Approaching dynamic teaching in reality of vocational training organizations where ethnic minority students study in Vietnam
KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ
APPROACHING DYNAMIC TEACHING IN REALITY OF
VOCATIONAL TRAINING ORGANIZATIONS WHERE ETHNIC
MINORITY STUDENTS STUDY IN VIETNAM
Pham Thi Thuy Huyen
ILO certified TOT trainer
Email: thurahuyen@gmail.com
his theory is not new to vocational training in
Vietnam, but the nature of Dynamic Teaching is not
T
well understood and applied by all the teachers in teaching
process. More specifically, for vocational training institutions
with ethnic minority students studying, Vietnamese language
is also considered as a foreign language for them to integrate
their study with the majority of students of Kinh ethnic group.
At the same time, they try to master Vietnamese to integrate
their study and learn English, so they have to face with much
more difficulties than students of Kinh ethnic group. They
need far more teachers who have the most effective teaching
methods to help them overcome the difficulties in acquiring
knowledge. At school, they not only need knowledge and
related professional skills, but they also expect teachers to be
equipped essential soft skills so that after graduation they can
confidently integrate into labor market to have a stable job.
Received: 21/2/2019
Revised: 26/2/2019
Accepted: 5/3/2019
DOI:
Keywords: Two-way teaching methods; Creative and
dynamic teaching; Ethnic minority students; The process of
teaching; Professional skills of ethnic minority students.
Introduction
Theory basic
Harman Benda and Win Wenger - pioneers
Dynamic Teaching is a guide to effective group
in the fields of creativity and creative method, management techniques and to modern Socratic
accelerated learning, brain and mind development Method. It is based on three fundamental principles:
showed that: ‘You could use the Dynamic Teaching
process which uses the student’s life experiences
and context (guided by the instructor) to learn the
information being taught. The student uses his or
her own perceptions and descriptions to anchor the
information in his or her mind. Dynamic Teaching
is considerably less work for the teacher than the
traditional teaching methods’.
The students are not new to school, they are not
‘tabula rasa’, but consent to the teachers controlling
their learning according to the teachers’preferences.
The model of instruction where the teacher draws
a cat and the students imitate the drawing, simply
reinforces a stereotype. This is just a one-way
teaching style, losing the potential creativity of the
students, so that they gradually become passive,
reply only when asked, and lack the confidence to
do otherwise. This reduces student creativity, until,
ultimately, they become ultra-cautious and they
withdraw into their shells like snails.
1. People mostly learn by relating information
to their prior experience and the contexts they have
already built.
2. Anything you describe in detail, while
examining it closely, you discover more and more
about.
3. You get more of what you reinforce.
When put into practice, these three principles
achieve the original purpose of the Socratic
Method, a method used to get people to examine
their perceptions and to describe what they discover
in order to learn.
In Dynamic Teaching, a process called a buzz
group integrates all three principles. The goal of
buzz groups is to ensure that the class achieves your
goal and that your students fully understand your
points from their perspective. Without effective
group management, buzz groups tend to fail. You
will learn about the Water Glass and Relevancy
76
JOURNAL OF ETHNIC MINORITIES RESEARCH
KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ
Challenge techniques which are fundamental to students in Ha Giang, Lang Son, vocational training
group management. Additionally, there are specific centers in Ninh Thuan (with many Cham ethnic
techniques depending on your objectives.
students), educational institutions and vocational
training centers in the Vietnam’s Central Highlands
(with many Koho, Jarai, Bahnar, Ede students),
and abroad, working with various professionals
in the field; I must have observed thousands
of lessons taught by vocational teachers. I find
predominantly that they deploy traditional, one-
way teaching methods. Of course, no teaching
method is universal, and each method has its own
strengths and weaknesses. The traditional one-way
teaching method helps the teacher to be proactive
in every situation and to control the class easily,
according to the pedagogical intentions anticipated
in pre-class planning. However, I am committed
to more ‘Dynamic Teaching’. The reason, at its
basic level, is that students learn not only their
required knowledge and professional skills, but
also train to receive essential, underpinning soft
skills, and gain experience through more interactive
communication to self-develop. They discover their
strengths in communicating and learn to identify
weaknesses they need to overcome. Especially
ethnic minority students, they need to be equipped
with a lot of essential soft skills to get a stable job
in the job market with increasing and professional
skills.
Recently, I had an opportunity to work directly
with an experienced British teacher – a volunteer
who was working to help disadvantaged students
to improve proficiency in English in a vocational
school where lots of students from ethnic minority
groups study. For the first two weeks, he respected
the methodology of the Vietnamese teachers of
the school, who were applying the traditional one-
way teaching method. But he began to recognize
that the students, especially the students from
ethnic minority groups became more and more
timid, unable to contribute or talk unless directly
requested by the teacher. He began to feel a sense
of desperation at the lack of progress, and the task
resembled the Greek myth, where Sisyphus is
condemned to push a rock up a hill, only to watch
it roll down the other side, and endlessly repeating
the experience. Two weeks later, he adapted his
approach and decided to apply the Dynamic
Teaching methods to his classes. The result in some
classes was quite successful right from the first
teaching hour, but other classes needed exposure to
the different teaching style for longer, because the
students were familiar with the old system, and were
not yet ready to approach a new pattern of learning.
So, for example, while conducting a vocabulary
lesson, he performed in a form of a conversation
exchange from the beginning of the lesson. As the
dialogue developed, the students became much
more involved, and actively communicated with
The group-focusing techniques enable any
leader or teacher to give every member of a class
or group a significant experience while maintaining
the strongest possible focus on the topic being
addressed or taught. Dynamic Teaching elicits
focused communications in a way which causes the
information shared to reflect the highest thinking
and actual genius of the group!
As a result of the group-management techniques
and buzz groups, the average student experiences in
one week as much opportunity to articulate his or
her perceptions and thoughts as he or she normally
gets in a year! This practice, as might be expected,
profoundly and cumulatively improves student
command of language and reading comprehension
skills.
The Dynamic Teaching method requires the
teacher to be much more flexible and alert, and
prepared for all eventualities. She or he must
anticipate a range of situations that may occur while
conducting a lesson in this manner. In fact, many
teachers are too focused on the use of teaching aids
and forget that, beside the knowledge and skills
they provide, the learners urgently need to develop
other, underpinning soft skills that will encourage
them and give them the confidence to launch their
careers after graduation.
An Example of Approaching Dynamic
Teaching in Reality of Vocational Training
Organizations Where Ethnic Minority Students
Study in Vietnam
This theory is not new to vocational training in
Vietnam, but the nature of Dynamic Teaching is not
well understood and applied by all the teachers in
teaching process. More specifically, for vocational
training institutions with ethnic minority students
studying, Vietnamese language is also considered as
a foreign language for them to integrate their study
with the majority of students of Kinh ethnic group.
At the same time, they try to master Vietnamese
to integrate their study and learn English, so they
have to face with much more difficulties than
students of Kinh ethnic group. They need far more
teachers who have the most effective teaching
methods to help them overcome the difficulties in
acquiring knowledge. At school, they not only need
knowledge and related professional skills, but they
also expect teachers to be equipped essential soft
skills so that after graduation they can confidently
integrate into labor market to have a stable job.
During my years of work related to vocational
training, I have had plenty of opportunities to work
with many vocational education organizations,
including the units with many ethnic minority
Volume 8, Issue 1
77
KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ
him: the outcome was a two-way response, and
After nearly two months working at the
the process of interaction between the teacher and vocational school, he finished his volunteer work.
students became natural and seamless. He and his The students were beginning to respect him and
students gained a lot of information from each other. were reluctant to see him go when he returned
Some students tried to keep their unique answers, home. Most of the students are male adolescents,
even though their answers might be hilarious, and but I witnessed some tears being shed.
they would not change at the teacher’s suggestion
– which indicated rising levels of self-confidence.
The lessons became less formal, more enjoyable for
all, as the distance between the British teacher and
his Vietnamese students was minimized.
Conclusion
With this paper, I want to send this message to
those of you who teach, or those who will do the job
of teaching in the future: Give the learners, more
specially the ethnic minority students what they
really need, even if it is at first unexpected or even
disruptive.
Ss’ feedback on the British teacher’s lessons
What did the
What did they
students learn
from the British
teacher’s
What will they do
for the lessons be
better?
Innovating teaching methods is an indispensable
direction for Vietnamese education to integrate
regional and world education. Innovating methods
towards developing dynamics and creativity of
learners. Dynamic Teaching always directs students
towards self-determination of their own ability
to actively improve themselves with the help and
orientation of teachers. Ethnic minority students
who study at vocational schools, have to cope
with many difficulties and must make every their
effort to integrate their studies with the majority
of students of Kinh ethnic group. Therefore, they
need and do need more teachers who have the most
effective teaching methods to help them overcome
difficulties in acquiring knowledge and skills.
At the school, they not only need knowledge and
related career skills, but they also expect from their
teachers essential soft skills, so that after graduation
they can confidently integrate into the labor market
and have a stable job.
feel as taught
by the British
teacher?
lessons?
•They are
beginning to
feel a love for
English and
to dream a job
in a foreign
enterprise in the
future.
•They enjoy
the lessons,
feel joyful,
easy-going,
but a little
•Correct
pronunciation,
especially the
ending sounds.
•The way to
communicate
friendly,
•How to tell a
story interesting.
•Get their study
of English ready
before the lessons
started.
Class 1
bit nervous
sometimes.
•They believe
that their
studies will be
better one day
soon with the
British teacher
•No fear, more
self-confident,
not stressful,
joyful,
ebullient
•They would
like to have
•Say a word
beautifully,
•The way to
communicate
enthusiastically,
friendly,
•Work harder
more the British •Much preparation
Class 2
teacher’s
lessons.
before the class
How to tell a
story attractively.
•They don’t
want to be
absent from his
lessons, they
like to learn
English
•Joyful
•Like the
lessons
•Concentrate their
attention on the
lessons
•Don’t want to
absent
•Want the
British teacher
teach English
for them longer.
•Do homework and
prepare the lessons
before the class.
•Don’t be afraid to
say and speak in
English.
•Read English
words accurately
•How to learn
vocabulary
•Work responsible
and enthusiastic
Class 3
•There is no gap •Don’t be afraid of
between them
and the teacher
from the UK
mistakes
•Hand up
ebulliently
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JOURNAL OF ETHNIC MINORITIES RESEARCH
KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ
References
Harman Max Benda and Win Winger, Sep. 24,
2012, Dynamic Teaching, Kindle Edition
Win Winger and Harman Max Benda, Sep. 22,
2012, Borrowed Genius, Gateway to self-
transformation, Kindle Edition
Win Winger and Harman Max Benda, Sep. 24,
2012, The Creative Problem-Solving Tool
Kit, Kindle Edition
Laurie Forcier, Director of Thought Leadership,
Pearson Dynamic Teaching and Learning:
britishcouncil.lk/sites/default/files/schools_
now_tps.pdf
Truong Minh Tri, Bui Van Hong, Vo Thi Xuan,
Ho Chi Minh City University of Technology
and Education, Vietnam, Self- directed
learning in the context of internationalization
asia/9/issues/issue9/tri-hong-xuan
Dynamic Teaching: About Dynamic Teaching, 2011,
teaching/.
Đổi mới phương pháp dạy học nhằm phát
triển toàn diện phẩm chất ..., 2017, https://
giaoducthoidai.vn/Giáo dục
TIẾP CẬN DẠY HỌC NĂNG ĐỘNG TRÊN THỰC TẾ TẠI CÁC CƠ SỞ
ĐÀO TẠO NGHỀ CÓ SINH VIÊN DÂN TỘC THIỂU SỐ
THEO HỌC Ở VIỆT NAM
Phạm Thị Thúy Huyền
Huấn luyện viên TOT được tổ chức ILO
chứng nhận
Email: thurahuyen@gmail.com
Tóm tắt: Lý thuyết về dạy học hai chiều, dạy học sáng tạo,
dạy học năng động không phải là mới đối với đào tạo nghề ở
Việt Nam, nhưng bản chất của dạy học năng động chưa thật sự
được hiểu rõ và áp dụng đúng bởi tất cả các giáo viên trong
quá trình dạy học. Đặc biệt hơn nữa, đối với các cơ sở đào đạo
nghề có sinh viên dân tộc thiểu số đang theo học, đối với nhóm
người học này tiếng Việt cũng đã được xem là ngoại ngữ để
họ hòa nhập việc học tập với phần đại đa số sinh viên là người
dân tộc Kinh. Cùng một thời gian họ cố gắng thành thạo tiếng
Việt để hòa nhập việc học tập, vừa học tiếng Anh, nên họ gặp
khó khăn hơn nhiều so với sinh viên người dân tộc Kinh. Họ
cần hơn nhiều những người thầy có phương pháp dạy học hiệu
quả nhất để giúp khắc phục những khó khăn trong quá trình
tiếp thu kiến thức. Đến trường học, các em không chỉ cần kiến
thức và các kỹ năng nghề nghiệp liên quan, mà các em còn
mong đợi người thầy chỉ dẫn các kỹ năng mềm thiết yếu để sau
khi tốt nghiệp các em có thể tự tin hòa nhập vào thị trường lao
động để có một công việc ổn định.
Ngày nhận bài: 21/2/2019
Ngày phản biện: 26/2/2019
Ngày duyệt đăng: 5/3/2019
DOI:
Bài viết luận bàn về phương pháp dạy học sáng tạo, dạy
học năng động với mục đích tạo ra sự tương tác tích cực giữa
thầy và trò trong quá trình dạy - học.
Từ khóa: Phương pháp dạy học hai chiều; Dạy học sáng
tạo, năng động; Sinh viên dân tộc thiểu số; Quá trình dạy học;
Kỹ năng nghề nghiệp của sinh viên dân tộc thiểu số.
Volume 8, Issue 1
79
4 trang
16/04/2022
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