Proactively change plans accordingly
Recent high school graduation exam questions have shifted from knowledge testing to overall competency assessment, requiring schools to change teaching and review methods.
Sharing with reporters of Lao Dong Newspaper, teacher Tran Van Quang - teacher of Luong The Vinh Secondary & High School (Hanoi) - informed that in the teaching process, teachers have proactively innovated methods, shifting from memorizing and doing exercises in familiar form to training thinking and flexible application skills, associated with practice. According to teacher Quang, this is a necessary direction in the context that exam questions are increasingly focused on assessing comprehensive competence, forcing students to know how to analyze and handle situations instead of just memorizing knowledge.
The male teacher believes that the Ministry of Education and Training's failure to publish sample exams does not have too much impact if the exam structure is stable. However, teachers need to expand the type of questions, helping students get acquainted with new situations instead of rote learning. At the same time, focus on differentiating the review content, the knowledge ratio is built in the direction of 40% basic to ensure graduation and 60% advanced to serve university admission.
At Phung Khac Khoan High School (Hanoi), the exam preparation plan was built early and divided into many clear stages. Mr. Vu Ngoc Thanh - Vice Principal of the school - said that the first stage is to consolidate basic knowledge, organize study in the afternoons and mornings of Saturdays. After that, from the beginning of May to the beginning of June is the sprint stage, students focus on 4 graduation exam subjects. "Early planning helps teachers and students be proactive, have a roadmap, and be convenient in the learning and review process" - Mr. Thanh said.
Closely support students who have not achieved
In parallel with adjusting the plan, schools pay special attention to groups of students at risk of failing graduation with in-depth solutions and close monitoring of each individual.
According to Mr. Vu Ngoc Thanh, the school requires subject teachers to closely coordinate with homeroom teachers to classify students and develop separate support plans. "Subject teachers will assign appropriate tasks to each student group. For weak students, they can be separated from groups, assigned separate lessons in class, and also assigned additional tasks at home. Homeroom teachers will regularly urge and check the implementation to ensure that students are not left behind" - Mr. Thanh shared.
One of the effective solutions is the "study mutual support" model. Accordingly, good and excellent students are assigned to tutor their weaker friends, supporting each other right in class or outside of school hours. "Students can study directly or through online platforms. Studying in small groups helps students who have not achieved it to access knowledge more easily, and at the same time creates learning motivation" - Mr. Thanh added.
In addition, the school regularly organizes professional activities for teachers to analyze questions, evaluate learning outcomes and adjust teaching methods. Professional activities in the direction of studying lessons are also promoted.
Coordination between schools, teachers and parents is also strengthened to manage students' self-study. Outside of class hours, school management departments and the school's monitoring system support monitoring and reminding students of their learning consciousness. "Those who do not meet the requirements will be further guided by teachers who stay behind. When closely tutored, they feel more confident. Homeroom teachers always accompany and support them both in learning and psychology" - Ms. Cao Thi Thang - teacher of Phung Khac Khoan High School - shared.
