Managing Professional Profiles of Geography Teachers

These actions are the responsibility of the manager.

Managing class time for Physics teachers must ensure the following main requirements:

- Establishing a classroom routine for teachers and students to ensure seriousness in all school activities, contributing to improving the quality of teaching the subject of Physics.

- Impact the teaching hours of the subject of Geography positively and as directly as possible so that every hour of the subject of Geography contributes to the realization of the subject's goals.

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- Require each subject to fully and seriously implement the regulations and rules related to the hours of class in the subject of DL.

To effectively manage teaching hours for the subject of Economics and analyze pedagogical lessons for Economics, principals need to fully understand the following basic requirements:

Grasp the theory of teaching in general and the theory of teaching the subject of Geography in particular, grasp the theory of lessons, grasp the viewpoints in pedagogical analysis of Geography lessons.

To improve the quality of observing and analyzing pedagogical lessons of the subject of Geography, it is necessary to organize topics on class hours, such as discussing the content and teaching methods of Geography, building model teaching hours of Geography, organizing trial teaching, organizing internships, teaching demonstrations... to help Geography teachers grasp the theory, gain experience in teaching methods of Geography, and the steps in observing and analyzing pedagogical lessons of Geography... On that basis, encourage teachers' creativity and this is also a typical activity for the profession of teachers, school principals need to organize well to create conditions for Geography teachers to promote their abilities to improve the quality of teaching Geography.

1.4.1.5. Managing professional records of Geography teachers

Managing professional records of lecturers of the subject of specialization is a means to help managers grasp the implementation of professional tasks of lecturers of the subject of specialization. At the same time, professional records of lecturers of the subject of specialization are one of the legal bases for evaluating their implementation of professional discipline. These records are the basis for assessing the implementation of professional discipline.

The required documents for each teacher include: Lesson plan; notebook for recording teaching plans and recording professional activities, class observations, and class visits; personal score book; homeroom book (for teachers working as homeroom teachers) according to Article 27.3 of Circular No. 12/2011/TT-BGDDT promulgating the Regulations of junior high schools, high schools, and multi-level general schools.

- The lesson plan for the subject of Geography helps each class hour of the subject teacher to ensure the correct progress, determine the right focus of the subject of Geography, balance the time to exploit and form certain skills for students in the shortest time possible. Moreover, the lesson plan also takes into account the method of communication, guiding students to be interested in learning Geography.

- Notebook for recording the teaching plan of the subject of DL and recording professional activities of DL, observing and visiting classes. The teaching plan recording section is a basic operation to ensure that the objectives for each DL lesson and each DL class period have been built into the subject objectives. In the professional activity recording section, the teacher records the content of the group/team meetings, the school's major and the DL class observation. The teacher records the strengths and weaknesses of colleagues, from handling situations, which is very helpful in the process of teaching DL of each teacher.

- Personal grade book is a legal record of students' learning results in a school year, used and preserved according to regulations of the Ministry of Education and Training (MOET).

- The homeroom book is a legal document used to comprehensively monitor students in the homeroom class. During the management process, the principal needs to provide specific instructions on the requirements of each type of document, and together with the vice principal of professional subjects and the head of professional groups, regularly check in various ways to promptly correct any deviations in teaching and learning activities of the subject.

1.4.1.6. Managing the activities of the Geography professional team

The professional team is an important advisory body for the principal and directly directs the professional activities and teaching of each member.

team members to improve team skills.

Through the professional team, the principal closely grasps the activities of the subject teachers and evaluates the subject teaching capacity of each teacher; highly promotes the unity between the principal and the staff, subject teachers, also through the professional team, the principal communicates and implements detailed management decisions, receives information in order to operate the professional team according to the key contents of the set plan.

Through the professional team, the principal can monitor the results of his/her management of the curriculum of the subject of ethics, the situation of facilities and equipment of the subject of ethics, the innovation of teaching methods of the subject of ethics, the quality of teaching of the subject of ethics... Therefore, managing the activities of the professional team is a constant concern of the principal.

Managing the teaching activities of the subject of Geography by the teacher is managing a key process of the teacher in the process of teaching Geography, requiring the managers to fully understand the content and requirements of management in order to make management decisions that are both serious and accurate, but also flexible to put the teaching activities of the subject of Geography teachers into order and discipline while still promoting the scientific creativity of the subject teachers in performing their tasks. However, the teaching activities of the subject of Geography by the teacher will be completed well when the teacher organizes the students' learning activities of Geography well.

1.4.2. Managing students' Geography learning activities

Students' learning activities are parallel activities that exist with teachers' teaching activities. Therefore, managing students' learning activities in the subject of Geography is an indispensable task in managing teaching activities in the subject of Geography.

1.4.2.1. Educating students about awareness, motivation and purpose of learning Geography

In reality, many students consider Physics as a minor subject, so they ignore it and do not pay attention to studying. It is necessary to make students have the right motivation and attitude in studying.

Learning, self-studying the subject of Geography, actively seeking to discover problems, actively acquiring knowledge, turning the educational process into self-education. Helping students have the attitude and awareness to study in Geography depends on the general education propaganda of the school, in which the role of the management staff is not small. Besides, the role of the teacher in the class is especially important. Reality shows that if the teacher teaches well and designs lively lessons, students will participate actively and effectively in learning the subject.

1. 4. 2. 2. Guide students to develop content and learning methods, practice skills and techniques in learning Geography

The subject teacher is the subject that guides students to build content and learning methods, helping students practice skills and techniques in the process of learning the subject. Through their teaching activities, teachers help students learn, build content and learning methods suitable for the knowledge - skills - attitudes of the subject. In addition, teachers can organize teaching activities in the direction of promoting students' abilities, both to help them practice the necessary skills and techniques in learning the subject, and to help them promote their initiative, positivity and creativity.

1.4.2.3.Organize classroom learning activities for students

The subject teacher is the one who organizes and manages the learning activities of students in the subject. The teacher organizes and directs the learning activities, controls the process of acquiring and applying knowledge of students. For the subject of subject, learning in class is the main form of learning for students. The teacher can simultaneously guide the group of students to learn systematically, focusing on the key points of basic and practical knowledge. In order to organize learning activities in class effectively, the teacher needs to grasp the purpose and requirements of the subject, grasp the program distribution, identify the basic and key knowledge, firmly grasp the characteristics of each type of lesson, choose appropriate teaching methods, and diversify the forms of organizing teaching in class. This requires teachers to spend a lot of time and effort on designing

Plan lessons based on students' abilities, organize many learning activities with many forms and effective teaching methods.

1.4.2.4. Organizing extracurricular activities in Geography for students

Extracurricular activities in the subject of Geography help students approach practical knowledge, consolidate knowledge, and link theory with practice. At the same time, extracurricular activities also help students practice soft skills. This form of learning helps the teaching process of Geography become rich, lively and attractive. To effectively organize extracurricular activities in Geography, there needs to be coordination between school managers, professional groups/teams and Geography teachers. In addition, there needs to be support from social forces inside and outside the school. It is possible to organize study tours for students; attend forums; collect and exhibit teaching materials; play games and research competitions; establish clubs; draw pictures, etc.

1.4.2.5. Guide students to apply interdisciplinary knowledge in learning Geography

The subject of Geography in high school contains basic scientific knowledge about nature, socio-economics, guidelines, policies and laws... besides integrating many necessary educational contents for young generations. Therefore, learning Geography cannot be effective without applying knowledge of other scientific subjects and related issues to clarify the content of the subject. On the contrary, knowledge of Geography is also the basis for learning other subjects in school more effectively. In the process of teaching Geography, on the basis of mastering the subject content and guidance documents of the Ministry and Department of Education and Training, teachers need to guide students to learn appropriate knowledge and apply and integrate that knowledge into learning Geography activities in the most effective way.

1.4.2.6. Coordinate with families to manage students' learning activities at home.

The management of students' learning activities in the subject of Physics must be carried out fully, comprehensively, with high educational value and in sync with other subjects, with

other educational forces inside and outside the school. Through parent-teacher conferences and periodic reporting of learning outcomes, the management entity can coordinate with parents to manage students' learning at home.

1.4.2.7. Managing testing and assessment of Geography learning outcomes

Assessing students' learning outcomes is an extremely necessary task for managers to directly influence teachers to fully and accurately carry out the assessment process, promoting the process of improving teaching effectiveness according to the goals. Assessment is a part of the educational process in all subjects. Assessment of students' learning outcomes exists simultaneously with the teaching process, which is the process of collecting and processing information about students' level and ability to perform learning tasks, on that basis proposing appropriate measures to help students progress in their learning. Through the management of teachers' assessment of students' learning outcomes, managers will grasp the quality of teaching and learning. Assessment of the subject of Pedagogy has its own characteristics: not only testing the knowledge learned, but also focusing on testing attitudes, ability to apply and practice the knowledge learned in life. Management of assessment of students' learning outcomes in Pedagogy must meet the following basic requirements:

- It is necessary to strictly implement professional regulations in schools through scores, evaluating the quality of students' learning and teachers' teaching, thereby drawing out issues that need to be adjusted, corrected and supplemented, helping managers to direct this activity more fully and closely.

- Raising teachers' awareness of the meaning, function and pedagogical requirements of assessing students' learning outcomes in the subject of Mathematics.

- Fully and seriously implement the instructions on tests, exams, scoring, adding points, evaluating and classifying students' academic performance in the subject of Physics.

- Organize tests, exams, mark papers, and return papers according to regulations.

- Check the entry of scores into the electronic grade book, the preservation and storage of scores, the recording of scores, and the recording of comments on the student's report card.

- Handling cases of violations of testing and examination regulations.

- Inspect and supervise, organize discussions and draw lessons on the content and form of the test, ensuring compliance with the requirements for innovation in assessment and testing in the subject of Law.

- Evaluate and classify students fairly and accurately, avoiding incorrect manifestations in evaluating and classifying students. During the implementation process, the principal needs to assign specific tasks to the vice principal, group leaders and teachers, requiring them to make a complete learning assessment plan according to the program's requirements. At the same time, the principal regularly checks and reviews the implementation of tasks of the subjects to ensure the assigned work, gradually improving the overall quality of the teaching process.

1.4.3. Managing conditions and environment for teaching Geography

To ensure the effectiveness of the teaching activities of the subject of Geography, it is necessary to strengthen the management of supporting conditions to create the most favorable conditions for teaching and learning activities of the subject. The management of supporting conditions for teaching activities of Geography needs to ensure the following basic contents: organizing, directing the exploitation, management and effective use of existing teaching facilities and equipment of the school (pictures, videos, maps, functional rooms, etc.); Increasing the equipment of modern teaching facilities in subject rooms for Geography; Directing and encouraging teachers and students to make their own teaching aids for Geography; Having appropriate reward policies and regimes for teachers and students who have made positive contributions to the innovation of teaching and learning activities; Organizing a good emulation movement, having measures to stimulate good teaching and good learning in Geography; competing in making their own teaching aids, creating a favorable pedagogical environment for teaching activities of Geography.

Strengthening the direction, encouragement and organization of scientific research activities in the subject of Geography (innovating teaching methods in Geography, designing model lessons in the direction of integration, interdisciplinary, thematic teaching...

1. 5. Factors affecting the management of Geography teaching activities

1.5.1. Subjective factors

- Managers' awareness of the role, goals and tasks of Geography.

- Management capacity and thinking of the school's management team.

- Close and effective direction of management entities in teaching Geography.

- Effective coordination between management entities in the management of Geography teaching activities.

1.5.2. Objective factors

- The Party and State's guidelines and policies on education in general and management of teaching and learning activities of Civic Education in particular;

- Course content and requirements for educational innovation.

- Social awareness of the importance of Geography.

- Professional qualifications and working attitude, dynamic, positive and creative thinking of the Geography teachers.

- Awareness, attitude, spirit and learning capacity of students.

- Level of response of school facilities and equipment.

- The educational environment in the school is friendly, positive and healthy.