareness of the role of HĐTNST, they will not be enthusiastic in organizing these activities and if they are assigned to organize the activities, they will only do it for show.

When parents have a correct understanding of the importance of ECTS, they will create the best conditions for their children to participate in activities and can support materially the organization of class and school activities; but if their understanding is incorrect, they will not or do not know how to create the best conditions for their children to participate in activities and it will also be difficult to mobilize resources from parents for ECTS.

- Management, organization and leadership capacity of the Principal

In organizing student activities, the principal plays a decisive role. Whether this activity is maintained regularly and achieves the desired results depends largely on the direction from the principal. Regular assessment and reminders will help the student activities become more organized and vice versa.

To do so, it requires the Principal to first have a correct understanding of the position and importance of organizing creative activities for students in the school. Only by being aware of this issue can the Principal see the urgency of organizing creative activities for students.

Once the position, role and effects of the STD activities are understood, the principal will plan the school year, include the STD activities in the plan and direct professional groups and departments to implement them. The principal will direct the implementation, inspection and evaluation of the effectiveness of the STD activities, and draw lessons so that this activity becomes routine and a regular activity in the school.

The quality of education will be improved in no small part from the ECTS itself. Therefore, the Principal in the school must have a specific plan, assign a person in charge, plan the main activities in the period, in the year, be completely proactive, direct and operate the school's activities including ECTS.

The principal is the commander, creates conditions for organizing good activities and is also the person who monitors and evaluates the quality of these activities.

The principal is the one who builds a coordination mechanism between school, family and society to effectively organize creative experiential activities for students.

- Capacity of the organizer of the student activity

To manage and organize the activities well, the capacity of the teaching staff directly in charge of the activities for students will be the deciding factor.

The activities are diverse and rich with many different topics and are always in a dynamic state from knowledge to form, therefore requiring the organizer to have specific abilities such as: organizational skills, guidance, and control of activities, ability to collect and synthesize information, good expression ability, dynamism, creativity, and always have the awareness to find out.

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