Professional Training for Management Staff and Teachers to Organize Creative Experiential Activities on Educational Themes for Students at Thai Nguyen High School

internal and external resources to serve the implementation of content and programs of TNST activities according to educational themes.

b) Content and implementation of measures

- The principal directs the homeroom teacher to coordinate with subject teachers, school Youth Union officers and teachers in the same grade to discuss and agree on the content, program, activity plan of the grade and the activity plan of each class.

- The principal directs the Youth Union cadres at all levels to closely follow the school year's tasks and the Youth Union's tasks to develop appropriate experiential activity plans for the entire year, by grade level. Establish Red Flag Teams to monitor, supervise, and urge emulation, implementation of regulations, study and training routines of students, especially plans to organize practical experiential activities.

- The principal directs teachers to proactively coordinate with parents, production and business establishments, sponsors, and cultural and tourist attractions to implement creative experiential activities on educational topics to mobilize financial resources, facilities, human resources, and information resources for the activities. Create favorable conditions and sustainably maintain creative experiential activities on educational topics for students, guide them to useful activities, and stay away from dangerous and violent games that have a negative impact on their personality. Coordinate educational forces to build an organizational culture in high schools; promote individual creativity, create sincere solidarity and love among members, and ensure cooperation for a common goal. At the same time, it also aims to build a school culture to help students adapt to society, to the realities of social life, and create a sustainable link between school education and family and social education.

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- The Principal encourages the Youth Union to proactively coordinate with political and social organizations outside the school to organize creative activities for students on educational topics.

- The principal creates conditions for the Youth Union to closely coordinate with homeroom teachers in organizing creative experiential activities on educational topics for students such as organizing competitions to learn about the Youth Union's traditions on the occasion of

March 26, competition to learn about the Law on Traffic Safety, Law on Drug Prevention and Control HIV/AIDS... Through the form of dramatization, dialogue, watching videos... in which students directly participate and express their opinions on the content experienced in practice;

- The school needs to pay attention to professional training and skills in organizing experiential activities for class teachers and regularly conduct training sessions according to the industry's cycle. Encourage class teachers to participate fully and with quality;

- The principal disseminates and directs homeroom teachers to evaluate and classify through practical experience activities as well as classify conduct according to the guidance documents of the Ministry of Education and Training.

- The team of homeroom teachers is a core force in organizing thematic educational activities for students. Therefore, the Principal directs homeroom teachers to do well the following tasks:

+ Instruct the homeroom teacher to make a basic survey on the family situation, economy, learning results, and conduct of students in lower grades. From there, classify and propose appropriate educational plans and measures, guiding students to continue practicing, studying, and striving through creative experiential activities according to educational topics.

+ The principal trains and raises awareness of homeroom teachers on principles and methods of building student communities, creating the best working conditions for teachers. The homeroom teachers are directly supervised by the Board of Directors on goals, content, and plans for moral education through creative experiential activities on practical education topics.

+ Educate students on the right motivation for learning: Diligence, passion for learning, appreciation of acquired knowledge, determination to overcome difficulties, honest learning attitude; modesty, team spirit, mutual assistance, solidarity, love and mutual help. To study well, each student needs to practice perseverance, not rely on difficulties, apply knowledge creatively in practice. Educate students on the viewpoint: "Learn to know, learn to do, learn to be human, learn to live with the community".

+ The homeroom teacher carries out experiential activities organized by the school. Each month, he/she directs the class to vote on conduct in order to promptly adjust appropriate educational measures.

+ Monitor and reflect on students' learning and moral development as well as the difficulties of their class.

+ Understand the circumstances and psychological characteristics of students, especially naughty students, in order to have appropriate measures to help and educate them.

- Life skills education for students through experiential activities is very rich and diverse. Therefore, it is necessary to organize flexibly according to the conditions of the class, school, and locality. To effectively organize educational activities, homeroom teachers and other educational forces in the school need to be trained more skills such as determining goals, designing programs, planning activities, implementing activities, approaching and mobilizing the masses, especially coordinating with the Youth Union, Parents' Association, checking and evaluating the results of educational activities, adjusting plans and activity goals.

- Building an organized educational environment in schools to help students have a healthy, safe learning environment, necessary for the formation and development of comprehensive personality for students. Creating conditions for teachers, homeroom teachers, Youth Union organizations, social organizations to access and organize many experiential activities, helping students practice and develop necessary skills in life, have positive communication and behavioral habits with people around them, creating a healthy educational environment for students.

- The Pedagogical Environment needs to be renewed every year and closely and effectively coordinated between the educational forces of the school, helping students to be more attached, proud of their school and love their homeland and country. Therefore, building a truly healthy educational environment for the development of students' personalities is an extremely necessary and important task. That responsibility is not only for managers and teachers but also requires the attention of families and the whole society.

- Organizing creative experiential activities on educational topics for students should not only be done during formal cultural lessons but also in

anytime, anywhere. To do so, each teacher needs to be a shining example for students to follow. Each homeroom teacher needs to have a resolute attitude and take timely measures to prevent bad behaviors and ethical behaviors of students such as swearing, fighting, etc.

- Building a healthy cultural environment is related to the entire material and spiritual life of a school. It is expressed first of all in the vision, mission, goals, philosophy, values, leadership style, management, and psychological atmosphere. It is expressed in a system of standards, values, beliefs, and codes of conduct that are considered good and accepted by everyone in the school. Therefore, it is necessary to encourage cooperative relationships, sharing of experiences, and mutual learning among teachers, between homeroom teachers and parents, local authorities, etc. in organizing thematic educational activities. To do so, schools must pay attention to:

+ Teachers, homeroom teachers, and Youth Union officers feel comfortable and easy to discuss the problems or difficulties they are facing; are willing to share their knowledge and professional experience; actively exchange methods and skills in organizing educational activities for students; care about each other's work; and cooperate with school leaders to achieve the set educational goals.

+ Creating an atmosphere of trust motivates teachers to care about the quality and effectiveness of education: An atmosphere of openness, trust, and mutual respect motivates teachers to care about improving the quality of education; Improve the school's teaching and learning achievements.

+ Create a positive learning atmosphere: Students feel comfortable, happy, eager to learn; are recognized, respected, clearly see their value; and responsibility; actively explore, continuously experience and actively interact with teachers and friends; strive to achieve the best academic results.

+ Create a friendly, safe, open environment; accept different needs and circumstances of students; Encourage students to express their personal opinions; Build a respectful, understanding, and mutually learning relationship between teachers and students.

- The school needs to build a cultural charter based on its own philosophy to affirm its style, define its value system and ethical standards. Accordingly, unify and guide the behavior of all members in and out of school according to the defined values and standards.

- Directing the renovation of classrooms, creating a more spacious pedagogical environment each year to attract and directly impact the students' souls. These facilities contribute to the effectiveness of creative experiential activities according to educational themes; attracting and creating enthusiasm for training for students.

c) Conditions for implementing measures

- Managers, homeroom teachers, parents, and participating forces need to have a correct understanding of the importance of extracurricular activities for students according to educational topics, thereby having a positive attitude in coordinating with the school and homeroom teachers to effectively organize extracurricular activities for students according to educational topics.

- Principals, managers, teachers, and Youth Union officials must have the skills to persuade organizations and individuals to participate in student volunteer activities on educational topics.

- The Party cell and the school's Board of Directors direct and facilitate the timetable, flag-raising activities, and creative experiential activities on practical education topics in terms of facilities, equipment, location selection, finance, etc. so that the Union's work is convenient and effective.

- Due to the influence of the financial revenue and expenditure principle, the budget for the Youth Union's activities is very limited. Therefore, it is necessary to create conditions for the Youth Union to receive support from the Parents' Association, socio-political organizations, and local businesses.

3.2.4. Provide professional training for managers and teachers to effectively organize creative experiential activities on educational topics for students at Thai Nguyen High School.

a) Objective of the measure

This measure aims to improve the qualifications and professional skills of teachers to meet the requirements of educational tasks in general and management and implementation of TNST activities in particular. It helps teachers enhance their knowledge and skills in activities.

creative experience activities, on that basis, it is possible to effectively organize the creative experience activity plan program according to educational themes at Thai Nguyen High School.

b) Content and implementation of measures

To implement this measure, the Principal must conduct an assessment of the capacity of teachers to organize thematic creative activities, classify teachers, and thereby determine the requirements for training and self-training to improve the capacity of school teachers in creative activities according to educational themes. It is necessary to create a healthy environment for teachers to voluntarily carry out training and self-training activities. When organizing and directing, there must be unity within the professional group. All teachers must carefully study the content, the implementation must be unified, and the implementation process must be logical and strict. Through actual activities, teachers will recognize their strengths and weaknesses to discuss and improve their skills. After that, form and practice the skills of organizing creative activities for teachers.

Principals need to pay attention to training teachers in organizing thematic creative activities:

Skills to propose many options for organizing activities and choose the best option, skills to determine topics and names of activities, skills to design plans to organize creative activities for students, skills to build activity scenarios, skills to design student experiential projects, skills to coordinate activities and evaluate activity results, etc.

Skills in applying principles and elements of organizing experimental activities to create excitement for students.

To increase the learning effectiveness of students in the activities of the experimental stage, each teacher needs to clearly understand the principles of organizing the experimental stage. The way teachers communicate requires professionalism. The organizer must be aware that the students' interest in learning in the experimental stage is the most important factor leading to success. Many teachers reflect that they feel interrupted when students show disinterest in participating in the activities they organize. To overcome this, it is necessary to help teachers have the ability to use the following 6 factors:

Increase students' concentration during the organization process: When students pay little attention, they cannot absorb anything, but if they focus too much, they will be stressed. Teachers should not pay attention during the organization process.

There are four factors that need to be considered to increase or decrease the level of concentration of students: level of closeness, time, understanding the problem, and the art of leading. When seeing students actively participating in activities, teachers will intervene less.

Recognizing students' emotional nuances: Through students' expressions in each specific situation, the organizer can know whether students are ready to learn or not. Students always tend to make an effort if they enjoy it and believe that they will succeed by participating. Teachers recognize students' emotions through expressions of excitement or boredom and skillfully adjust. That is the organizer's skill, which is more important than simply filling in students' shortcomings.

Creating interest in the experience: This factor does not exist naturally but arises during the organization process. The organizer creates interest for students by making them interested in themselves. Teachers make comments that attract students' attention, relate the content of the experience activity to reality, praise students for what they have presented... In addition, teachers increase the practicality of the experience activity by linking students' learning to real life.

Ability to recognize results: Teachers show students what they have done well, what they need to improve, and what they need to do to improve. Only then will students see their potential, and when they can do it, they will try harder. To do this, teachers need to focus on feedback, give comments effectively, and encourage thinking ability.

Skills to motivate students: Subjective motivation exists in every student when they are satisfied with the initial results they discover through the experimental activity. Objective motivation is achieved when students participate and enjoy acquiring knowledge through this activity. Objective motivation turns into subjective motivation when students are satisfied with the experimental activity that has been and is taking place. Students go from needing to participating to liking to participate.

To organize effective educational thematic activities, the school needs a team of teachers with solid capacity, prestige with colleagues, students and local people, especially the ability to mobilize forces to participate in activities. To have this human resource, the school must be proactive in training and fostering. One of the ways to train human resources is:

Training organization: In reality, in the training at the Pedagogical College, student teachers have not participated in these activities much, so their experience in organizing activities is limited. Meanwhile, the current general schools are still operating in a monotonous and ineffective manner, so there is no environment for teachers to learn how to organize. Therefore, it is necessary to regularly train key teachers in organizing experimental activities so that they can update new knowledge, develop some skills such as communication skills, organizational skills and thereby develop and love their work.

Form of organization: Reporters can be invited to deploy to teachers. Then, they themselves continue to multiply to other teachers. Training is organized in the form of:

- Document compilation

- Provide documents

- Invite to participate in seminars and training courses at higher levels.

- Exchange and learn good models

- Organize many forms of on-site training that can be at school or in the form of field trips.

- Boldly assign tasks with supervision and inspection

- Teach some subjects to supplement the organizer's capital such as: presentation art, communication art, singing....

- TNST activities are "dynamic" activities, so the organizers of the activities must always improve their professional qualifications, communication skills, behavior, assessment skills... the core issue is to be aware of the responsibilities and job requirements to meet the development trend.

c) Conditions for implementing measures

The principal must determine the content of the training program, the form and methods of training for teachers.

Create time conditions for teachers to participate in training activities Create funding sources for training activities

Attach training requirements to teachers' responsibility for performing tasks and can be included in competitions.

The rapporteur participating in the training must be a true expert in TNST activities.