The thesis builds measures to educate schooling behavioral competency for students in the Mekong Delta Pedagogical University in the current context in order to contribute to improving the capacity of cultural behavior in schools and universities in the university future pedagogical labor.
INTRODUCTION Reasons for choosing the research topic: In the context of international integration and the development of science and technology, the education of behavior culture for preservice teachers is an urgent and special task. Besides, with the characteristics of regional culture, the impact of the integration trend and the development of science and technology, the behavioral expression of pedagogical university students in the Mekong Delta has revealed some shortcomings. For the above reasons, the author has chosen the topic: "Educating school behavior culture capacity for pedagogical university students in the Mekong Delta in the current context" to conduct research for the doctoral thesis 2. Research purposes: Develop measures to educate school behavior culture capacity for pedagogical university students in the Mekong Delta in the current context in order to contribute to improving the behavior culture capacity in universities and in future pedagogical work 3. Objects and subjects of research 3.1. Object of the research: The process of educating school behavior culture capacity for pedagogical university students in the current context 3.2. Focus of the research: The relationship between school behavior culture education and the development of school behavior culture capacity for pedagogical university students in the Mekong Delta in the current context 4. Research questions and scientific hypotheses 4.1. Research questions: What measures should be taken to prevent and limit the shortcomings in behavior culture of universities and high schools in the Mekong River Delta in the current context? 4.2 Scientific hypothesis: School behavior culture capacity is a necessary capacity for both teachers and students in the current context. If measures to educate school behavior culture capacity are built in the direction of both forming behavior culture capacity for students at pedagogical training institutions and creating a foundation for the formation of behavior culture capacity in future pedagogical work; at the same time, are organized in accordance with the requirements and time, in accordance with the characteristics of the pedagogical university students in the Mekong Delta, then they will direct students to express the school behavior culture in human relationships, which will contribute to preventing and limiting shortcomings in school behavior culture at pedagogical training institutions and at general education institutions in future pedagogical work 5. Research tasks 5.1. Study the theoretical basis of educating school behavior culture capacity for pedagogical university students in the current context 5.2. Investigate and assess the current situation of school behavior culture capacity of pedagogical university students in the Mekong Delta, and the reality of educating school behavior culture capacity for pedagogical university students Mekong River Delta in the current context 5.3. Propose measures to educate school behavior culture capacity for pedagogical university students in the Mekong Delta in the current context 5.4. Organize pedagogical experiment to verify the feasibility and effectiveness of the proposed measures 7. Methodology and research methods 7.1 Research methodology: Systemstructure approach, historical logical approach, operational approach, value approach, capacity based approach 7.2. Research Methods 7.2.1 Theoretical research methods: analysis, synthesis, systematization, and generalization 7.2.2. Practical research methods: Pedagogical observation, educational surveys, using questionnaires (Anket), interviews, pedagogical experiments, summarizing experiences, consulting experts 7.2.3. Statistical methods 8. Points to be defensed The education of school behavior culture capacity for pedagogical university students in the Mekong River Delta has been implemented, but has not yet focused on forming the capacity for students Therefore, some shortcomings in behavior culture capacity still exist in pedagogical training institutions Educating school behavior culture capacity for pedagogical university students in the Mekong Delta in the current context should be carried out according to the stages of the educational process, with an emphasis on encouraging students to experience in a variety of activities and combine with assessing educational outcomes Educating school behavior culture capacity for pedagogical university students in the Mekong Delta in the current context will help students develop school behavior culture capacities at pedagogical training institutions and form school behavior culture capacity in pedagogical works in accordance with the secondary school teacher professional standards They are the following competencies: the capacity of pedagogical university students’ qualities, the capacity to build an educational environment, the capacity to develop relationships between schools, families and society Educating school behavior culture capacity for pedagogical university students in the Mekong Delta in the current context is only effective with the assurance of the following conditions: the stages of the educational process are designed with a scientific and specific procedure, testing and assessment is done after each educational process 9. Contributions of the thesis The thesis has: 9.1 Theoretically: supplemented fundamental theories of school behavior culture capacity and educating school behavior culture capacity for pedagogical university students in the current context; defined the content of the structural elements in the process of educating school behavior culture capacity for pedagogical university students in the current context; developed a process of educating school behavior culture capacity for pedagogical university students in the current context 9.2. Practically: Analyzed and assessed the situation of school behavior culture capacity of pedagogical university students in the Mekong Delta and the status of educating school behavior culture capacity for pedagogical university students the Mekong Delta region in the current context Identified factors affecting the education of school behavior culture capacity for pedagogical university students in the Mekong Delta in the current context Proposed measures to educate school behavior culture capacity for pedagogical university students in the Mekong Delta in the current context with a specific and scientific implementation process The measures are valuable reference and suggestions for flexible use in studying and organizing activities of educating school behavior culture capacity for pedagogical university students in the current context in the pedagogical training institutions in the Mekong Delta 10. Structure of the thesis Chapter Theoretical basis for educating school behavior culture capacity for pedagogical university students in the current context Chapter 2. Current situation of educating school behavior culture capacity for pedagogical university students in the Mekong Delta in the current context Chapter 3. Measures to educate school behavior culture capacity for pedagogical university students in the Mekong Delta in the current context In addition, the thesis has the Introduction, Conclusion and Recommendations, List of references and Appendixes Chapter 1 THEORETICAL BASIS FOR EDUCATING SCHOOL BEHAVIOR CULTURE CAPACITY FOR PEDAGOGICAL UNIVERSITY STUDENTS IN THE CURRENT CONTEXT 1.1. Literature Review 1.1.1. Studies on school behavior culture for university students 1.1.1.1. Foreign studies on school behavior culture of university students Studies on behavior culture can be systematized in the following directions: Research on the impact of the environment on the behavior of students, research on the impact of the environment in general, research on the impact of the physical environment, research on the impact of the psychological and social environment, research on measures to build behavior culture. Some authors approach school behavior culture in the direction of addressing inadequacies in behavior, or focus on the study of the impact of behavioral supporting factors. School behavior culture is also seen as a measure for a non violent school 1.1.1.2 Domestic studies on school behavior culture of university students: approach school behavior culture as a content, an expression of school culture, approach school behavior culture through studying communication culture in schools, approach school behavior culture through pedagogical behavior, study school behavior culture in a direct approach 1.1.2 Studies on educating school behavior culture for university students 1.1.2.1 Foreign studies on educating school behavior culture for university students: Studies focused on building a system to support behavior in schools, providing students with counseling services, meetings for group conflict resolution, support groups and problem solving workshops, establishing safety measures such as devices, surveillance cameras in schools and punishment The proposed educational methods are listening, conversation, discussion, observation and compliment. 1.1.2.2 Domestic studies on educating school behavior culture for university students: emphasize the importance and necessity of education, propose many educational measures: educate awareness and emotions; at the same time develop habits, and train cultural behavior, improve the quality of education of schools, create a communication environment. The authors also propose some additional measures to form the behavior culture in the school such as: activities of training pedagogical skills, public opinion creation, political activities, thematic talks or inspection, evaluation, selfcheck; reward and punishment. Synchronous coordination between the educational forces inside and outside the school is considered by the authors as a condition for the education of school behavior culture to go smoothly 1.2 Theoretical issues of school behavior culture capacity of pedagogical university students in the current context 1.2.1. School behavior culture of pedagogical university students Concept of school behavior culture of pedagogical students: School behavior culture of pedagogical university students is the ethical and aesthetic standards that govern the behavior of pedagogical university students in pedagogical relationships which serve learning and training activities of students in universities, high schools and social agencies and organizations where students participate in experiential activities School behavior culture is formed through attitudes, words, gestures, actions appropriate to the role and position of students in specific situations and circumstances 1.2.1.2 The role of school behavior culture in the formation of the teacher's personality: School behavior culture is a core element in forming school culture, building safe schools, preventing school violence as well as in building cooperative relationships with parents/guardians of students and stakeholders to carry out the activities of teaching and educating morals and lifestyle for students. 1.2.1.3 Expression of school behavior culture of pedagogical university students a. Forms of school behavior culture: Words, gestures, attitudes, behaviors, actions b. Contents of school behavior culture: Courtesy, dealing with other people's problems, dealing with other people's properties, behaving when being requested, behaving when handling problems, behaving when disagreeing with others, behaving when participating in common activities, behaving when providing and feedbacking information about schools c. Space for the behaviors of pedagogical university students: within and outside the university, cyberspace d Objects of the behavior: Teachers/lecturers, officials / employees, students, parents, visitors to schools, acquaintances, and unfamiliar people e Context of the behavior: In activities of learning, training, communicating with friends and officials/lecturers, in circumstances of communicating with families about issues related to training programs and teaching and education activities of the school 1.2.2 School behavior culture capacity of pedagogical university students in the current context 1.2.2.1 Concept of school behavior culture capacity of pedagogical university students School behavior culture capacity is the ability to express the culture of the behaving subject (individual or collective) in the behavioral situations of school relations; thereby bringing positive emotions and satisfaction to the behaving objetcs School behavior culture capacity is the integration of three basic components: Knowledge of school behavior culture, skills of school behavior culture and psychological conditions such as: positive sentiment with school behavior culture; the need and desire to express school behavior culture; activeness and willpower to express school culture; inclination and quality of behaving (flexibility, agility, timeliness ) The combination of these components is crystallized into the subject's perception, regulated and expressed through cultural attitudes and behaviors in school behavior situations 1.2.2.2. The components that constitute school behavior culture capacity of pedagogical university students in the current context a School behavior values/norms: Discipline, Compassion, Respect, Responsibility, Cooperation, Honesty b. School behavior skills: 1. Skill of conveying information; 2. Skill of showing respect for others such as goodwill, sensitivity and reasonable balance between principle and concession (concessions); 3. Skill of selecting words and adjusting voice 4. Skill of coordinating in activities 5. Negotiation skill; 6. Persuasive skill; 7. Skill of controlling emotion; 8. Problem solving skill; 9. Nonverbal communication skill; 10. Listening skill c. Behavior attitude 1.2.2.3. Expressions of school behavior culture capacity of pedagogical university students in the current context: the capacity of pedagogical university students' qualifications; the capacity to build educational environment; the capacity to develop relationships between schools, families and society 1.2.2.4. The process of developing school behavior culture capacity for pedagogical university students in the current context: Foster and raise awareness of school behavior culture; foster the right and healthy feelings for school behavior culture, train to form the habits of school behavior culture. 1.2.2.5 Criteria for assessing school behavior culture capacity of pedagogical university students in the current context: Criteria for assessing school behavior culture capacity of pedagogical university students in the current context Components of school behavior culture capacity Knowledge Skill Attitude / Feelings students do not know; do not understand, do students are not not apply, do not Fail to fulfill the interested in school analyze and assess the required skills behavior standards standards of behaviors in practical situations Perform skills with students express many mistakes, Students can state standards when incomplete operations behavior standards is required with as required, lack of reluctance confidence Capacity level Poor capacity Weak capacity Average capacity Students can state behavioral norms and explain some of the causes of success or failure of some situations / stories / behavior practices Perform relatively complete operations and Students perform requirements of skills but there are still a few standards when required mistakes and lack of confidence Fair capacity Good capacity Students can apply their Appropriately perform students actively knowledge of behavior complete skill implement standards in in proposing solutions requirements but particular circumstances to practical behavior independence and situations initiative are limited students take the Students can apply initiative to implement knowledge of behavior Perform appropriately standards and culture, analyse and demonstrate evaluate situations and fully, proficiently the uncompromising skill requirements objects of behavior to attitudes, do not independently and provide solutions to cooperate with non proactively propose creative standard expressions in behavior situations specific circumstances 1.3.2 Educating school behavior culture capacity for pedagogical university students in the current context 1.3.2.1. The concept of educating school behavior culture capacity for pedagogical university students in the current context: Educating school behavior culture capacity for pedagogical university students in the current context is the process in which educators take the standard of lecturers’ competencies as a basis for building the output standards of behavior capacity for pedagogical university students. Based on the output standards of behavior, educators build the contents, methods, and forms of educating as well as criteria for evaluating the results of educational activities to achieve the educational goal of building school behavior culture capacity. 1.3.2.2. Objectives and principles of educating school behavior culture capacity for pedagogical university students in the current context: 1. the capacity to express the qualifications of pedagogical university students (student morality, student style); 2. the capacity to build an educational environment (fully implement the regulations and behavior culture norms, implement and build a safe school, prevent school violence); 3 the capacity to develop relationships between schools, families and society 1.3.2.3. The contents of educating school behavior culture capacity for pedagogical university students in the current context: Educate students about the standards of school behavior culture and the meanings of behavior culture in schools; Educate school culture behavior skills; Educate positive attitude toward school culture behavior and critical fighting attitude towards standard deviation 1.3.2.4 Methods of educating school behavior culture capacity for pedagogical university students in the current context: 1 Group of methods to educate students about standards of school behavior culture and the meanings of school behavior culture: presentation, advice, discourse, conversation, explanation ; 2. Group of methods to educate school culture behavior skills: practice, training, experience, case study, project; Group of methods to positive attitude towards school behavior culture: Setting examples, Rewarding, Positive discipline 1.3.2.5 Forms of educating school behavior culture capacity for pedagogical university students in the current context: 1. Teaching; 2. Organizing activities: propagating and implementing norms of behaving in schools; 3. Integrating into activities: practice, practicum, volunteer for the community; labor, cultural, music and sports activities; Other forms: Singing national anthem, Saluting the national flag; Emulating in the construction of behavior culture; clubs, competitions, forums, talks, dialogues ; senior students, class leaders and youth unions instruct about behavior culture for junior students; participate in monitoring the implementation of behavior culture; prevent violations of the norms of behavior culture in schools; counseling 1.3.2.6 The forces involved in educating school behavior culture capacity for pedagogical university students in the current context: 1. The team in direct charge: Advisory lecturers, lecturers, university staff; Supporting team: All faculty members of the university, university staff 1.3.2.7 Evaluate the results of educating school behavior culture capacity for pedagogical university students in the current context: Observing, interviewing, investigating by questionnaires, researching products, training records; Evaluation forms include: Formative assessment, summative assessment 1.4 Factors influencing the process of educating school behavior culture capacity for pedagogical university students in the current context: Subjective factors: Education and training programs; awareness of the management staff and lecturers; capacity and qualifications of staff/lecturers; learning motivation and attitude of students. Objective factors: Socioeconomic environment, family, community culture CONCLUSION FOR CHAPTER 1 The education of school behavior culture capacity for pedagogical university students in the current context brings many benefits It contributes to helping students meet the requirements of professional standards of teachers and concretize plans to implement the project "Building a behavior culture in schools in the period of 20182025", helping pedagogical university students form school behavior culture capacity in the process of participating in teaching practice, observation practice and professional activities Education of school behavior culture capacity for pedagogical university students in the current context is an active process involving the participation of many elements: Purposes, contents, methods, means, forms of organization, forms of testing and assessing educational results. Chapter 2 CURRENT SITUATION OF EDUCATING SCHOOL BEHAVIOR CULTURE CAPACITY FOR PEDAGOGICAL UNIVERSITY STUDENTS IN THE MEKONG DELTA IN THE CURRENT CONTEXT 2.1. An overview of the survey 2.1.1. Purpose and scale of the survey: The survey aims to understand the situation from students and lecturers on the issues of awareness, attitude, behavior related to school behavior culture and to propose measures to educate school behavior culture capacity for pedagogical university students in the Mekong Delta in the current context The survey is conducted by investigation, interview and observation methods. The survey was conducted on 200 lecturers and 700 students of universities: Can Tho University, An Giang University and Dong Thap University 2.1.2. Subjects and participants of the survey 2.1.2.1. An overview of the system of training institutions for university level pedagogical students in the Mekong Delta region: An Giang University, Can Tho University and Dong Thap University are 3 universities with a stable number of pedagogical training branches in recent years (from 11 branches to 15 branches). These three universities have contributed to facilitating students in accessing pedagogical 10 ethics for students The capacity to promote family’s active participation in the implementation of the school's teaching and educational plans and the capacity to create collaborative relationships between students’ parents/guardians with the school and social organizations are two goals that are highly appreciated by lecturers and students, ranked sixth and seventh 2.2.2.2. The reality of the contents of educating school behavior culture for pedagogical university students in the Mekong Delta a The reality of the contents of educating school behavior culture in teachers' opinions Table 2.11. The contents of educating school behavior culture in teachers' opinions 15 No Very high High Medium Low Very low 10 11 12 13 14 15 16 17 2,60 1,04 0,52 4,69 3,65 0,00 0,00 2,60 1,04 0,00 0,00 0,00 0,00 0,00 1,04 0,00 0,00 58,33 15,63 15,10 82,81 86,98 18,23 13,54 6,25 13,54 8,85 24,48 16,15 11,98 6,25 28,65 16,15 9,38 37,50 81,25 78,13 11,46 9,38 81,25 82,29 59,90 56,77 32,81 47,92 60,94 52,60 51,56 64,06 53,13 44,27 1,56 2,08 6,25 1,04 0,00 0,52 4,17 31,25 28,65 53,13 17,19 22,92 35,42 42,19 6,25 30,73 46,35 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 ThB 3,62 3,16 3,10 3,91 3,94 3,18 3,09 2,80 2,87 2,40 2,76 2,93 2,77 2,64 3,24 2,85 2,63 1 1. Benefits of school behavior culture 2. Standards of behaving with teachers 3. Standard of behaving with you 4. Standards of behaving in learning 5. Standards of behaving in the activities of class, department, and school 6. Standards of behaving in high school activities, teaching practice activities 7. Skills to show respect to others Skills to select language and adjust voice; 9. Skills to convey information 10. Negotiation skills 11. Persuading skills 12. Skills to control emotions 13. Problemsolving skills 14. Nonverbal communication skills 15. Listening Skills 16 Positive attitude towards school behavior culture 17. Critical fighting attitude towards standard deviation Survey results show that students do not have much access to the impacts that help them shape appropriate skills and attitudes in school behavior 2.2.2.3. The reality of the forms of educating school behavior culture for pedagogical university students in the Mekong Delta Table 2.13 Forms of educating school behavior culture in lecturers’ opinions 16 No Very high High Medium Low Very low 41,15 58,9 9,89 3.41 11,46 78,6 13,02 3.02 ThB 17 0 87 16,67 2.87 4 5,2 78,1 17,19 2.89 0 82,8 57,81 2.83 0 42,2 15,06 2.42 0 13 34,9 2.46 8 0 65,1 50,52 2.65 0 49,48 9,89 2.49 Clubs 7.Youth Union and Association activities Competitions on school Propaganda Teaching Soft skills training course Counseling Class observation practice and teaching practice behavior culture Thematic report on school behavior culture The survey results show that the education of school behavior culture capacity has been implemented at schools through various forms of organization. However, the education of this content has not shown the systematic and sequential nature, and at the same time, it does not help students form the necessary knowledge and skill foundation 2.2.2.4. Current status of testing and assessment in educating school behavior culture for pedagogical university students in the Mekong Delta Table 2.19. Assessment in educating school behavior culture in lecturers’ opinions No Very high 5,73 0,00 0,00 59,90 2,60 7,29 High Medium 67,19 11,98 1,04 27,08 59,38 69,27 27,08 69,79 12,50 13,02 29,17 20,31 Low 0,00 18,23 86,46 0,00 8,85 3,13 Very low 0,00 0,00 0,00 0 ThB 3,79 2,94 2,15 4,47 3,56 3,81 3 The survey results show that the assessment does not meet the practical requirements in terms of contents; the assessment results may not fully reflect the school behavior culture capacity because of too much focus on the observation method 2.2.3. Current situation of factors affecting the process of educating school behavior culture for pedagogical university students in the Mekong Delta Table 2.17. Teacher's assessment of the influencing factors 18 No 61,46 65,10 74,48 66,15 44,79 41,15 69,27 38,54 34,90 25,52 33,85 55,21 58,85 30,73 0 0 0 0 0 0 Average 3,61 3,65 3,74 3,66 3,45 3,41 3,69 Level The survey results show that there are many factors affecting the process of educating school behavior culture capacity for students. Thus, in order for the education process to be effective, it is necessary to pay attention to these influencing factors to select the appropriate impacts 2.3. General assessment of the situation 2.3.1. Advantages: In terms of awareness, the majority of students have a full understanding of the basic contents related to school behavior culture Students are able to identify the norms of school behavior culture, identify the manifestations of school behavior culture in human relationships and identify the factors needed to form culture school behavior In terms of attitudes and behaviors, most students show cultural attitudes and behaviors when interacting with friends, officials/lecturers For the education of school behavior culture, this work has been implemented by teachers in a way appropriate to their educational conditions and circumstances 2.3.2. Limitations Some students have not identified the path of conveying school behavior culture and where school behavior culture is expressed. There are a number of circumstances in which the ability to behave appropriately is required but it is not noticed by students In terms of attitudes and behaviors, some noncultural manifestations related to the implementation of rules of courtesy, behaviors in learning, behaviors in privacy issues, behaviors in common communication situations arising in studentstudent relationships Regarding the education of school behavior culture capacity, the educational content has not yet shown a balance between educating knowledge and educating skills and attitudes. In addition, the assessment has not been fully implemented on the necessary contents for school behavior; the assessment methods are 19 not able to assess the behavior culture capacity of students 2.3.3. Causes: training programs; awareness of management staff and teaching staff; capacity and qualifications of officials/lecturers; learning motivation and attitude of students; socioeconomic environment; family; community culture Conclusion for chapter 2 The survey results show that the majority of students have the awareness, attitude, behavior and education of school behavior culture capacity has been conducted by schools with many different ways/forms of organization However, students' knowledge about school behavior culture is unsystematic, disconnected, based on experience and they lack necessary skills in behaving. Chapter 3 MEASURES TO EDUCATE SCHOOL BEHAVIOR CULTURE CAPACITY FOR PEDAGOGICAL UNIVERSITY STUDENTS IN THE MEKONG DELTA IN THE CURRENT CONTEXT 3.1. Principles of proposing measures 3.1.1. Ensuring the purposes: The proposal of educational measures is based on the Objectives of Vietnamese Education and Political Report of the 10th Party Congress 3.1.2. Ensuring suitability: measures must be suitable for the ability of both the collective and the individual 3.1.3 Ensuring practicality: the components of the process of educating school behavior culture must come from reality. Besides, it is necessary to pay attention to the principle of "Learning goes together with practice" 3.1.4. Ensuring feasibility: Measures must ensure that educators can apply them, which means that they must be in accordance with the lecturers' ability and performance conditions; at the same time, they must be suitable for students' characteristics 3.1.5 Ensuring the promotion of students’ activeness and proactiveness: arouse students’ activeness and proactiveness through the implementation of measures 20 3.2 A number of measures to educate school behavior culture capacity for pedagogical university students in the Mekong Delta: Foster students' awareness of school behavior culture; 2 Train school behavior skills for students; Foster feelings and beliefs in school behavior culture; 4. Guide students to participate in activities to train behavior culture capacity; 5. Establish the habit of selfeducating school behavior culture capacity for students 3.3. Relationship between measures The measure "Foster students' awareness of school behavior culture" is a necessary condition; the measure "Train school behavior skills for students" is a prerequisite; the measure "Foster feelings and beliefs in school behavior culture" is a catalyst; the measure "Guide students to participate in activities to train behavior culture capacity" is a sufficient condition; the measure "Establish the habit of self educating school behavior culture for students" is a decisive measure 3.4. Pedagogical Experiment 3.4.1. Overview of the experimental process 3.4.1.1 Experiment purpose: Affirm the theoretical and practical significance of the measures to educate school behavior culture capacity for pedagogical university students in the Mekong Delta in the current context 3.4.1.2. Experiment population: 150 students in their 2nd and 3rd year majored in Music Education, Maths Education, English Education, Literature Education of Dong Thap University 3.4.1.3. Experiment contents The measure "Foster students' awareness of school behavior culture". For this measure, the author experimented with fostering and raising students' awareness about the behavior standard “Create a cooperative relationship between students’ parents and schools” The measure "Train school behavior skills for students". For this measure, the author experimented with training the skill of conveying information, which belongs to the skill group “Create a cooperative relationship between students’ parents and the school. 3.4.2. Experiment process 3.4.2.1. Experiment preparation: Select experiment samples, Develop 21 experiment plans; Survey inputs; 2 Conduct experiment round 1, 2 and 3. Process the experiment results Identify measuring tools and measuring scales Scale of measuring results + We measured cognitive results with levels: Know, understand and apply + To measure the results of skills, the author determined 5 specific levels as follows: Not shown, ineffective, not professional, professional, proficient The author determined the evaluation scale as follows: Levels of capacity Awareness Students can not fulfill the Poor capacity requirements of the study card Students have stated incompletely all tasks as required, have explained some tasks but their Weak capacity answers are not accurate and incomplete, have not mentioned solutions to handle situations Students can state fully 3 tasks but they are not accurate; they can explain for tasks but Average incompletely and wrongly; they capacity can propose solutions to handle situations but their efficiency and feasibility is low Students can state exactly 3 tasks, give full and accurate explanations for 3 tasks, propose solutions for situations that demonstrate Fair capacity effectiveness and feasibility 22 scale Fail to fulfill the required skills Perform skills with many mistakes, incompletely as required, lack confidence Perform relatively fully operations and requirements of the skills but there are still a few errors and a lack of confidence Perform fully the requirements of the skills, but independence Good capacity Students can state exactly 3 tasks, fully and accurately explain the 3 tasks, state the behavioral solution for the situation, which show their Point Skill the and initiative are still limited Properly, fully and competently perform the skill requirements independently and effectiveness, feasibility and proactively uniqueness Capacity rating is based on the average scores with the following convention: Level of capacity Poor capacity Weak capacity Average capacity Fair capacity Good capacity Average scores 0 ≤ Average scores