Directing the Implementation of Experiential Activities for Elementary School Students

- Coordinate forces inside and outside the school to carry out the Youth Activities taking place inside and outside the school. The educational forces that influence these activities are: unions, social organizations inside and outside the school, parents, teachers, managers and students.

For primary school students, who are still young and developing their motor and cognitive systems, acquiring knowledge and skills requires transmitting correct and sufficient knowledge and skills, developed in a "gentle, natural, effective, and reasonable" way, avoiding being burdensome, causing mental pressure on students, and having counterproductive educational effects.

Educating students requires a close combination between educational environments, which are: family, school and society. The forces participating in the coordination include: Ho Chi Minh Communist Youth Union, Ho Chi Minh Young Pioneer Team, homeroom teachers, subject teachers, Parents' Association, social organizations: Ward and Commune Youth Union, Police, Women's Union, and twinned units... Each educational force has its own strengths, so managing the coordination of educational forces inside and outside the school to organize well the Youth Union is to implement the socialization of education, creating the best educational environment for students.

1.4.3. Directing the implementation of experiential activities for students in primary schools

Directing the implementation of the plan to organize the activity is the intervention of the Principal in the entire process of managing the activity to ensure that the implementation of creative experiences is carried out in the right direction, according to plan, and that educational forces are gathered and coordinated effectively. The direction of the activity will be highly effective if, during the direction, the Principal knows how to combine the use of authority and persuasion, encourage, respect, and create conditions for subordinates to develop their capacity and creativity.

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The direction of implementing HĐTN in primary schools is carried out as follows:

- Direct teachers to develop programs and plans for activities

The principal directs the subject teachers, homeroom teachers, and team leaders to develop plans and programs for extracurricular activities based on the primary school's extracurricular activity plans and orientations. 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 primary school students to participate in extracurricular activities based on topics, themes, and teach subjects. Therefore, management is reflected in the following contents:

+ Manage the development of regular activity plans for teachers such as: Developing personal plans with content of student activities according to each topic and theme corresponding to the content (by subject, interdisciplinary, moral education, lifestyle, social activities, simulation, ...).

+ Develop the content of the activity and the location of implementation (where does the activity take place, in which class, how? What is the role of the subject teacher and homeroom teacher? Are the time, form, and content of implementation in accordance with regulations? How is the students' sense of self-management?...).

+ Instruct teachers to prepare activities according to the topic (will the class participate or not? What is the level of participation? What are the results?...).

+ Direct teachers to coordinate with other forces such as: Team leaders, parents to implement programs and plans for experiential activities, coordinate with social organizations in organizing experiential activities for students; direct teachers to conduct tests and evaluate the results of experiential activities of primary school students.

- Instruct teachers to innovate methods and forms of organizing experiential activities: the more diverse and rich the experiential activities are, the more attractive they are to students. Therefore, teachers need to regularly innovate methods and forms of organizing experiential activities to attract students to participate in activities to create opportunities for students to experience in real life and improve the knowledge they have learned in school.

- Directing the effective implementation of the content and program of experiential activities, the Principal needs to: Based on the goals and tasks of each subject,

educational content and tasks of the semester and school year; Based on the main study plan of students by grade; Based on the characteristics of the cognitive level of primary school students by region; Based on the financial conditions and facilities of the school, from there, direct teachers to develop a program of experiential activities and implement the experiential activities plan.

Experiential activities must clearly define goals, content, time, and be diverse in form and implementation methods. Teachers must have the art of attracting students to participate. Experiential activities must create a playground for students and have the effect of creating an environment for students to experience real life, combining "learning with practice".

Through experiential activities, teachers consolidate and expand students' acquired knowledge, train students' practical skills, adaptability, and creativity in life.

- The principal directs the strengthening of facilities and finance to serve the Youth Activities such as facilities and finance conditions so that the Youth Activities can be carried out smoothly and effectively through mobilizing the state budget, contributions from parents or sponsorship from benefactors.

- Instruct teachers to comment and evaluate the results of the internship.

Evaluation of the results of the training activities has the effect of motivating development and efficiency.

The principal directs teachers to comment and evaluate the results of the activities to classify them, take measures to stimulate students' active participation and motivate them to participate in activities effectively.

1.4.4. Testing and evaluating experiential activities for primary school students

Checking and evaluating experiential activities is the final step in the Principal's management cycle in implementing the experiential activities organization plan.

teachers and students in the school, and at the same time opens a new management cycle. The work of checking and evaluating the implementation of the HĐTN helps the Principal detect and correct deviations and errors in the implementation of the plan, thereby providing timely measures to correct and correct as necessary. To do this work well, the Principal needs to:

Develop criteria for evaluating the results of the activities close to the purpose and requirements of each activity, at each time, associated with the program objectives of the activities suitable for primary school age.

Building a reputable evaluation team for each activity, evaluation must be carried out regularly, continuously, directly or indirectly to promptly detect and correct shortcomings in the implementation process. Many forms of evaluation can be used such as: survey forms, actual observations, direct exchanges, interviews with teachers, students or experts in the industry.

Check students' learning activities on experiential content to understand the level of reception and application of general knowledge as well as knowledge that primary school students acquire from experiential activities, providing students with feedback information to help adjust their activities.

Checking the teaching and educational activities of teachers in relation to the implementation of educational goals of the HĐTN organization. The principal regularly checks and reviews the performance of teachers (through checking teachers' lesson plans, observing teachers' lectures in lessons related to HĐTN, competitions between units, etc.) to ensure the effectiveness of the proposed work, gradually improving the quality of HĐTN in the school.

Test and evaluate students' spirit, attitude, awareness of participating in activities and the level of knowledge, skills and behavior achieved by students. Evaluate by commenting on the results of students' participation in activities, the revealed abilities and the limitations that need to be overcome. Evaluate groups, individuals and groups.

At the end of the evaluation process, the Principal must organize a review of experiences, point out the achievements and shortcomings of the activities, thereby recognizing the values and contributions of groups and individuals to the HĐTN. Therefore, the evaluation and assessment of HĐTN must be objective, accurate, comprehensive, systematic, public, timely, appropriate and closely follow the requirements of the program and educational goals at the primary level. From there, clarify the current situation to adjust the educational and teaching process appropriately and bring this information to the address where it is needed.

Thus, managing student activities in primary schools is a process of planning, organizing, directing and checking carried out by the Principal and school managers in coordination and clear assignment and at the same time promoting the role of organizations and individuals inside and outside the school. Determining the functions in the process of managing student activities cannot be clearly defined, each function is separate but is an interwoven and combined process to achieve the ultimate goal of a student activities management process, which is to improve the quality of education of the school.

1.5. Factors affecting the management of creative experiential activities for students in primary schools

1.5.1. Subjective factors

* Principal's management capacity

The capacity of the Principal is important for the management effectiveness and development of the whole school. Whether the school can achieve its goals and tasks in organizing its experiential activities or not depends in part on the qualities and capacity of the Principal. Decisiveness and progressive spirit help the Principal have the ability to approach and develop experiential activities for students.

* Ability of teachers and Team Leaders to organize activities for students

Human resources are the most important factor for the success of any work; 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. Requirements of the activities

with many rich and diverse topics, expressing dynamic states from knowledge to form, thus requiring the organizer to have specific abilities such as: organizational skills, guidance, control of activities, ability to collect and synthesize information, good expression ability, dynamism, creativity and enthusiasm. If the ability of the teacher in charge of the activity is limited, it will be difficult to attract students to participate in the activity and the activity cannot achieve good results.

* Students' awareness and interest when participating in experiential activities

Primary school students' thinking is developing, developing their strengths, developing their personal abilities to choose a development direction, they have the ability to collect information from different sources to enrich their knowledge. Organizing experiential activities if they arouse the need to learn, self-explore knowledge, discover new things and at the same time help them consolidate and experience the knowledge they have learned in class, will certainly attract them to participate in the activities actively. If the content is poor, the form is monotonous and not suitable for their age, it will be difficult to attract students to participate actively, the results of the activities will be limited.

1.5.2. Objective factors

* Industry development policy

The education sector builds development policies for the sector on management levels, teachers and especially students in cultivating knowledge, skills, etc. For primary school students, experiential activities need to meet the requirements: Knowing how to feel the landscape, relics, traditions of the locality and country; Initially realizing the meaning and value of oneself and relatives; caring about the physical and mental health of oneself and relatives; behaving properly towards oneself and everyone; Showing responsibility in one's own study and training, responsibility towards relatives and family life, complying with regulations in public places; Being honest with oneself and others; Being diligent and self-conscious in studying, working and training... These are the foundations to help the experiential learning process succeed, contributing to improving the quality of comprehensive education for students.

* Organizational conditions for HĐTN

Including the conditions of facilities and funding sources for implementing the activities. This is a factor that supports the experiential activities to be carried out effectively in the environment. Funding sources for experiential activities are mobilized from the state budget, parents, individuals, sponsoring organizations, etc. Depending on each locality, the funding sources for the activities are more or less mobilized, especially primary schools in rural, mountainous and ethnic areas where this resource is very limited. The ability to mobilize financial resources from economic and social organizations, philanthropists, and parents will contribute to bringing results to the activities in schools.

* Forces participating in organizing the Youth Union

Experiential activities are activities organized in schools and in society. Therefore, schools need to coordinate with other educational forces outside the school such as: local political and social organizations; local government organizations; socio-economic units; parents' associations...

If the school knows how to coordinate with educational forces outside the school and promote the strength of these forces, it will not only ensure unified coordination between the school, family and society in the process of educating students, but also further enhance the responsibility of families and social forces in coordinating and helping the school manage and educate their children, while creating favorable conditions for the school in organizing experiential activities for students.

Therefore, effective implementation will create a combined strength, creating conditions for children to be educated anytime, anywhere. In addition, the coordination between family - school - society makes the process of educating students in primary schools become unified, harmonious and effective, at the same time making school education, family education and society resonate, creating conditions for a closed educational process, synchronously affecting students' personalities.

Chapter 1 Conclusion

Experiential activities create opportunities for students to: synthesize knowledge and skills from different subjects and educational fields to experience the practical life of family, school and society; participate in all stages of the activity process, from activity design to preparation, implementation and evaluation of activity results; experience, express opinions, creative ideas, choose activity ideas; express and assert themselves, evaluate and self-evaluate the results of their own activities, their groups and their friends... under the guidance and organization of educators, thereby forming and developing the main qualities and core competencies declared in the overall program and the specific competencies of experiential activities.

The experiential activity program is flexible and adaptable. Educational institutions can base on four main activities: personal development activities, labor activities, social activities and community service, and career education activities to design activity topics suitable to the needs, characteristics of students, and conditions of the school and locality.

- Identify some basic contents of managing experiential activities for TH students such as:

+ Plan and organize experiential activities for primary school students.

+ Organize experiential activities for primary school students.

+ Direct the implementation of experiential activities for primary school students.

+ Check and evaluate the organization of experiential activities for primary school students.

At the same time, we can see the impacts and relationships of influencing factors such as: the capacity of teachers and students in the school, the coordination between organizations inside and outside the school, economic and cultural conditions, and the attention of all levels to effectively implement experiential activities for primary school students. These are the premises for directly studying the current situation and proposing reasonable measures to bring about effective experiential activities in particular and improve the quality of education in primary schools in general.

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