Teachers have to write thousands of pages of books and papers every school year.

In fact, there are some types of records and books that are more complicated than before. Although the Ministry of Education and Training has issued guidelines on records and books, and encourages the use of electronic records, teachers still have to do many types of paper records, wasting time and printing costs.

It takes a lot of time to do the books.

According to Circular No. 32 of the Ministry of Education and Training, teachers only have 3 types of records and books, specifically: teacher's education plan (by school year); lesson plan (lesson plan); student monitoring and evaluation book.

However, teachers who are also heads of professional groups have additional educational plans for the professional group (according to the school year, 5-6 types of plans); a notebook recording professional activities (minutes). Teachers who are also homeroom teachers have 4 types of records and books, but in reality there are more than that.

The teaching plan framework of the professional group makes many group leaders frustrated. For combined professional groups and integrated groups, they have to make hundreds of pages of plan.

In the plan, in addition to the personal information of the team members, the characteristics of the situation, the list of teaching equipment, the targets and implementation solutions, the section on program distribution takes up the most pages. In addition to the number of periods, the number of weeks, the name of the lesson, and teaching aids, the teacher must include the requirements to be achieved. of each lesson for all grades. This is the most labor-intensive part for teachers, and it is also the most unreasonable.

The requirement for each lesson is to include dozens of new sentences in full accordance with the instructions. Therefore, in just 2-3 lessons, teachers have to present an entire A4 page.

Teachers need to be freed from paperwork to focus on teaching.

Literature and math have the most periods. For example, at the junior high school level, both subjects have 4 periods/week. Literature for grade 9 has 5 periods/week, so this subject has a total of 175 periods/school year. Currently, teachers have to teach an additional subject of literature in the local education content, so each year there are more than 600 periods. Therefore, teachers have to spend many days working continuously to be able to list all the objectives to be achieved for each lesson and period.

The natural science group also has a large number of periods: 4 periods/week (grades 6, 7, 8); physics, chemistry, biology in grade 9 also have a total of 4 periods/week. In addition, there is also the technology subject for grades 6, 7, 8 with 1 period per week and technology 9 with 2 periods per week. Therefore, at the beginning of the school year, the heads and deputy heads of the professional groups are under a lot of pressure when making professional plans for the group.

The lesson plan (lesson plan) according to the guidance of Official Letter 5512 of the Ministry of Education and Training also makes it quite difficult for teachers of subjects with many periods. Each teacher is often assigned to teach 2 grades.

If a teacher is assigned to teach 9th grade literature and another grade, there will be a total of 315 periods per school year. Therefore, the lesson plan of a middle school literature teacher alone will be thousands of pages each year and of course it will take a lot of time for the teacher to complete this plan. Teachers who also work as homeroom teachers or heads of professional groups must also make many other plans.

Teachers no longer have time to invest in their expertise.

During group meetings, pedagogical council meetings or school party meetings, each teacher is given a piece of paper with the content. Teachers look at the content and if they find any additional important content, they will add it to the meeting book or write it on the paper to carry out the task. Some schools even require teachers to record this content in the meeting book and if they do not have it when checking, they will be criticized.

When observing and learning from each other, teachers write exactly the same as students. When teachers copy on the board, the observing teachers write the same. Meanwhile, they already have the expertise, so they only need to take notes on necessary issues.

In addition to teaching, teachers also have a lot of pressure due to bookkeeping.

Not to mention, many schools require teachers to submit observation books, and regulate the number of periods in a very mechanical way. Although the current observation instructions are very different from before, teachers still take notes meticulously like students sitting in class.

Therefore, teachers find it difficult to focus on their profession because every year they are busy making a series of plans and keeping records. The education sector encourages digitalization, but teachers have to write many types of books and documents by hand.

In reality, teachers still have to carry a lot of books day and night. This is a huge waste of time and effort. If we calculate that on average, a teacher spends fifteen minutes a day "making up" books that do not have the function of educating students, then a lifetime of teaching (on average 30 years) will be wasted a lot of time. The pressure of books contributes to reducing the quality of teaching of teachers. From there, some teachers find "innovative" copying to cope. Many teachers are still burdened with books, partly because the school board still has... formalism.

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