Some Issues on Managing Cultural Lifestyle Education Activities for Students in Primary Boarding Schools for Ethnic Minorities

friendly, close, united, learning and helping each other, especially regardless of ethnicity or gender. Collective activities can take place in the whole school or by class, by grade under the guidance of teachers with the core role being the class teacher and the Youth Union's TPT teacher. Through such collective activities, students will gain a lot of experience, knowledge in life, how to behave with teachers, the elderly; with friends, with parents, siblings in the family, in learning activities or in complying with the rules and regulations of the school.

Strengthening lively and diverse collective activities in many forms such as clubs; team work activities, children's stars will attract students to participate, thereby educating them in healthy cultural life.

1.3.4.4. Self-training and self-cultivation of students

Self-study, self-cultivation, moral training, and lifestyle of students are forms of educating students about LSVH. Promoting the spirit of students in self-cultivation, self-cultivation LSVH is an important measure to help them quickly progress and mature in personality, which is also a condition that determines the training results of each individual. First of all, it is necessary to form for students the need, motivation to strive, practice properly, making each student have a sense of mastery, eager to learn, seek progress, and strive to assert themselves. It is necessary to create all favorable conditions for students to strive and practice; at the same time, it is necessary to regularly monitor, check, evaluate results, and orient students' efforts. Paying attention to meeting students' legitimate material and spiritual needs; assigning tasks appropriate to their strengths, talents, psychological characteristics, age, and customs will create good conditions for students to practice LSVH. Each student must be self-disciplined, know how to control himself, know how to overcome difficulties and material shortages, and fight against manifestations of individualism, selfishness, pragmatism, and self-interest at the expense of others. Students need to be confident in themselves, maintain faith in life, in the values of truth, goodness, and beauty; Thus, training students in cultural life during this period

Industrialization, modernization, and deep integration into the world economy as it is today contribute to training and educating the young generation that is both "red" and "specialized" so that the future owners can lead the country to stand shoulder to shoulder with the world's great powers, worthy of the wishes of beloved Uncle Ho. Education is the top national policy, and the education of cultural life is the first page of that national policy.

Maybe you are interested!

1.4. Some issues on managing cultural lifestyle education activities for students of primary boarding schools for ethnic minorities

1.4.1. Planning cultural lifestyle education for students of primary boarding schools for ethnic minorities

Managing the GDLSVH activities in schools is an important part of the entire system of planning school activities. The plans for managing GDLSVH activities must clearly show the goals, criteria for evaluating results compared to the goals, the plans must indicate implementation measures, have specific steps, and estimate resources (human, financial, material) and implementation time. When planning GDLSVH for students, it is important to note:

- Ensure consistency between the goals of cultural education and the goals of education in schools, paying attention to regional characteristics, customs and practices of each ethnic group, local socio-economic conditions, etc.

- The plan must be organically and closely coordinated with the classroom teaching plan, the plan to build facilities, ...

- Choose diverse, practical educational content and forms that are suitable for the psychology and age of ethnic students to achieve high educational effectiveness.

On that basis, the Principal and supporting departments must develop the following types of plans:

- Master plan on cultural education for students.

- GDNGLL activity plans include: thematic activities on major holidays; activities to learn about, care for, and protect local historical and cultural relics; collective activities such as class activities, weekly flag salutes, Team activities, Children's Star activities...

- Cultural education plan for students through teaching subjects and through education on cultural traditions of ethnic groups.

- LSVH education plan for students of the Board of Directors and staff serving boarding activities

- Plan of the Parents' Representative Board and parents of students on cultural education for students

- Financial plan, facilities, and means to serve the cultural education work for students.

The plans ensure effectiveness, are both comprehensive and specific to the school's operations, and are feasible.

1.4.2. Organizing and implementing cultural lifestyle education for students of primary boarding schools for ethnic minorities

Based on the established plans, the manager performs specific tasks, points out the tasks of each department and each member; establishes relationships in all activities, and makes decisions to assign tasks to departments and individuals to carry out specific contents, including establishing a Steering Committee for Education and Training for Boarding Students.

- The Steering Committee for Student Life Education is responsible for assisting the Principal in performing the following tasks:

+ Organize activities according to established plans, clearly assign tasks to each department and member; coordinate with other educational forces in educating students about cultural heritage;

+ Organize for homeroom teachers and Team Leaders to effectively carry out cultural education activities for students in class and at school;

+ Build a team of homeroom teachers, Youth Union teachers, Board of Directors, and staff serving boarding work into a core educational force;

+ Effectively coordinate forces outside the school to participate in cultural education for students;

+ Assist the Principal in checking and evaluating cultural education activities for students.

1.4.3. Directing and implementing cultural lifestyle education activities for students of primary boarding schools for ethnic minorities

After developing and implementing the plan, the Principal shall direct, guide, monitor, supervise, motivate and promptly correct the GDLSVH activities for students of each department and each individual in implementing the developed plan, specifically:

- Direct and request departments and individuals to fully implement the content of cultural education for students.

- Directing the education of cultural life for students through teaching subjects, especially subjects with advantages such as Ethics, Vietnamese, Nature and Society, Music, ...

- Directing the education of cultural life for students through educational activities including: thematic activities on major holidays; activities to learn, care for, and protect local historical and cultural relics; collective activities such as class activities, flag salutes at the beginning of the week, Team activities, Children's Star activities, etc. This is very important for students because it is suitable for the psychological characteristics of their age, mainly ethnic minority students, which is "learning while playing, playing while learning", thereby helping them to be more confident, enthusiastic in participating in collective activities and forming their own cultural life.

- Directing well the coordination between the Team Leader, Class Teacher, Subject Teacher with the boarding staff; with the parents to effectively coordinate between the school, family and society in educating students about culture.

- Direct departments and individuals to flexibly use methods and forms of cultural education for students.

- Directing the development of regulations and conventions on LSVH education: monitoring, checking, classifying, evaluating the classification, rewards, and discipline of LSVH education for students by managers, teachers, and employees.

- Direct and request departments and individuals to make full use of available facilities and means as well as mobilize resources outside the school to strengthen facilities and services for educational activities in general and cultural education activities for students in particular to achieve the best results.

In directing the activities of cultural education for students, the management subject - the Principal must flexibly apply management methods such as: Administrative organization methods; economic methods; psychological and social methods to influence the forces participating in cultural education for students to achieve the set goals.

In addition, the direction of the Cultural Life Education Activities for students also requires departments and individuals to ensure the principles of Cultural Life Education for students, which are: ensuring the purpose and unity of all educational activities; must be through practical activities; must be suitable for the age, gender and specific characteristics of ethnic students; must promote positivity, overcome shortcomings; education in the collective and by the collective; education associated with local reality; respecting personality and reasonable and appropriate requirements for students.

1.4.4. Check and evaluate cultural lifestyle education activities for students of primary boarding schools for ethnic minorities

Management without checking and evaluating is considered as not managing at all. Therefore, to evaluate the effectiveness of the GDLSVH activities for students, the Principal needs to focus on checking the following contents:

- Check the organization and implementation of plans and tasks of the Steering Committee for Education and Training for Boarding Students.

- Check the organization and implementation of the Cultural Education Activities for students by the Team Leader teachers, including: organizing activities to celebrate major holidays during the school year; organizing gratitude activities; organizing activities to learn about and take care of local historical and cultural relics; organizing flag-raising ceremonies at the beginning of the week; organizing humanitarian and charitable activities; ...

- Check the organization of the implementation of GDLSVH for students by homeroom teachers and subject teachers through subjects, through coordination with TPT Team teachers, Board of Directors, boarding service staff, Parents' Representative Board, Parents' Association,...

- Check the organization and implementation of GDLSVH for students by the Board of Directors such as: checking the eating and living order, personal hygiene order of students; implementation of school rules and regulations of the class in general activities and boarding activities in particular;... through checking books and actual inspection.

- Check the implementation of GDLSVH for students by boarding staff: arranging kitchen utensils and tools, dining room; preparing rice and food for boarding students; instructing students to clean their feet and hands before and after eating; instructing students to take food containers, take food, how to sit and eat, clean up dishes and leftover food after eating,...

- Check the coordination of GDLSVH for students by the Parents' Representative Board and Parents through educating children at home, participating in GDLSVH activities, coordinating care and visiting children at boarding schools,...

- Check the implementation of LSVH of students in general, boarding students in particular through the implementation of school rules and regulations in general; the implementation of rules and regulations on boarding work by checking the rooms, beds, hygiene of the dormitory, personal hygiene before and after sleeping, dress, hair and clothes; queuing, hygiene when eating, ...

- Check students' self-assessment and self-classification of LSVH implementation

- Check public opinion of students, teachers, parents, local people, evaluation of authorities at all levels, and management levels on the school's cultural education for students.

- Check the manager's own inspection of the work of GDLSVH for students. During the inspection, there must be full comments and assessments.

Objectively examine the advantages and positive aspects that have been achieved, while also pointing out the shortcomings and limitations of organizations and individuals in their activities.

GDLSVH for students. From there, promptly correct mistakes, encourage achievements and draw lessons to adjust activities, propose appropriate measures to effectively implement the proposed GDLSVH goals for students.

1.5. Factors affecting the management of cultural lifestyle education activities for students of primary boarding schools for ethnic minorities

1.5.1. Subjective factors

Subjective factors affecting the management of vocational education activities for students include: qualifications, capacity, and qualities of the manager (Principal), the capacity of the teaching staff to organize educational activities, and the cognitive ability of students.

* On the management side

- Moral qualities: A principal who wants to manage well the Education and Lifelong Learning activities for students of a boarding school for ethnic minorities must first of all be a person with strong political qualities, exemplary ethics and conduct, truly a shining example for colleagues and students to follow; be the leader in the pedagogical collective, always take the lead in all areas of the school, know how to convince cadres, teachers and staff in the school to successfully implement the school year plan, including the Education and Lifelong Learning plan. The principal must be an honest and upright person, trusted by the people, respected by colleagues and loved by students.

- Management level and capacity: This is considered the core issue of a manager. The principal must be a person with solid management level in accordance with the Party and State's guidelines and policies. In addition, the principal must have pedagogical capacity, management skills, communication skills, cognitive skills, orientation skills, organizational skills, information processing and cooperation skills. The principal must have vision, dialectical thinking, coherence, clarity, flexibility, proactiveness, creativity, confidence, dare to think, dare to do, dare to take responsibility, always innovate; The principal must know how to build a network of good communication relationships, respond quickly, and know how to persuade rather than give orders. The principal also

It is necessary to have creative thinking and action for the effectiveness in managing GDLSVH activities for students.

In short, the Principal must be a person with vision, heart and talent to lead and direct the implementation of educational activities, including GDLSVH, to achieve high results.

* On the teacher's side

Whether a school can achieve its goals and tasks or not depends largely on the qualifications, capacity and qualities of its teaching staff.

In schools, teachers are the main force to carry out the proposed educational tasks. If teachers are limited in professional qualifications, lack of ethics, the educational effectiveness will not be high, especially in the cultural education activities for students.

In reality, many teachers have not yet reached their pedagogical capacity, which is reflected in planning and handling pedagogical situations that occur while organizing educational activities. Many teachers spend a lot of time reminding students about disorder, or doing their own work, or not following the rules when participating in collective activities, so the effectiveness of cultural education activities for students is not high.

In ethnic minority boarding schools in particularly difficult areas, the teaching staff is not properly trained in the skills of organizing collective activities, extracurricular activities, etc., so in the process of teaching and managing extracurricular activities for students, they still face many difficulties and confusion.

At BT TH Boarding School, for the management of cultural education activities for students, teachers must also pay attention to the psychological characteristics of ethnic students to have appropriate educational methods for them; be dedicated, attached and close to students, and devote themselves to their beloved students.

* On the student side

The level, capacity, cognitive ability, and psychological characteristics of students are also among the decisive factors affecting the general educational results.

Comment