MANAGING CLASS HOMEROOM WORK FOLLOWING A COOPERATION PERSPECTIVE IN ELEMENTARY SCHOOLS OUTSIDE THE PUBLIC TAY HO DISTRICT, HANOI

Abstract

    Managing class homeroom work from a cooperative perspective in non-public primary schools focuses on building a management model based on cooperation between homeroom teachers, students' families and the community. social community. This perspective has brought many benefits and potential development in managing class homeroom work. By creating a collaborative environment, homeroom management creates a trustworthy educational foundation and encourages active participation from all stakeholders. Homeroom teachers not only teach knowledge but also create conditions and support for students' comprehensive development. Students' families actively participate in the educational process, strengthen family affection and pay attention to their children's learning. The social community contributes to build a learning environment and create favorable conditions for students' development. The collaborative perspective also brings many opportunities and resources to support class homeroom management. Sharing responsibilities and tasks between parties has helped reduce homeroom teachers' work pressure and enhance problem-solving ability. Support from family and community provides resources of knowledge, experience and material resources, meeting the needs and desires of students.