In Western countries, despite cultural differences, earlier education models also emphasized rigid discipline. Punishment, grades, and public shaming were once commonly used as tools to control student behavior. While teacher-student relationships may have appeared more friendly on the surface, they were still largely one-directional: teachers held authority, and students were expected to comply.

However, alongside advances in educational science and child psychology, this relationship has gradually evolved. Today, in both Eastern and Western contexts, education is shifting from power to connection, from control to understanding, and from punishment to guidance.

This shift has transformed not only how teachers communicate with students, but also how schools create emotionally safe learning environments – places where students are respected, heard, and guided toward growth, rather than merely motivated by fear of punishment. It is within this context that Positive Discipline has become a foundational philosophy and guiding compass for FV88 It Com in building a classroom culture rooted in humanity and respect.

Positive Discipline in Schools: Core Principles

When Positive Discipline is mentioned, it is often misunderstood as simply “no punishment,” “no scolding,” or even “no discipline at all.” Some mistakenly believe it means being permissive or indulgent toward inappropriate behavior.

In reality, Positive Discipline does not begin with punishment. It begins with adults seeking to understand the underlying reasons behind a child’s behavior and teaching children how to self-regulate. This approach is grounded in the Individual Psychology theory of Alfred Adler (1870-1937) and further developed in education through Rudolf Dreikurs’ (1897-1972) concept of Democratic Discipline.

According to Alfred Adler, all human beings – especially children – share two fundamental social needs: the need to belong and the need to feel significant. From this perspective, misbehavior is not a sign of a “bad child,” but rather an attempt to meet unmet needs for connection, recognition, or control. Adler emphasized that all human behavior is purposeful, not random or meaningless. Therefore, punishing surface behaviors without understanding their underlying purpose cannot lead to sustainable change; children will simply adopt other forms of misbehavior until their needs are met.

For example, when a student frequently talks or disrupts lessons, the traditional approach may label the child as mischievous or disruptive, leading to warnings, point deductions, punishment, or removal from the classroom. While fear may temporarily stop the behavior, the root cause remains unresolved.

Through an Adlerian lens, such behavior may stem from a desire for attention, connection, or a sense of presence within the classroom. When teachers adjust their perspective and help students meet these needs in constructive ways – such as assigning supportive roles in group activities, inviting participation at appropriate moments, or offering encouragement when rules are followed – disruptive behaviors often decrease significantly. When students feel respected and valued contributors, they are more likely to cooperate and self-regulate. Conversely, when children feel excluded, shamed, or unheard, misbehavior often becomes their only way to “be seen.”

Building on Adler’s theories, Rudolf Dreikurs translated these ideas into educational practice through the concept of Democratic Discipline. He believed that classrooms should function as miniature democratic communities, where students not only follow rules but also understand their purpose, participate in creating them, and take responsibility for their own behavior.

A classroom grounded in Positive Discipline is characterized by five core principles:

1. Helping students feel a sense of belonging and significance

Positive Discipline creates an environment where students feel they are valued members of the classroom community. When students feel connected, heard, and acknowledged, cooperative behaviors increase while disruptions decrease.

2. Rooted in mutual respect and encouragement – balancing kindness and firmness

Positive Discipline is built on respectful, two-way relationships between teachers and students. Teachers demonstrate empathy and understanding while maintaining clear boundaries and expectations, creating a learning environment that is both safe and structured.

3. Focused on long-term educational effectiveness

Rather than simply stopping behavior in the moment, Positive Discipline seeks to understand what students are thinking and feeling, and then applies logical consequences that allow students to learn from experience. This approach fosters self-regulation and better decision-making over time.

4. Teaching essential social and life skills

Classroom discipline is inseparable from teaching vital social-emotional skills such as respect, empathy, cooperation, problem-solving, and meaningful contribution to the classroom and school community.

5. Encouraging students to recognize their own capabilities and responsibilities

Positive Discipline provides students with appropriate choices, opportunities for participation, and shared responsibility. Through this, students develop autonomy and confidence in themselves.

Ultimately, Positive Discipline is not about controlling children, but about teaching them self-control; not about making them afraid of mistakes, but about helping them learn from mistakes within a respectful and clearly structured environment. Through this approach, students develop essential life skills such as self-regulation, problem-solving, collaboration, and accountability.

Positive Discipline in Dewey Classrooms

At Dewey, Positive Discipline is not treated as a standalone classroom management strategy, but as an integral part of education itself – woven into daily interactions, language, and relationships between teachers and students. Discipline does not appear only in response to misbehavior; it is embedded from the very beginning in how teachers build relationships, organize classrooms, and create emotional safety.

From the very first orientation week of the school year, students experience the spirit of Positive Discipline through teacher-facilitated class meetings. Instead of teachers imposing classroom rules, students are invited to reflect and share:

• “What kind of classroom do you want to learn in?”
  
• “What helps you feel safe and happy in class?”
  
• “What do we need to do to respect and support one another?”

These open-ended questions help students connect with their own needs while recognizing that their voices and emotions matter.

From these discussions, students collaboratively propose, agree upon, and establish classroom principles. These principles are expressed in positive language rather than commands, reflecting shared aspirations rather than imposed rules. Creating and decorating the classroom principles board is not only a creative activity, but also a way for students to visibly commit to their classroom community. This shared reference point allows teachers and students to revisit expectations together when behavior needs adjustment – without resorting to personal reprimands or punishment.

This early foundation of Positive Discipline becomes especially meaningful when challenges arise later in the school year. Discipline truly comes to life not on the wall, but in moments when the classroom faces difficult behaviors – such as the story of a sixth-grade student who once caused considerable concern among classmates.

He was frequently asked to leave the classroom due to emotional outbursts. A casual comment from a peer or a decision he perceived as unfair was enough to trigger shouting, defiance, or refusal to follow instructions. His sudden anger made classmates fearful, and they gradually began to distance themselves from him.

Ironically, the more he was punished, the more convinced he became that he was being treated unfairly. In his eyes, teachers only noticed his mistakes, while others behaving similarly went unchallenged. He began to see himself as a “problem student,” constantly scrutinized and judged. Teacher-student relationships grew tense, and the classroom became an unspoken battleground.

Had this path continued, the student might have become increasingly disengaged from learning. But at Dewey, the story took a different turn.

When Discipline Is No Longer a Power Struggle

Instead of reacting impulsively, teachers chose to pause and understand. They met, shared observations, and analyzed the student’s behavior through the lens of Positive Discipline and the theory of the four mistaken goals of behavior. They recognized that his anger was not driven by a desire to disrupt, but by a deeper need for power and recognition. Feeling unheard, he sought control through confrontation.

Change began when teachers adjusted how they interacted with him. Rather than issuing commands, they offered limited, respectful choices:

• “You have two options: you can start the assignment now, or you can take five minutes to calm down and then rejoin your group. Which do you choose?”
  
• “Would you like to share your opinion now, or write it down and discuss it with me at the end of class?”
• “Do you prefer working independently or with a group for this task? I respect your choice.”

When the student expressed frustration about perceived unfairness, teachers listened rather than argued:

“I understand that you’re feeling angry because you believe the situation isn’t fair. Right now, we are in the middle of the lesson, so I can’t pause to address this fully. Would you be willing to talk with me after class so we can work through it together?”

These choices preserved boundaries while allowing the student to feel respected and empowered within a safe framework. At the same time, the classroom – already accustomed to shared principles – functioned as a supportive community where discipline returned to collective agreements rather than individual blame.

Teachers also created opportunities for the student to demonstrate his strengths in positive ways: leading group activities, taking responsibility for classroom tasks. When authority was granted appropriately, his need for control gradually transformed into a sense of responsibility.

Quiet Change, Lasting Impact

The transformation did not happen overnight. But emotional outbursts became less frequent. The student learned to pause, articulate his emotions, and seek solutions rather than erupt. Most importantly, the teacher-student relationship was repaired. Once feeling targeted, he became open, cooperative, and deeply connected to teachers who chose trust and guidance over punishment.

This story illustrates that Positive Discipline at Dewey is not confined to classroom posters – it lives in daily pedagogical decisions, in moments when teachers choose connection over confrontation.

This is just one of hundreds of examples of how Dewey educators apply Positive Discipline every day. It is how classrooms become positive learning communities where every member has a voice and a role; where teachers do not lose authority, but shift from “controllers” to “guides”; where schools become truly human-centered learning environments; and where discipline is not meant to harm, but to educate and nurture growth.

Article written by Ms. Nguyễn Hương Mai – Educational Research & Pedagogy Council (ERPC), FV88 It Com.

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A Literature class at TDS always starts with questions like: “Why do people write poetry?”, “Why do we tell stories?”, “Why do people paint?”, “Why do people make music?”

These seemingly simple questions are, in essence, the doorway to a deeper journey of self-discovery. By exploring why humans create art, students learn to understand emotions, listen to their inner thoughts, and explore their unique voice. Each lesson becomes a space where students are invited to ask:
How do I feel about this? What do I think? How would I write, tell, or illustrate this if it were my story?

Thus, the study of Literature transforms from memorizing texts into a personal journey of inquiry, discovery, and growth. This is the story of how Vietnamese Literature becomes an engaging and meaningful learning experience at FV88 It Com.

Overview of the Vietnamese Literature Program (Middle School)

At FV88 It Com, the Middle School Vietnamese Literature Program is based on the Cánh Buồm textbook series, founded by educator Phạm Toàn. The authors, anchored in the mission of “fostering the intellectual development of the nation’s youth,” emphasize that the nine-year Basic Education program equips every child with three essential capacities: (1), A sound method of learning, (2) Coherent, rational thinking, and (3) Practical competencies and moral grounding for life at age 15-16.

These principles shape the entire curriculum from Grade 6 to Grade 9, nurturing students to become proactive, curious, and adaptable learners for the modern world.

A unified, developmental curriculum

The nine-year Vietnamese program is designed as a coherent whole, consisting of two interconnected strands – Literature and Vietnamese Language.

• In Grade 6 Literature, students explore artistic inspiration as the origin of all creative works.
  
• In Grades 7 and 8, they decode texts: Grade 7 focuses on lyric and dramatic genres, while Grade 8 emphasizes narrative forms from folklore to contemporary fiction.
  
• In Grade 9, students advance to research-level inquiry, studying masterpieces of Vietnamese and world literature and strengthening their autonomy as learners.

In the Vietnamese Language Program:

• Grade 6 studies the history of Vietnamese writing systems, nurturing appreciation for the linguistic heritage of the nation.
  
• Grade 7 expands vocabulary knowledge and dictionary skills.
  
• Grade 8 introduces modes of expression across scientific, artistic, and socio-political contexts.
  

Grade 9 fosters abstract thinking through themes such as the environment, beauty, love, and mortality.

Vietnamese Literature in Middle School – A Journey of Potential

John Dewey, the influential American educational reformer, believed that every child possesses limitless potential. In Democracy and Education, Dewey emphasized that education must create the conditions for children’s full and free development in both body and mind. Anchored in this philosophy, FV88 It Com design every program – including Vietnamese Literature – to place students at the center of learning, nurturing their intellectual and emotional potential to its fullest.

A Journey of Knowledge Construction

Learning is like a treasure map – each concept is a clue leading students toward unexplored parts of themselves.

The Literature strand empowers students not only to analyze texts but to feel them. They learn to empathize with the emotional world of writers, to perceive the subtleties behind words, and to connect their own experiences with the artistic expressions they encounter. Classes begin with emotional warm-up activities that activate curiosity and foster intrinsic motivation. The Cánh Buồm approach guides students from initial fascination to independent study, enabling them to cultivate genuine artistic appreciation not through memorization, but through inquiry and experience.

Curriculum selections reflect thoughtful pedagogical intent: texts are age-appropriate yet intellectually stimulating, balancing accessibility with depth and challenge. For example, in Grade 9, students explore The Tale of Kiều: they participate in traditional folk practices such as đố Kiều or bói Kiều, while also engaging with the profound humanistic values of this national masterpiece.

Across grades, students encounter a diverse literary landscape – lyric poetry, drama, narrative works, Vietnamese and international texts – broadening their cultural and intellectual horizons.

Potential Emerges Through Guided Exploration

As the Cánh Buồm pedagogical manifesto states: “The Cánh Buồm method is LEARNING BY DOING – creating conditions for learners to act, to discover, and to draw their own conclusions.” This aligns with John Dewey’s philosophy of experience-based learning. Instead of passively receiving information, students answer their own questions through structured learning tasks. Example: When exploring Southern Vietnamese phonetics, students are not given definitions. They listen to authentic recordings, complete tables titled “What do I hear?” and “What do I understand?”, and independently infer distinctions such as the /w/ sound in “wa” (Southern pronunciation of “qua”).

Inquiry-based learning—rooted in Socrates’ principle “Questioning is the beginning of wisdom” – enables students to construct knowledge, connect ideas, and develop autonomy in thinking. They become investigators, not recipients.

From Potential to Talent—Learning Through Projects

Project-based learning is also central to the program. Howard Gardner’s theory of multiple intelligences affirms that students express strengths in different ways—linguistic, spatial, musical, interpersonal, and more. Projects provide a platform for these diverse strengths to surface and flourish.

In Grade 9’s Tale of Kiều project, students created:

• Tarot card sets inspired by the characters
  
• Original songs expressing Kiều’s emotional journey
  
• Scripted plays offering new interpretations
  

Similarly, in Grade 7 Vietnamese Language, after studying dictionary genres, students compile their own Vietnamese explanatory and associative dictionaries – designing entries, covers, page numbers, and user guides.

Through such work, students discover talents they never knew they had.

When Potential is Unlocked

Vietnamese Literature is not an easy subject: it demands knowledge, empathy, critical thinking, and expressive skill. It requires both logic and emotion, both analysis and imagination. But at FV88 It Com, students encounter Literature in a way that is accessible, engaging, and deeply meaningful. Their artistic sensitivity and linguistic competence develop naturally through inquiry, exploration, and self-directed learning.

When potential is awakened, students do not simply write better or speak more confidently – they think independently, communicate effectively, and grow in their understanding of humanity and life.

This is the portrait of a Dewey learner: intellectually mature, self-directed, and capable of navigating their own learning journey.

Written by Ms. Nguyễn Vân Anh & Nguyễn Ngọc Hà Phương – Educational Research and Pedagogical Council (ERPC), FV88 It Com.

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The identity of Dewey is shaped by the experiential education philosophy of John Dewey, the American philosopher and educational reformer. Emerging in the late 19th and early 20th centuries, experiential education represented a revolutionary approach that challenged traditional models focused on rote memorization and passive reception of knowledge. Dewey argued that knowledge is not a static product to be transmitted from teacher to student, but is constructed through active engagement of learners with the world. Students learn best when they experience, observe, experiment, and reflect on their actions, applying knowledge to real-life contexts and thoughtfully considering the outcomes of their experiences.

Placing the learner at the center of the learning process, the core of Dewey’s philosophy emphasizes the importance of understanding children’s experiences to design meaningful learning opportunities. He highlighted learning through doing combined with intentional reflection. Dewey also asserted that the essence of learning is self-directed—students create knowledge for themselves and, through this process, can “create themselves” (Socrates).

Dewey’s ideas have profoundly influenced modern education. His vision laid the groundwork for contemporary methods such as project-based learning, inquiry-based learning, and design thinking, which encourage students to construct knowledge, solve problems, and develop skills beyond the classroom. Fundamentally, Dewey redefined education as not merely preparation for life, but life itself, leaving a legacy that continues to shape schools worldwide.

From Theory to Practice: Experiential Education at Dewey

At Dewey, experiential education is not a slogan or an add-on—it is the foundation of daily teaching and learning. Every lesson and activity reflects three pillars: student-centered learning, real-world relevance, and learning through experience with reflection. These pillars create the school’s unique educational identity.

Student-Centered Learning

Putting students at the center is a foundational principle of experiential education. However, a common misunderstanding is that Dewey advocated for entirely free, student-led learning. In reality, he believed that education requires a coherent structure. Students need guidance and support to organize their learning effectively. Consequently, the teacher’s role shifts from knowledge transmitter to learning environment designer, crafting experiences where students actively explore and reflect.

Students at Dewey not only complete tasks but also express their opinions, interests, and choices, selecting content and activities that resonate with them. For example, in Grade 4 Vietnamese, when learning to write opinion pieces, students choose topics that matter to them, such as children’s rights, sustainable development, or technology and life. In literature classes, students select favorite authors and works to analyze by theme or genre. In history projects, they can explore specific civilizations, events, or historical figures and present their findings through diverse products.

In literature classes, students select favorite authors and works to analyze by theme or genre. In history projects, they can explore specific civilizations, events, or historical figures and present their findings through diverse products.

Grade 8 students engage in an interdisciplinary project integrating Math, IT, and Vietnamese to conduct a scientific study. They identify real-life issues, such as students’ technology habits, sleep quality and academic performance, or consumer behavior. Students design surveys, collect data, apply probability and statistics from Math, analyze results using IT tools, and write scientific-style reports in Vietnamese before presenting their findings at a final showcase.

These examples demonstrate that students’ voices are heard, their choices respected, and they are empowered to take ownership of their learning.

Learning with Real-World Relevance

When John Dewey said, “Education is life,” he emphasized that schools should not be isolated fortresses. Learning should connect directly to the real world. At FV88 It Com, one of the pillars of experiential education is linking knowledge with real-life contexts. Learning therefore creates knowledgeable individuals capable of taking meaningful action in their communities.

For instance, in Grade 10 Math, the “Saving and Investment” project immerses students in personal finance scenarios: analyzing inflation, tracking the value of money, making decisions about saving or investing virtual funds, and forecasting financial outcomes using graphs and real data. Students apply mathematical knowledge to life situations and develop practical decision-making skills.

In Science, students conduct diverse research and experiments. Grade 5 students in the “Green Energy” project explore sustainable energy sources, creating rechargeable batteries or powering lights with alternative energy. In Grade 9, students process leftover cooking oil into soap, learning chemical reactions and environmental responsibility. Grade 8 students in tissue culture projects create a complete plant from a single plant part, learning modern biotechnology, mass propagation, and conservation of rare plant species. In Grade 10, amid increasing air pollution and disease outbreaks, students study the antibacterial properties of common foods like ginger and lemongrass, testing them on bacteria.

These projects help students apply knowledge, experience the role of real scientists, develop critical thinking, problem-solving skills, and understand science’s impact on society.

Learning Through Doing and Reflection

A core feature of experiential education at Dewey is learning through doing combined with intentional reflection. Students engage directly with real-world problems, experiment, adjust, and draw conclusions. This approach cultivates deep understanding, critical thinking, and problem-solving skills. In Grade 1 Vietnamese, students do not start with letters presented by the teacher; instead, they pronounce, analyze the sounds, and then transcribe according to spelling rules, learning actively rather than passively.

In Science, students follow the path of scientists: observing, questioning, hypothesizing, experimenting, and concluding.

In Science, students follow the path of scientists: observing, questioning, hypothesizing, experimenting, and concluding.

In Grade 6 Math, the “Natural Numbers Business Project” allows students to plan a small business, calculate costs and profits, design a sales website, and promote products. Math becomes a tool for real-world problem-solving, while students experience financial concepts firsthand. Similarly, in English Math, students apply knowledge of slopes to evaluate the safety of school stairs, combining theory with real observation and measurement.

In English, students engage in diverse experiential methods: inquiry-based learning, reading-writing workshops, literature circles, and Socratic seminars. Each activity encourages practical application, reflection, and deeper understanding.

In Way of Living 1, the “I’ve Grown Up” project allows students to reflect on their own growth by collecting clothes, toys, and photos from childhood. No moral lessons are imposed; the process of reflection helps students understand themselves, recognize their development, and take responsibility for their growth.

Through learning by doing with reflection, Dewey students not only acquire knowledge but also develop critical thinking, problem-solving skills, self-directed learning, and autonomy—essential skills for lifelong success.

Dewey Experiential Education: Self-learn, Self-educate, & Self-create

At FV88 It Com, experiential education is not just a method; it is a philosophy and journey through which students grow, take charge of their learning, and shape their lives. Every project, lesson, and activity allows students to learn, explore, and construct knowledge and skills, developing critical thinking, problem-solving abilities, and autonomy.

Dewey students do not passively receive knowledge; they are encouraged to self-educate, challenge themselves, reflect, and find their own ways to apply what they learn. Through these experiences, they create themselves—growing into confident, creative individuals ready to face the challenges of the future.

FV88 It Com believe that experiential education not only helps students learn to know but also learn to live, learn to act, and learn to become their best selves. This is Dewey’s mission and commitment: to inspire joy in learning, nurture independent thinking, and accompany students on the journey of self-discovery.

Article written by Ms. Nguyễn Thị Phương Trinh – Educational Research & Pedagogy Council (ERPC), FV88 It Com.

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