INTRODUCTION
Aims of the Topic
The topic is carried out in order to:
- Provide some basic knowledge about responsibility, sense of responsibility and the topics in the textbook English 10
- Make an investigation into the real situation before applying the teaching experience at Quynh Luu I High School
- Suggest some activities to partly improve grade 10 students’ sense of responsibility to themselves, their families and society
- Make an investigation into the result of integrating some activities into English lessons at Quynh Luu I High School.
DEVELOPMENT
Theoretical Background
Responsibility refers to the duty of managing tasks or overseeing individuals, encompassing accountability for actions and decisions It involves the capacity to act independently and make choices without needing permission, while also fulfilling job-related, legal, or moral obligations Embracing responsibility means recognizing the importance of behaving ethically and being answerable for one's actions.
A sense of responsibility involves recognizing your obligations and understanding the importance of being accountable for your actions This personal awareness enhances your ability to discern what constitutes responsible behavior, guiding you to make more informed choices in various situations.
Everyone has their own responsibilities, and those responsibilities are different at different points of their life Students are expected to fulfill some key responsibilities below:
- Responsibilities to their community and society
Teaching responsibility is essential for empowering young people, fostering their independence, self-confidence, and determination This foundational skill is crucial for children's success in school and beyond, equipping them for the challenges of adulthood.
1.3 Benefits of integrating some activities into the lessons to improve students’ sense of responsibility
- Teachers can educate students’ character through teaching language skills
- Students go beyond the text and enter the real world, equipped with the newly-obtained information
- Updating the problems that are closed to the students’ real life and working together to find out the solutions as their responsibility
- Students can well prepare for an independent life in the future
- Students learn to be responsible for their actions, choices and decisions to themselves, their families and society
- From the activities, students are developing themselves to achieve automaticity, meaningful learning, autonomy, willingness to communicate, interlanguage, and communicative competence.
Situation Analysis
The high school years are crucial for personality development, as students are filled with dreams and curiosity but often lack life experience and understanding This vulnerability makes them susceptible to negative influences, particularly from the Internet Many students demonstrate a low sense of responsibility towards their education, resulting in poor academic performance Distractions in class, such as talking and engaging in private activities, hinder their learning, and issues like incomplete homework, tardiness, class skipping, and exam cheating persist Specifically, grade 10 students may feel they have ample time before university entrance exams, leading to a lack of motivation and a preference for leisure over studying.
The increasing reliance on mobile devices for study and communication has led many parents to purchase expensive smartphones for their children While these devices offer benefits, they can also distract students from their studies, as many use them covertly during class Parents often express concerns that their children are preoccupied with their smartphones throughout the day, neglecting household chores and academic responsibilities This excessive screen time limits their engagement in healthier activities like reading or sports, which are essential for developing knowledge and life skills Furthermore, students seem more invested in social media and its issues than in their own lives and family relationships, indicating a lack of responsibility towards themselves and their families.
In addition, some students also show a lack of responsibility to society In spite of the obligation, they go to school by electric bike without wearing helmets
Many students only wear helmets upon arriving at school to evade punishment from teachers, and some even ride motorbikes despite being underage Additionally, they often litter and vandalize public property, while a small group shows reluctance to engage in social activities This behavior reflects a troubling indifference and insensitivity towards their surroundings and the community.
Many young people exhibit signs of irresponsibility towards themselves, their families, and society, highlighting the urgent need to enhance their sense of responsibility Responsibility lessons can be taught during the teenage years through various sources, including home, school, community, and peers Educators, particularly English teachers and those in other subjects, play a crucial role in fostering a positive sense of responsibility that will benefit students throughout their lives.
2.2 Situation of teaching the students sense of responsibility at our school
Family is often regarded as the cornerstone of character education, shaping children's character primarily through family influence While schools also contribute significantly to personality development, character education is typically viewed as the duty of form teachers and Civic Education instructors At my school, it appears that only these teachers are accountable for instilling a sense of responsibility in students Occasionally, the Youth Union organizes outdoor activities that promote responsibility among students, but other educators primarily focus on delivering textbook knowledge and essential skills related to their subjects, resulting in a limited emphasis on fostering a sense of responsibility.
The English 10 textbook is designed around theme-based learning, aiming to provide students with foundational knowledge across various fields while fostering a positive attitude towards the English language It emphasizes the development of the four key language skills: Listening, Speaking, Reading, and Writing To meet these goals, the textbook features familiar themes and consists of 10 units, each including sections on Getting Started, Language, the four skills, Communication and Culture, and Looking Back.
The topics discussed are integral to students' daily lives, encompassing aspects such as life, family, education, entertainment, nature, and society However, there is a noticeable lack of focus on instilling a sense of responsibility towards themselves, their families, and society While teaching responsibility is both practical and essential, it is not mandated within the educational framework.
The Survey
During the 2021-2022 school year, a survey was conducted involving 100 students from classes 10 D1, 10 D2, and 10 A02, consisting of five multiple-choice questions The survey was administered twice: initially at the beginning of the school year, prior to the implementation of activities aimed at enhancing students' sense of responsibility within English lessons, and again in April, following the integration of these activities The results from the first survey are presented in the table below.
Questions Answers Before using the activities
1 How do you think the importance of sense responsibility is?
2 How often do you think about your responsibilities in your daily activities?
3 Do you find it necessary to be taught sense of responsibility in the class?
4 Do you learn much about sense of responsibility through your English lessons?
5 How much is your sense of responsibility to yourselves, your family, school and society?
A recent survey indicates that prior to engaging with the adapted activities, many students displayed a lack of concern for responsibility Although they recognize the importance of being responsible, their actions often reflect a lack of consideration Furthermore, the majority believe that responsibility should be a focus in classroom instruction.
English lessons they learn often mainly focus on knowledge and language skills
As a result, they are not very much aware of their responsibility to themselves, their family, school and community.
Finding Solutions
The analysis indicates that our students exhibit a low sense of responsibility Currently, our teaching approach, especially in English, primarily emphasizes knowledge and language skills Therefore, it is crucial to integrate character education and responsibility development into our English lessons.
The English 10 textbook covers topics that resonate with students' everyday lives, prompting us to incorporate various activities into our lessons These activities aim to enhance students' sense of responsibility towards themselves, their families, and society as a whole.
4.1 Activities to Improve Students’ Sense of Responsibility to Themselves
4.1.1 Sample 1 - Unit 2: Your Body and You
Aim: Help students recognize the importance of a good habit to themselves and how to build that good habit
Suggested activity: Making a plan : Make a plan to build a healthy habit
Type of activity: group work
Application: this activity can be applied at the end of Lesson 4: Speaking or as an assignment for students at home
- Divide the class into groups of 6-8 students
- Ask them to discuss how to make a habit-building plan
- Give students some suggestions: to make the plan, you should determine:
Habit: Do morning exercises What to do: Go jogging
Goals: - Keep fit and stay healthy
- Have more energy and be alert
- Improve mood for the day
Place: on the road/ in the stadium
People who can help: friends or family members
How to form and keep the habit:
Go to bed early (before 11pm)
Set the alarm to get up at 4:50
Buy a good pair of sneakers
Find a partner to go jogging with
Listen to music when jogging
Reflect on how you feel after doing morning exercises
Reward yourself when you can make going jogging your daily routine
- Show students the sample plan as a model
- Each group makes a brief habit-building plan
- After 5 minutes, call some representatives to present their plans
- Ask other groups to give comments
- Ask the students to make their own habit- building plan at home as their homework
* Aim: Help students to raise awareness about gender equality and encourage them to pursue their career in spite of gender stereotype
* Suggested activity: Role play: Pretend a daughter who wants to become an engineer and persuade her parents to let her pursue her dream
* Type of activity: pair work
* Application: this activity can be applied at the end of Lesson 3: Reading
In a heartfelt discussion, a determined daughter expresses her desire to become an engineer, despite her parents' objections She passionately articulates her aspirations, emphasizing the importance of following one's dreams Students are encouraged to engage in this scenario by pairing up, with one person portraying the daughter and the other taking on the role of her mother or father, fostering empathy and understanding in the conversation.
Parents may say Daughter may say
It is a job for men
Careers have no gender and that there are many girls like me that are successful in our careers Now men and women are equal in employment
It uses a lot of Maths and Science I am good at Maths and Science
Every job has its own difficulties (Teachers have to prepare for the lessons and grade students’ tests at home Doctors have to work night shift,… )
Meanwhile, engineering is a rewarding job: high salary, easy to find job
When I can do what I love, I will do it better and feel happier in life
- Let students work in pair in 5 minutes
- After 5 minutes, call some pairs to perform
- Ask another students to give comments
4.1.3 Sample 3 - Unit 8: New Ways to Learn (1)
* Aim: Encourage students to talk about how they use their personal electronic devices to improve their English
* Suggested activity: Make a video clip
* Type of activity: Individual work
* Time: 2-3 minutes for each video
* Application: this activity can be applied as an assignment for students after Lesson 3: Reading (Digital English)
- Ask students to make a video clip to talk about how electronic devices help them in learning English
- Ask students to send their videos to teacher, teacher will watch, give feedback and give marks to each video
The following pictures illustrate students’ activities and their products:
4.1.4 Sample 4 – Unit 8: New Ways to Learn (2)
Aim: Help students use their electronic devices in learning effectively and responsibly
Suggested activity: An Interview: Interview your classmate about their habit of using their electronic device
Type of activity: pair work
Application: this activity can be applied at the end of Lesson 4:
Teacher: Prepare questions for interviewing, an interview record sheet, handouts, and a poster of example
Students: think about their habit of using their electronic device
1 What electronic device do you often use?
2 What do use it for?
3 How many minutes a day do you use it for study/ for entertainment/ for online chat/ for other purposes?
4 Do you use it during class (never/ hardly/ sometimes/ often)?
6 What should you do to be a responsible user of electronic devices?
For online chat For other purpose
What to do to be a responsible user
- Deliver the handouts to the students
- Ask them to fill in the information about themselves first
- Ask each student to find a partner, use the questions to interview and fills in the interview record sheet
Electronic device Smart phone Smart phone
Your usage For study, for entertainment, for online chat
For study, for entertainment, for online chat
For study 1 hours (5 hours during online study time)
2 hours (6 hours during online study time)
Using during class Hardly Sometimes
Are you a responsible user Yes No
What to do to be a responsible user
- set rules of using smart phone and stick to it
- not visit websites with unhealthy content
- not let smartphone influence study
- set rules of using smart phone and stick to it
- After 5 minutes, call some students to report their interview’s results
- Ask other groups to give comments
4.2 Activities to Improve Students’ Sense of Responsibility to Their Families
Aim: Raise students’ awareness of a child’s responsibility to the family
Suggested activity: Drawing mind-map: What are your responsibilities toward your families?
Type of activity: group work
Application: this activity can be applied at the end of Unit 1: Family life or as an assignment for students at home
- Divide the class into groups of 6-8 students
- Ask them to discuss their responsibilities to their families and write on the wall chart After 5 minutes, call the representatives of the groups to report their groups’ answers
- Ask other groups to give comments
- Teacher gives feedback and asks students to do those things at home
- Share housework equally (clean the house, wash clothes, do the washing up, water the plans, take out the garbage, feed the dog)
- Take care of other family members
- Respect and help each other
- Respect, listen and follow parents’ instructions and advice
- Help parents with saving money
- Try to study well to have a good job later
- Stay healthy and live responsibly …
The following pictures illustrate students’ activities and their products:
Aim: Remind students of the coming Women’s Day and suggest one way to show their love and gratitude to their mother
Suggested activity: Card-making Competition (topic: Show your love and gratitude to your mother)
Type of activity: group work
Application: this activity can be applied as a Post-writing activity for
Lesson 6: Writing (Working Mothers), Unit 6:Gender Equality
Teacher: Divide class into 5 groups Ask each group to prepare everything needed for making cards (color paper, scissors, crayons, pencils, ribbons …)
Students: Prepare everything as teacher asks Come up with ideas for the card
As Women’s Day approaches, the teacher invites students to participate in a Card-making Competition to express their love and gratitude towards their mothers This event offers a wonderful opportunity to celebrate the endless love and sacrifices made by mothers, while also showcasing students' creativity.
- Teacher asks students to work in group to make their card in 5 minutes
After five minutes, the teacher invites each group to present their cards, encouraging the entire class to provide feedback and cast their votes for the most beautiful and meaningful creation The winning group receives prizes from the teacher.
The following pictures illustrate students’ activities and their products:
4.2.5 Sample 3 – Unit 9: Preserving the Environment
Aim: Raise students’ awareness of their responsibility for saving water and energy at home as well as outside their house
Suggested activity: Energy-Saving Competition
Type of activity: group work (in class) and individual work (at home)
Time: 5-7 minutes for group work in class
Application: this activity can be applied as Homework for Lesson 6: Writing, Unit 9: Preserving the Environment
- Ask students to keep their family’s electricity bill of January (16/1-15/2)
- Ask students to work in groups of 5 to discuss how to reduce electricity bill for their family, write on the wall chart
- After 4 minutes, call the representatives of the groups to report their groups’ answers
- Ask other groups to give comments
Students are encouraged to engage their families in a month-long project to reduce electricity bills from February 16th to March 15th During this period, families should implement various energy-saving strategies and track their electricity usage At the end of the month, participants will compare their new bill with the previous month's bill from February to determine their savings The family that achieves the highest reduction in their electricity bill will be declared the winner.
Some pictures of electricity bills in February and March of students’ family:
4.3 Activities to Improve Students’ Sense of Responsibility to Community
Aim: Raise students’ awareness of preserving folk music of their hometown (Vi and Dam folk songs)
Suggested activity: Discussion: Learn more about Vi and Dam folk songs and how to preserve them
Type of activity: group work
Application: this activity can be applied at the end of Lesson 7: Communication and Culture or as an assignment for students at home after Unit 3: Music
- T prepares and delivers handouts with questions for students:
1 Name some Vi and Dam folk songs that you know?
2 Do you often listen to Vi and Dam folk songs?
3 Can you sing any Vi and Dam folk songs?
4 When were Vi and Dam folk songs recognized as the
Intangible Cultural Heritage of Humanity by UNESCO?
5 What should you do to preserve Vi and Dam folk songs?
- Students work in group to discuss and write their answers in the handouts
- Teacher asks groups to share their answers with each other
- Teacher and all students agree on the best answers
1 Name some Vi and Dam folk songs that you know?
Giận mà thương, Trồng cây lại nhớ đến Người,
Ví Ghẹo, Ví Đò Đưa, Mời Trầu, Mời Rượu,
2 Do you often listen to Vi and
3 Can you sing any Vi and Dam folk songs?
Yes, we can sing the some songs
4 When were Vi and Dam folk songs recognized as the Intangible
Cultural Heritage of Humanity by
5 What should you do to preserve
Vi and Dam folk songs?
- Set up Vi and Dam folk songs Club and encourage other people to take part in
- Organize Vi and Dam folk songs singing contests
- Learn about Vi and Dam folk songs
- Listen to Vi and Dam folk songs and learn how to sing some songs
- Perform Vi and Dam folk songs in ceremonies
- Post information about Vi and Dam folk songs on newspapers, on social media,… to spread the love to this kind of music
- Introduce Vi and Dam folk songs to people from other regions and to foreigners …
* The following pictures illustrate students’ activities and their products:
4.3.4 Sample 2 – Unit 4: For a Better Community (1)
Aim: Raise students’ awareness of their contributions to community
Suggested activity: Making mind-map : For a Better Community
Type of activity: group work
Application: this activity can be applied in part Project of Unit 4: For a better community or as an assignment for students at home after Unit 4 (because Project Part is omitted)
- Divide the class into groups of 6-8 students
- Ask them to discuss and make a mind-map about what they should do for a better community in 5 minutes
- After 5 minutes, students hang their mind-map on the board and representatives of each group present their ideas
- Ask other groups to give comments
Ask the students to carry out what they have talked about to contribute to a better community
The following pictures illustrate students’ activities and their products:
4.3.5 Sample 3 – Unit 4: For a Better Community (2)
Aim: Raise students’ awareness of helping others.
Suggested activity: Making a plan : Fund-raising plan
Type of activity: group work
Application: this activity can be applied in part Project of Unit 4: For a better community or as an assignment for students at home after Unit 4 (because Project Part is omitted)
- Divide the class into groups of 6-8 students
- Ask them to discuss how to make a plan to raise fund to help the poor
- Each group makes a brief fund-raising plan
- After 5 minutes, call some representatives to present their plans
- Ask other groups to give comments
- Ask the students to carry out their plans
We can do the following activities to raise funds to help the poor:
- Collect old books and other school things for their children and old clothes for them
- Collect used paper, bottles, cans,… and sell to get money
+ Sell handmade things such as cards, toys, flowers, pictures, drawings,… + Plant flowers and trees and sell to get money
+ Cook some snacks and sell to get money
Some pictures of Students’ activities:
4.3.6 Sample 4 - Unit 9: Preserving the Environment
Aim: Raise students’ awareness of preserving the environments
Suggested activity: Drawing and presentation (Students will draw a picture and then make a presentation about preserving the environment)
Type of activity: group work
Application: this activity can be applied as an assignment for students at home after Unit 9: Preserving the Environment
- Divide the class into groups of 10-12 students
- Ask them to discuss activities they should do to protect the environment and draw a picture of those activities
- After 5 minutes, call the representatives of the groups to present their groups’ pictures
- Ask other groups to give comments
- Teacher gives feedback and asks students to practice those good things in their daily lives
The following pictures illustrate students’ activities and their products:
Aim: Help students understand more about ecotourism and become responsible tourists
Suggested activity: Discussion: What should we do to be responsible tourists?
Type of activity: group work
Application: this activity can be applied as a Post-Reading activity in
Lesson 3: Reading (Go Green) of Unit 10: Ecotourism
- Divide the class into groups of 5-6 students
- Ask them to discuss what they should do to be responsible tourists
- After 4 minutes, call the representatives of the groups to present their groups’ ideas
- Ask other groups to give comments
- Teacher gives feedback and asks students to practice those good things
How to become responsible tourists:
+ Choose direct fights, or avoid traveling by plane if possible (because airplanes are responsible for huge amounts of carbon emissions)
+ Learn about the rules and the customs of the place you visit
+ Respect the locals and their cultures
+ Support the locals (1 taste authentic cuisine in local restaurants; 2 when you need a tour guide, hire a local; 3 always tip appropriately; 4 buy authentic products from locally owned and operated businesses)
+ Choose your travel activities with care
+ Enjoy the wildlife without harming it
Avoid giving money to beggars, as this practice can perpetuate a cycle where children are removed from school and coerced by their parents to solicit money from tourists Instead, consider volunteering your time to teach at a local school or providing food, as these actions contribute to more meaningful and lasting support for those in need.
The following pictures illustrate students’ activities
CONCLUSION
The Results of Applying the Teaching Experience
From September 2021 to April 2022, a teaching experience was implemented in various grade 10 classes at Quynh Luu 1 High School to assess the effectiveness of the activities Following this, a second survey was conducted using the same questionnaire with one hundred grade 10 students who participated in the initial survey, yielding positive results as shown in the table below.
Questions Answers Before using the activities
1 How do you think about importance of sense responsibility?
2 How often do you think about your responsibilities in your daily activities?
3 Do you find it necessary to be taught sense of responsibility in the class?
4 Do you learn much about sense of responsibility through your English lessons?
5 How much is your sense of responsibility to yourselves, your family, school and society?
Integrating lessons on responsibility into the curriculum has significantly impacted students' awareness and attitudes towards their responsibilities in daily life A notable 40% of students believe that teaching responsibility in class is essential, while the majority find it crucial Through their English lessons, many students have gained valuable insights into the importance of responsibility, leading to a heightened sense of accountability towards themselves, their families, and society as a whole.
In conclusion, it has been proved that when those activities are used suitably, the students’ awareness of responsibility to themselves, their families and society seems to be improved remarkably.
Some Recommendations for Integrating some Activities into the English Lessons
Integrating activities into English lessons significantly enhances students' sense of responsibility towards themselves, their families, and society These activities not only facilitate language learning but also encourage active participation and knowledge acquisition To maximize their effectiveness, it is crucial to select appropriate activities that align with educational goals Here are some recommendations for incorporating such activities into English lessons to foster students' sense of responsibility.
- The activities should be chosen based on many factors such as the content, the aim of the lessons, the level and characteristics of students
- The activities must connect the topics of the lessons with the responsibilities that students should fulfill
- The activities should keep all of the students involved and interested
- The activities should help the students develop their communicative skills
- The activities should make students think of their responsibilities in the real life
- Teaching sense of responsibility may make students bored so the activities should be challenging and interesting enough to attract their attention and stimulate them to take part in
- The length of the activities should be set suitably
Teachers play a crucial role in selecting and implementing appropriate activities in the classroom By being flexible and integrating various activities, educators can maximize their effectiveness and enhance students' sense of responsibility towards themselves, their families, and society This thoughtful approach leads to continuous improvement in students' accountability and engagement.