Quickly put happy schools into practice.
Building happy schools is a goal pursued by many schools in Vietnam. In Ha Tinh province, this has received significant attention and implementation in recent years.
Starting from the 2020-2021 school year, the education sector in Ha Tinh province began to explore the concept of a happy school, and subsequently piloted it at Duc Tho Town Primary School.
Documents related to building happy schools have also begun to be sent to primary schools throughout the province for study and dissemination within their schools. Subsequently, primary schools in Ha Tinh city are gradually studying and applying these principles...
Ha Tinh's education sector has implemented many positive activities to help students become more interested and happy when coming to school (photo source: Ha Tinh Department of Education and Training).
By the 2022-2023 school year, to serve as a basis for the provincial education departments to advise and implement, the Department of Education and Training issued Decision No. 1168/QD-SGDĐT dated October 17, 2022, on the establishment of the Steering Committee for building Happy Schools in educational institutions in Ha Tinh province;
Decision No. 1169/QD-SGDĐT dated October 17, 2022, promulgating the temporary set of criteria for Happy Schools in educational institutions in Ha Tinh province; Plan No. 2186/KH-SGDĐT dated October 17, 2022, on the implementation of building Happy Schools for educational institutions in Ha Tinh province and organizing the launching ceremony of the emulation movement "Building Happy Schools".
The Department of Education and Training and the schools have organized the dissemination, research, and study of the criteria, issued documents for implementation, and organized for schools to register to build Happy Schools.
Currently, 56 schools in Ha Tinh province have registered to build "Happy Schools". The remaining educational institutions, based on their specific circumstances, will gradually research and apply some criteria from the provisional set of criteria issued by the Department of Education and Training.
Speaking with a reporter from the Newspaper & Public Opinion, Mr. Nguyen Quoc Anh, Deputy Director of the Department of Education and Training of Ha Tinh province, said that the movement to build happy schools in Ha Tinh has initially achieved positive results, receiving support from administrators, teachers, staff, students, and parents. These schools provide students, administrators, teachers, and staff with joy, comfort, peace, positive emotions, and a desire to connect and contribute, thereby making a positive contribution to improving the quality of education.
To achieve these initial successes, the teachers and students of Ha Tinh recognized that, in addition to advantages, there will always be certain difficulties and challenges.
To achieve the goal of active students and friendly teachers, the biggest challenge is changing the perceptions and actions in teachers' teaching methods and students' learning approaches, while old methods, outdated thinking, and old beliefs are deeply ingrained in teaching habits.
"Not all teachers are willing to innovate to adapt to new demands."
"In addition, the pressure of exams, grades, and rankings remains heavy; a segment of society has not fully understood the changes in teaching and learning methods, and lacks encouragement and support to help teachers and students overcome the difficult period of reform," Mr. Nguyen Quoc Anh stated.
Teachers and schools are changing for the sake of the students.
Over the years, Ha Tinh province has effectively implemented the campaign "Every teacher is a role model of morality, self-learning, and creativity," and the movement "Innovation and creativity in teaching and learning"; organized many training and professional development activities for the teaching staff, especially training and professional development on innovative teaching methods and organizational forms;
Empowering teachers to be proactive and creative in choosing teaching methods, testing, and evaluation techniques, etc.
Shift the role of teachers from knowledge transmitters to organizers, guides, mentors, and supporters for students; focus on implementing solutions to create positive work and learning emotions among administrators, teachers, and staff, as well as positive learning emotions among students, etc.
Teachers change for the sake of their students, building happy schools so that every day at school is a joyful day (photo source: Ha Tinh Department of Education and Training).
According to Mr. Nguyen Quoc Anh, making every day at school a joyful day – the core goal that Happy Schools aim for – and to make it a valuable and meaningful slogan, schools and teachers should make real changes.
In the simplest terms, a happy school is a day when both teachers and students feel it is a joyful and truly meaningful day at school.
Therefore, the school needs to focus on making changes, and these changes should be synchronized from the Party committee and leadership down to the various organizations within the school.
Change must begin with the school administration, starting with the principal. This involves a change in mindset, approach, management perspective, and operational methods, shifting from a management-oriented, command-based mindset to a service-oriented one, prioritizing the interests of the students.
The school is truly democratic, objective, and transparent, avoiding unnecessary burdens and pressures; it respects and fosters the collective and individual strengths, motivating teachers so that each teacher is truly happy, and that happiness spreads to all students.
Develop and effectively implement a Code of Conduct for School Culture; the school's educational environment must be safe, healthy, free from violence, and unethical behavior.
Ensuring adequate facilities, educational equipment, and a qualified teaching staff, the school continuously innovates and creates new activities that are practical and appropriate to the psychological and cognitive characteristics of its students.
According to the Deputy Director of the Department of Education and Training, each teacher must uphold a spirit of self-discipline and responsibility.
Continuously improving pedagogical skills, exemplary moral character, love for the profession and children, model lifestyle, and the noble and pure values of a teacher's personality.
Knowing how to love students with all your heart and compassion, spreading in them faith and love for life and the future through humane gestures.
In all cases, empathy must be prioritized in order to love, share with, and help students.
Every student's individual emotion and creative personality must always be respected, not imposed mechanically, and they should learn to control themselves and not bring negative emotions from their daily lives to school or class.
Professionally, teachers must truly be creators of joy and positive learning emotions for students, allowing them to discover new and interesting things on their own from their daily lessons.
To achieve this, teachers must constantly innovate their teaching methods, organizational forms, and methods of testing and evaluating students.
Respect all the efforts and learning products of students; evaluate students without comparing one student to another, but instead guide, help, encourage, and motivate them to complete their learning tasks and feel that they are making progress every day.
For the entire class, teachers need to create a positive learning and training environment that fosters unity, love, and mutual support for progress.
There is a clear assignment of tasks, appropriate to abilities and strengths, so that students do not feel superfluous in the class or in school activities, making them feel valued, that they can contribute to the group, and that their contributions are recognized.
To achieve this, comprehensive solutions are needed to effectively implement the core criteria of a happy school: building a school environment with a warm and friendly atmosphere in the school and classrooms; where every member of the school and classroom is loved, respected, and understood.
Teaching and educational activities must be engaging, appropriate for each student, and encourage student participation in learning. Teachers, staff, and students should respect, listen to, understand, and proactively build positive and beneficial relationships.
Coordinate and cooperate effectively with parents, the community, and relevant stakeholders in the education of students.
In today's school environment, teachers and students are not simply focused on delivering lectures from textbooks and practical applications, but also on making their school and classroom a fascinating place they long to visit every day, a place where they feel loved, respected, learn, and explore, ultimately transforming themselves.
To achieve this noble goal, schools and teachers need to adapt to the requirements and tasks, starting from the smallest things, and the cooperation of the entire society is essential.
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