What are the sample argumentative essays on persuading others to quit bad habits? What are the teaching methods for cultural subjects in vocational education and training institutions at the upper secondary level in Vietnam?
What are the sample argumentative essays on persuading others to quit bad habits?
In life, each person has different habits, but not all habits are positive. Bad habits, even small ones, if not promptly eliminated, can seriously affect the development of individuals and the community.
Students can refer to the folloing sample argumentative essays on persuading others to quit bad habits:
Sample No. 1:
| For a long time, doing homework has been an important task for students. However, not everyone is aware of this. Some individuals have formed and developed the habit of not doing their homework. This is a bad habit that needs to be promptly discarded. Generally, after each lesson, subject teachers assign homework to help students consolidate and review their knowledge. Still, some students do not recognize the practical significance of this habit. Some are lazy and do not want to do it. Others get distracted by phones and social media, forgetting about their homework. These students often spend time on unproductive activities such as browsing Tiktok, Facebook, watching movies, etc. Some individuals rely on others, planning to copy their classmates' work the next day. It can be said that these causes originate from each student's self. If this habit continues, students will face many unforeseen consequences. First of all, not doing homework means not accumulating essential knowledge, leading to the situation of "learning what was taught before is forgotten afterward." Thus, during exams or tests, our minds are devoid of knowledge. From here, some students will disregard regulations and engage in negative behaviors like cheating. Gradually, academic results decline, showing no progress or positive growth. Dear friends, doing something meaningful is never futile or a waste of time. The ancients once said, "Learning goes hand in hand with practice." Only learning theory without practicing or applying it makes it easy to forget. Completing homework helps us review knowledge while expanding and elevating our lessons. Thanks to this, we become more confident and interested in learning, which also significantly improves our results. Moreover, doing homework fosters self-discipline, diligence, and responsibility in each person. Everyone must realize the importance of learning, both at school and at home. Let's give up the habit of not doing homework from now on, okay? No one forbids or prevents relaxation after tiring study hours, but everyone needs to balance their study and play time. We can set a reasonable schedule, allocating about 1-2 hours/day for self-study. We should also set specific goals to motivate our own efforts. When encountering difficult problems, let's try discussing with friends or teachers instead of becoming frustrated and giving up. Remember that no one is born a genius; only practice makes perfect. Homework has never been superfluous or useless. Let's cultivate and nurture this good habit to be more proactive and self-disciplined in the learning process. As a result, our accumulation of knowledge will be more effective and progressively better each day. |
Sample No. 2:
| During student life, surely everyone has once snacked outside the school gates. If we eat at the right time and place, there's nothing wrong with snacking. However, now, many cases bring food into class, forming a bad habit – the habit of snacking in class. Usually, during review periods, most students take advantage of the time to have breakfast. This action occurs frequently, not just occasionally, gradually becoming a hard-to-break habit. Moreover, every recess, some individuals often invite each other to the canteen to buy snacks like chips, sausages, sticky rice,... These students do not eat directly there but bring it back to class. During lessons, they start eating and laughing carelessly. These are extremely inappropriate and unbecoming actions. It is evident that the cause of this habit originates from the students themselves. They do not realize the impact of their actions. They simply think that "if hungry, eat" and thus eat during class, regardless of the teachers lecturing. Besides, some are influenced by friends, following their lead because it seems fun. First, snacking in class affects teachers and surrounding classmates. While teachers passionately devote themselves to teaching, students carefree eat and drink below. This action shows disrespect to the teachers. Additionally, this habit makes the classroom disorderly and chaotic. Students cannot concentrate on acquiring knowledge. If all students give up the habit of snacking, lessons would no longer have such disruptive behaviors. We can easily focus on absorbing and accumulating knowledge from teachers. Furthermore, students can develop the habit of eating at the right time and place, adhering to the saying "time for work, time for leisure." This way, they avoid unsanitary eating habits that harm their health. Changing a habit is never easy. However, consider the benefits of giving up this habit as motivation. Each person needs to deeply understand eating at the right time and place and maintaining school cleanliness. We should wake up early, eating adequately at home before coming to class. Parents should remind more often, without overly indulging and pampering their children. Teachers should have management measures to tighten behavior regarding snacking in class. These solutions not only help reduce the snacking situation but also save money and maintain health. Hopefully, everyone will fully and comprehensively understand this issue. No habit is difficult to break, only the determination might falter. Let's join hands to build a civilized, friendly, and positive learning environment, okay! |
Note: The content Is for reference only.
What are the sample argumentative essays on persuading others to quit bad habits? What are the teaching methods for cultural subjects in vocational education and training institutions at the upper secondary level in Vietnam? (Image from Internet)
What are the teaching methods for cultural subjects in vocational education and training institutions at the upper secondary level in Vietnam?
Under Article 9 of Circular 15/2022/TT-BGDDT regulating the organization of teaching in vocational education and training institutions at the upper secondary level in Vietnam:
Organization of teaching
1. Each subject will have a separate class, each class must not exceed 45 students.
2. Each subject will be for a duration of 03 (three) semesters. The head of the vocational education and training instution will decide the division of semesters and develop a teaching plan ensuring full knowledge, requirements to be met and teaching duration of the subject.
3. A number of the main teaching forms includes learning theory, doing exercises, practicing, experimenting, doing learning projects, experiencing, participating in collective activities, clubs, community service activities.
4. Implement active teaching and learning methods in order to promote the initiative and positivity of learners; focus on training learners in self-study methods according to teaching and learning requirements for developing quality and capacity.
Thus, vocational education and training institutions at the upper secondary level in Vietnam implement teaching methods in order to promote the initiative and positivity of learners; focus on training learners in self-study methods according to teaching and learning requirements for developing quality and capacity.
What is the teaching duration of cultural subjects in vocational education and training institutions at the upper secondary level in Vietnam?
Under point a, clause 2, Article 5 of Circular 15/2022/TT-BGDDT regulating the teaching duration of cultural subjects in vocational education and training institutions at the upper secondary level in Vietnam:
- Mathematics, Literature: 252 lessons/subject.
- Physics, Chemistry, Biology, Geography, History: 168 lessons/subject.
