Methods of Organizing Life Values Education Activities

Peaceful and full of love, happiness will multiply itself. When we wish good things to everyone, we will feel happiness filling our hearts. Good words about people bring inner happiness. Pure and selfless actions will bring happiness. The core value of human beings is peace. Until we experience peace, we will not feel what happiness is. Education for happiness for secondary school students will help them appreciate what they have, happiness comes from very small things, not from lofty, illusory desires. From the feeling of happiness of themselves will help them know how to bring happiness to others.

Responsibility: If we want peace, we must be responsible for living peacefully. If we want a harmonious world, we must be responsible for taking care of nature. A person is considered responsible when he agrees to contribute to the common work with other members. A responsible person is always willing to contribute his efforts. Responsibility is not something that binds us, but it creates conditions for us to get what we want. A responsible person is someone who knows what is fair and sees that everyone gets his share. Living responsibly is an extremely important value that needs to be taught to students, this is an indispensable quality of a citizen. Responsibility for oneself, responsibility for family and society.

Simplicity: Simplicity is living naturally, without pretense. Simplicity is appreciating the small, ordinary things in life. Simplicity is appreciating the inner beauty and recognizing the value of everyone, even those who are considered bad or evil. Simplicity helps us to reduce unnecessary expenses. It helps us realize that once our basic needs are met, enough for us to live comfortably, any excess or excess can lead to corruption and waste.

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Freedom: Everyone has the right to freedom. Within that freedom, each person must have the responsibility to respect the freedom of others. Freedom can be misunderstood as something without limits, that is, allowing oneself to “do what I want”.

want, whenever I need and whoever I like”. This understanding is deceptive and easily leads people to abuse the choice. We only truly feel free when rights are balanced with responsibilities, choices are balanced with conscience. Secondary school age is an age of strong psychological changes, they are eager to escape from frameworks and standards, demanding freedom for themselves. Educating secondary school students on the value of Freedom will help them have the right perception of freedom, avoiding negative influences leading to negative behaviors because they are not aware of the limits of freedom.

Unity: Unity is harmony. Unity exists through accepting and understanding the value of each person, as well as properly appreciating their contribution to the group. Unity makes difficult tasks easier. Unity brings a spirit of cooperation, increases enthusiasm and makes the atmosphere warm. Just a little disrespect can cause unity to break down. Interrupting, obstructing others, making constant and unconstructive criticism… all have a negative impact on relationships.Solidarity is the foundation of sustainable development. Only with solidarity can there be democracy. In the current trend of integration in the world, solidarity becomes more meaningful than ever. We must know how to unite to create a combined strength, together towards sustainable development. It is necessary to educate students on the value of solidarity so that they understand the meaning of solidarity and know how to build solidarity for themselves in the collective. Knowing solidarity means that students know how to love, share, sympathize and respect others.

1.2.2.3. Methods of organizing life values education activities

The method of GDGTS is a common way of working between teachers, students and each student to acquire life values. GDGTS needs to go through a process that is both scientific and highly artistic. Since the 90s of the 20th century, people have discussed a lot about the two concepts of life values and life skills when educating students' personality. But the method of education is still a very general and abstract issue. Recognizing the importance of

In order to realize the importance of vocational education and life skills, on May 31, 2012, the Minister of Education and Training issued Plan No. 444/KH-BGDDT on training key staff in schools on vocational education and life skills methods. To implement the above plan, the Ministry of Education and Training has coordinated with the Flemish Development Cooperation and Technical Assistance Organization, Kingdom of Belgium (VVOB Vietnam) to carry out training to improve vocational education capacity and management of vocational education activities for key staff in high schools and secondary schools. This includes in-depth discussion on vocational education methods with the following theoretical framework [7]:

- Build an atmosphere based on values so that everyone feels loved, valued, respected and safe.

Creating a values-based atmosphere in the preparation of the learning environment is essential to discovering and maximizing positive values. A learner-centered educational environment in which relationships are based on trust, care and respect will foster good motivation, natural creativity and increase understanding and empathy. Teachers and learners have the opportunity to maximize their potential in a learning environment that is encouraging, supportive, caring and creative. Any form of control through threats, punishment, fear and shame will only make learners feel inadequate, hurt, shy and insecure.

- Understanding supporting factors, discovering values: Each life value activity begins with 3 supporting factors for discovering values including:

+ Receiving information: This is the traditional way of teaching values. Books, stories, and information sources can be effective aids in discovering values.

+ Reflection: Imagination and reflection activities require students to come up with their own ideas.

+ Discover values through real life.

- Organizing discussions: Creating an open discussion space, respecting each other is very important and necessary. Such a space helps sharing become more

should be easier and more comfortable. Expressing feelings and emotions after each question can clarify personal views and find empathy more easily. Discussing in a supportive environment can be very effective in healing wounds. The discussion process can also help accept negativity, thereby creating an open atmosphere to explore the causes of these negativities. When all is done with sincere respect, students will gradually remove the "defensive barrier" to justify their negativity. Once positive values are discovered, students will feel valuable, gradually feel free and have a strong will to act differently.

- Explore ideas as a self-reflection or group planning activity for art, journaling or drama. Values activities can spark genuine interest in students, encourage “real learning” and encourage the transformation of motivation into concrete action. This approach can help teachers understand and support students: Express their understanding and feelings about values creatively; Develop skills: social and emotional skills, communication skills; Develop social relationships, the environment and the world.

- Putting values into practice: Teachers guide students in applying value-based behaviour to their families, society and the environment. Students are asked to create projects to model different values in their classrooms, schools or communities. Students are encouraged to share their plays and music with their peers and younger students. Feeling that they can make a difference builds confidence and commitment to living the values.

1.2.2.4. Forms of organizing life values education

- Values education through teaching activities. One of the most important forms of values education for students is to incorporate values education into subjects. The school is a professional educational organization with a curriculum, modern facilities and methods, implemented by a team of well-trained teachers. The school is a favorable educational environment, with a learning community.

Students study, practice and cultivate together. In school, students are exposed to ethical, cultural, aesthetic concepts, rules and social norms through subjects. Teaching is a proactive and effective form of education, helping the younger generation understand and put life values into practice.

- Education through collective activities: organizing collective activities for students is an important educational activity of the school. A collective is a group of individuals working together for a good purpose. In collective life, individuals work together, the spirit of solidarity, the spirit of friendship, the spirit of community cooperation is formed, the students themselves are also aware of the basic values of life and at the same time know how to apply those values to collective life, forming good personality qualities suitable for the community.

1.2.2.5. Forces involved in educating students about life values

The educational forces are those who directly or indirectly participate in the education of students. The educational forces include the educational forces in the school (the Board of Directors, teachers, staff, the General Leader of the Youth Union, the Secretary of the Youth Union) and the educational forces outside the school (family and society). These educational forces create 3 large educational environments that influence the education of students, which are School - Family - Society.

The profound significance of coordinating educational forces was pointed out by Uncle Ho long ago: “Education in schools is only a part, there also needs to be education in society and in the family to help improve education in schools. No matter how good education in schools is, if there is no education in the family and in society, the results will not be complete” (Excerpt from a speech at the Conference of Party cadres in the education sector in June 1957).

“The essence of integration is to achieve unity in educational requirements as well as educational actions of all adults, so that the child's personality can develop properly, fully and firmly” [4; p. 210].

Thus, the coordination between educational forces is an important principle that creates unity in implementing educational goals; continuity in terms of time,

space; unity and integrity of the process of educating life values for students.

1.3. Theory on managing life values education activities for junior high school students

1.3.1. Management

1.3.1.1. Concept

Although there are many different ways to express the concept of management, they all have one thing in common: "Management is a process of oriented impact in accordance with objective laws of the management subject on the management object in order to exploit and effectively utilize the potential and opportunities of the management object to achieve management goals. In an ever-changing environment, the management subject impacts through social institutions, organizations of human resources, financial and material resources, qualities and prestige, policies, guidelines and policies in management methods and management tools to achieve management goals".

1.3.1.2. Management function

Planning function: Is a management function. It determines the goals and objectives for the future achievements of the organization and the paths, measures and methods to achieve those goals and objectives. There are three main contents of the planning function: Identifying and forming goals for the organization, identifying and ensuring the organization's resources to achieve these goals, and deciding what activities are necessary to achieve those goals.

Organizing Function: Once managers have made plans, they need to transform those rather abstract ideas into reality. A healthy organization will be decisive for such transformation. In terms of management functions, organizing is the process of forming a structure of relationships between members and departments in an organization to help them successfully implement plans and achieve the overall goals of the organization. Thanks to effective organization, managers can better coordinate and direct material and human resources. Achievements of

An organization depends heavily on the ability of its managers to use these resources effectively and efficiently [27].

Leadership function: After the planning has been established, the organizational structure has been formed, and the personnel have been recruited, someone must take the lead and guide the organization. The leadership process involves connecting, relating to others, and motivating them to complete certain tasks to achieve organizational goals. Leadership not only begins the planning and design of the completed apparatus, but it permeates and decisively influences the planning and organizing functions.

Controlling function: Controlling is a management function through which an individual, a group or an organization monitors the results of operations and takes corrective actions if necessary. An operational result is consistent with the costs incurred, if not, corrective actions must be taken. It is also a self-correcting process. [27, pp.12-13]

1.3.2. Management of life values education activities

1.3.2.1. Concept of managing life values education activities

Managing vocational education activities is a coordinated activity that includes all processes of management activities: Managing vocational education in general, and of the principal in particular, is an organizational activity that creates unity between the management subject (principal) and the management objects, including forces participating in vocational education such as students, teachers in the school and social forces outside the school, social organizations to achieve effective implementation of vocational education for students.

1.3.2.2. Functions of managing life values education activities First, planning for life values education activities

Planning is an indispensable step in managing any work of the principal; only by planning can the principal determine the goals to be achieved, the measures to be taken, the time to carry out and complete them, the targets to be achieved, etc. Avoid the situation of "going with the flow" or "going with the flow". In order to build a good educational plan, the principal must base it on the specific situation of the students and the teaching staff of his school during the year.

The school must have a thorough understanding of the actual situation of the teaching staff and students, including regular, long-term, and general situations, as well as current and individual situations that may have more or less negative impacts on the school's student body.

Second, organize the implementation of GDGTS activities.

Through many forms and measures, the principal needs to make the school's teaching staff aware that student education is an urgent task that needs to be carried out regularly, continuously, at all times, in all places; this requirement can and must be carried out in all activities. A class teaching hour is not only to impart scientific knowledge to students but also to train them in operations, learning skills, behavior, and to educate them on correct behaviors, gestures, emotions, outlooks on life, and worldviews... such as: in a physical education hour, students are not only required to know the technical movements but also required to practice a sense of organization and discipline, team spirit, and flexible operations to train and develop physical strength to protect themselves from diseases... With lessons in social sciences, there is a very rich potential in educating correct political awareness and good moral feelings such as: love for the homeland, love for labor, national pride, hatred for invaders, traitors, parasites, etc. Labor activities, extracurricular learning activities, educational activities outside of class hours, group activities, social activities and collective activities, etc. are activities that have many advantages for educating and training students in values. Life values and practical life skills have a direct impact on ideological education, cognitive education, and attitudes for students. Through these activities, students will be trained in good operations, skills, habits, and behaviors.

Third, direct the implementation of GDGTS activities.

Based on the plan for education and training for students, management entities direct the implementation of related activities such as innovation in programs, teaching content, forms and methods of education and training for students. Education for students is the work and

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