Fully implement professional guidance documents of the department, the agency and the Ministry of Education and Training on the management of Vietnamese language education activities for ethnic minority students.
Direct teachers to seriously implement educational activities, teach according to knowledge and skills standards, adjust teaching content, Vietnamese language education, physical education and environmental education... through each subject.
Building a core team of primary school teachers with professional and technical standards to support new teachers, older teachers, and teachers with limited capacity.
Strengthen the integration of Vietnamese language education in subjects and educational activities. Apply Vietnamese teaching methods as a second language; increase speaking practice time for students through activities.
Strengthen close coordination with local authorities and parents in mobilizing students to attend classes and building school facilities, creating an environment for Vietnamese language education at home and in the community. The school promotes to parents the development of Vietnamese language for students at home by increasing the use of Vietnamese with students in addition to their own ethnic language. Combine, foster and train Vietnamese language for parents of students who are ethnic minorities to build an environment for using Vietnamese language at home.
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Managing Vietnamese language education activities for ethnic minority students at primary schools in Dinh Hoa district, Thai Nguyen province - 1
Raising awareness for teachers is reflected in directing the development of teaching plans, innovating Vietnamese language teaching methods for ethnic minority students to ensure both the program and the ability of students, especially first graders, and supplementing conditions to ensure teaching Vietnamese to ethnic minority primary school students to achieve effectiveness in implementing this activity.
Communication and education propaganda through organizing activities "Our Vietnamese Language" The locations for organizing school-level and cluster-level exchanges are rotated at schools to create conditions for teachers and students to participate in exchanges and visit places and cultural features typical of ethnic minorities in the district.
Then, jointly organize the implementation and summarize and evaluate the exchange results of each participating unit. The management staff disseminates to all teachers and parents of students to clearly understand that the spirit of the exchange is an opportunity for students to improve their Vietnamese language skills and foster a love of Vietnamese for students, creating a comfortable and confident mentality for students when participating in the exchange. At the same time, it is necessary to strengthen socialization in organizing exchange activities. Carry out good communication work through parents to create consensus, not to put pressure on teachers and students participating. Through each exchange, it has created opportunities for students to learn and practice listening, speaking, reading and writing skills; know how to apply Vietnamese language in communication, write well and have beautiful handwriting, contributing to preserving the diversity, richness and purity of Vietnamese.
In the process of teaching Vietnamese language to ethnic minority students, teachers need to encourage students to use Vietnamese language both in class and outside of class by increasing contact between teachers and students. The content of the contacts should focus on topics such as family, friends, daily activities, etc. These contacts and conversations are opportunities for ethnic minority students to practice Vietnamese language more. At the same time, teachers (especially teachers from other localities) must equip themselves with knowledge about the culture and customs of ethnic minority students by participating in cultural activities and festivals in the area where they are working to increase their own ethnic minority language and culture to better serve the education of Vietnamese language for ethnic minority students.
Organize activities at the Library for students regularly so that they can be exposed to more Vietnamese books and newspapers (besides textbooks), thereby expanding their vocabulary and forming certain feelings as if they were speaking Vietnamese as their mother tongue.
Teachers develop plans for themselves and their students to train on Vietnamese language education for ethnic minority students, have plans for self-training and capacity building according to specific topics with estimated budget, time, personnel, location, etc. These plans must be approved and agreed upon by the Board of Directors.
Develop a plan to invite experts, prestigious and successful people to participate in Vietnamese language education activities for ethnic minority students with school teachers to exchange experiences.
Encourage teachers to learn ethnic languages themselves: When teachers have the necessary basic ethnic language skills, communication with students becomes closer, creating conditions for them to understand difficult sounds, words, and sentences, and guiding them to pronounce Vietnamese correctly. Teachers who speak and understand ethnic languages will have a higher percentage of students who speak and understand Vietnamese, and the quality of teaching and learning will be higher than in other classes. Therefore, this can be considered one of the solutions, a practical means to effectively strengthen Vietnamese and improve the quality of education for ethnic minority students.
Teachers and students actively study, train themselves or participate in activities organized by the school to improve their professional qualifications, skills, and ability to organize Vietnamese language education activities for ethnic minority students. The school has reasonable policies on treatment, rewards and criticism to motivate teachers to strive.
The school organizes for teachers to visit, study and train at other schools that have successfully implemented Vietnamese language education activities for ethnic minority students to learn from their experiences or invite language and communication experts from centers and universities to the school to teach and exchange experiences on Vietnamese language education activities for ethnic minority students. The school's teachers collaborate with experts and those who have been successful in Vietnamese language education activities for ethnic minority students to share and learn from their experiences.
Organize education and training for students to improve their positivity and self-awareness; practice and improve their Vietnamese language skills through organizing activities with diverse, lively and attractive forms. Encourage students to self-cultivate and practice their Vietnamese language skills.
In classroom learning activities, teachers assign students specific, appropriate tasks such as: decorating classrooms, designing and decorating conferences,
stage for students with talent in painting; planting flower gardens and ornamental plants; taking care of and helping families of war invalids, martyrs, and those with revolutionary contributions... through which students can communicate and improve their Vietnamese language skills.
During class hours, to teach Vietnamese language to ethnic minority students, teachers need to regularly call on students to express their opinions on lesson construction during class hours.
Organize class discussions, group discussions, games and competitions for students to practice their expression skills and improve their Vietnamese language.
3.2.1.3. Implementation conditions
CB Ql builds specific, detailed plans, understands and masters management documents, and directives of the industry and locality. Chooses appropriate methods and forms to organize communication and propaganda for teachers, students and the community to understand the meaning and role in Vietnamese language education activities for students.
Managers and teachers need to have the right awareness of Vietnamese language education activities for ethnic minority students in primary schools and be determined in directing the implementation of innovation in Vietnamese language education for ethnic minority students.
Creating a Vietnamese language education environment, promoting the important role in family and society, creating consensus and coordination with schools in Vietnamese language education activities for students.
3.2.2. Organizing training to improve Vietnamese language education capacity for ethnic minority students at primary schools in Dinh Hoa district, Thai Nguyen province
3.2.2.1. Objectives of the measure
Develop training content to improve the capacity of teachers and educational managers in Vietnamese language education for ethnic minority students, maximize the use and coordination of resources, and effectively implement Vietnamese language education for ethnic minority students.
3.2.2.2. Content and implementation method
* Organize management capacity training for management staff (Principal, Vice Principal)
Developing a plan to train managers of primary schools in ethnic minority areas needs to be based on: The current status of qualifications and management capacity of school managers; the need for supplementation and replacement; budget; planning of managers until 2020 and orientation to 2025.
The training subjects are current managers and teachers in the planning source; in which attention is paid to ethnic minorities.
The Department of Education and Training coordinates with primary schools to review the qualifications and capacity of the management staff. Proposes the leaders of the Department of Education and Training to develop a plan to organize training courses at the district and school cluster levels for each target group.
Proposal to develop training program content:
Fostering content in the spirit of Resolution 29/NQ-TW on fundamental and comprehensive innovation of education and training, meeting the requirements of industrialization and modernization in the conditions of a market economy, socialist orientation and international integration.
Based on the regulations on primary school principal standards issued by the Ministry of Education and Training in Circular No. 14/2018/TT-BGDDT dated July 20, 2018 of the Ministry of Education and Training and the actual situation of the management staff of primary schools in ethnic minority areas of the district, the training program focuses on the following key contents:
- Issues on the Party's guidelines and policies, the State's laws during the period of industrialization and modernization; socio-economic development policies; national education development; primary education development.
- Foster and improve awareness of ideology, politics, ethics, lifestyle, pedagogical style, and professional ethics.
- Knowledge of the socialist rule of law state; Theoretical issues and state administrative management skills for primary education and primary schools. Specifically: Education Law; Primary school regulations; Primary school principal standards, primary school teacher standards; International Convention on the Rights of the Child;...
- Contents of primary school management towards national standard schools, organizing and managing 2 sessions/day teaching, organizing boarding classes for ethnic minority students. Managing Vietnamese language education; Teaching Vietnamese
Vietnamese for ethnic minorities; management of bilingual program teaching (Vietnamese - ethnic minority languages); policies on ethnic minorities...
The Department of Education and Training closely coordinates with the Department of Education and Training of Thai Nguyen and pedagogical schools in the province to develop plans and training and development programs suitable for each group of subjects.
In addition to general training programs, every year the Department of Education and Training needs to organize short-term training courses inviting experts to lecture on educational management skills in ethnic minority areas to help managers of primary schools in ethnic minority areas gain more practical knowledge and working experience in specific areas such as ethnic minority areas in the locality.
In addition, the Department of Education and Training needs to strengthen the organization of many forms for managers to improve their capacity and learn from each other such as: Organizing managers' clubs; Professional activities of school clusters; schools helping schools; organizing delegations to visit and study schools in the province and outside the province.
* Organize professional capacity building for teachers:
The current primary school teacher training program only stops at the level of training and fostering according to general topics and modules. Topics on teaching Vietnamese to ethnic minority students are implemented but are still general. Therefore, in the measure to improve teachers' teaching capacity, the Department of Education and Training recommends that pedagogical schools train and foster teachers of Vietnamese and ethnic minority languages; foster integrated teaching methods for Vietnamese and ethnic minority languages; and teach Vietnamese as a second language. In the teacher training program of pedagogical schools, the content of training in ethnic minority languages is considered a compulsory subject or before graduation, it is necessary to be trained and granted a certificate in ethnic minority languages.
Capacity to design a Vietnamese language education plan for ethnic minority students : This is an important task for teachers before organizing Vietnamese language education activities for ethnic minority students in class. This capacity requires teachers to solve the following problems: What do students need to know and do?; Through what ways and forms should teachers educate Vietnamese language? Teachers educate
How is Vietnamese language? How to guide students to self-study? Corresponding to the above questions are specific tasks performed according to the following process: 1) Teachers determine the goals of Vietnamese language education based on the knowledge standards, skills and attitude requirements of the Ethnic Minority Education Program. 2) Study textbooks and lesson-related documents to: Understand accurately and fully the content of the lesson; determine the basic knowledge and skills needed to educate Vietnamese language for students; determine the ability to meet students' cognitive tasks; determine the knowledge and skills that students already have and need to have; anticipate difficulties, situations that may arise and solutions. 3) Choose the path, form of organization of Vietnamese language education and appropriate assessment methods to help students learn actively, proactively and creatively. 4) Design content, tasks, methods of activities, time, and requirements for students.
The ability to understand students' level in Vietnamese language education for ethnic minority students is achieved by teachers' subtle observation of students' psychological expressions in the process of Vietnamese language education. The ability to understand students is expressed by: Determining the amount of existing knowledge and the level and scope of students' acquisition, thereby determining the level and amount of new knowledge that needs to be guided for students to acquire. Based on subtle observation, teachers can recognize how different students have acquired Vietnamese, predict the advantages and difficulties, and correctly determine the necessary level of stress when students have to perform cognitive tasks.
Ability to use teaching aids and information technology to support Vietnamese language education for ethnic minority students: Multimedia and information technology will promote positive effects in the process of Vietnamese language education for ethnic minority students. Teachers using visual aids and information technology must be appropriate to the content of Vietnamese language education for ethnic minority students, with the psychological characteristics and cognitive level of students; must be effective as a source of knowledge for students to exploit, avoiding being just illustrative tools for speech.
Language competence is the ability to clearly and coherently express one's thoughts and feelings through words as well as facial expressions and gestures. Language competence is one of the important competencies of teachers, a tool to ensure that teachers perform their teaching and educational functions. To educate Vietnamese language for
For ethnic minority students, teachers' language ability needs to ensure the following requirements: Profound language content; Simple and vivid language form; Having skills and techniques to use their ability to communicate with students by utilizing and coordinating between speech and secondary languages and language means.
In addition, there are also capacities such as: Diagnostic capacity to detect, fully, accurately and promptly recognize the development of students in the process of Vietnamese language education for ethnic minority students; Response capacity to provide correct and timely educational content and measures, suitable to the needs of students and the requirements of Vietnamese language education goals for ethnic minority students; Assessment capacity is the capacity to recognize changes in students' perceptions, skills and attitudes; Capacity to establish favorable relationships with others such as colleagues, parents and especially relationships with students to effectively implement Vietnamese language education for ethnic minority students.
Self-improvement: This is a requirement that must be carried out regularly in all primary schools in many forms: individual self-improvement, professional group training, school training, school cluster training... In which professional activities, class observation, discussion to propose the organization of Vietnamese language education activities and find the best teaching methods need to be exploited well. When organizing professional activities, schools organizing mutual learning exchanges for teachers and students between primary schools in the cluster will bring higher efficiency.
Encourage teachers to learn ethnic languages themselves: When teachers have the necessary basic ethnic language skills, communication with students becomes closer, creating conditions for them to understand difficult sounds, words, and sentences, and guiding them to pronounce Vietnamese correctly. Teachers who speak and understand ethnic languages have a higher percentage of students who speak and understand Vietnamese, and the quality of teaching and learning is also higher than in other classes. Therefore, this can be considered one of the solutions, a practical means to effectively strengthen Vietnamese and improve the quality of education for ethnic minority students.
3.2.2.3. Implementation conditions