5 Discipline Traps to Avoid With Your Children

By: Claire McCarthy

Mistakes even smart mothers make, and what to do instead

After 17 years of being a mom and a paediatrician, I've been able to learn a lot about discipline from my own experiences, as well as from other parents. While there are all sorts of possible blunders here are five biggies that most of us are guilty of - and ways to avoid these common mistakes... 

1. Thinking that One-Style-Fits-All

This one's not surprising: The bookstores are teeming with manuals, each touting an expert's best method. Friends and family love to tell you what worked for them and there is definitely something appealing about the simplicity of a one-approach-fits-all strategy. But some children freak out when you speak to them sharply, while others are unaffected. Some learn the first time you tell them something; others need so much repetition, you despair of their ever learning. Some listen right away; others need time to scream it out before you can talk to them. And it's not just temperament; it's age and development. 

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The job of a toddler is to push limits, to do crazy stuff that you've told them time and time again not to do. The job of a tween (roughly ages 8-14, who are “between” childhood and teenage years) is to start asserting their independence from you, sometimes in obnoxious ways. And neither one is going to listen to a big lecture. 

A toddler is going to need simple, direct, quick discipline. A tween is most likely to respond to a punishment that removes her from her peers. But despite your best efforts, both the toddler and the tween are likely to keep doing the same “bad” thing for a while. Understanding where they are in life is key to picking the right approach to discipline, and preventing desperation (yours). 

2. Over-doing it

My husband does this a lot. He metes out punishments that are either more reflective of his mood than the crime or thoroughly unworkable, like saying "You have to stay in your room this afternoon" when he has errands to run and needs to bring the kids with him. The punishment should fit the crime, not your frustration level. And it needs to be something feasible, that doesn't overly affect siblings who've done nothing wrong. 

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A friend taught me a great trick. If one of the kids is doing something they shouldn't - being mean to a sibling, for example - I say, "There will be consequences." (It's particularly good to use in public, because while it may strike fear into your kids, it sounds pretty benign). Over the years, it's been shortened to "Consequences!" with the appropriate firm-but-not-yelling voice, furrowed brow, and I'm-totally-serious gaze. If the misbehaving child doesn't stop, there are consequences, but I have a moment to think about them. 

Sometimes I'll ask, "What do you think your consequences should be?" It's interesting how often kids come up with a fair punishment (e.g., apologizing and letting the wronged sibling play with his favourite toy for the rest of the day). 

3. Under-doing it 

We've all been there. Little Jake is throwing sand at everybody within reach from the sandbox, and the responsible (I'm using the word loosely) grown-up is saying, distractedly, "You're going to get into trouble if you don't stop doing that." And little Jake keeps right on heaving sand because he clearly knows his mother isn't going to stop him. Sometimes these types of kids are punished, but they're not bothered by it. Don't get me wrong. I'm not advocating harshness. But for a punishment to work well, I explain to parents, it needs to be something your child doesn't want to have happen again. 

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In our house, taking away favourite toys (the length of time varies with the gravity of the offense), sending the kids to their rooms (our variation on a time-out), or losing screen time (computer and/or TV) generally works. So does "No play-dates for X period of time" and, for the teenagers, "You're grounded!" 

4. Being Inconsistent 

Once you've said no to something, like "No throwing sand," you have to continue saying no. You can't give in sometimes ("Well, okay, you're having fun and nobody seems to mind getting it in their eyes"). Kids get confused and pick up quickly on the fact that they have, well, latitude.

Since you don't want to say no to everything, pick your battles and decide what's really important to you. In my case, I'm not so concerned about neatness, but I won't tolerate meanness, lying, or anything violent or dangerous. Once you've decided on your rules, set them clearly and stick to them. The other part of this is follow-through. If you take away your child's TV privileges for the day and then give in while you're making dinner because you don't want him underfoot, he'll figure out pretty soon that there's a good chance he may not get punished if he decides to break the rules. 

5. Always focusing on the negative 

When you've got a kid who has trouble with rules, it can make for a really difficult relationship when all you seem to do is reprimand. The solution is to catch your child being good. If she goes a solid 15 minutes without picking on her sister, she should get kudos. Even if it's only five minutes, try your best to notice it. You'll be surprised how effective this can be.

It's human nature to like praise, and to want to please the people we love. This can work for you in other ways, too. As you enter a store, instead of saying, "If you don't behave, I'll be really angry and won't get you a treat," try saying, "We have to get the shopping done, and I need help. If everyone is good and helps me, we'll stop for ice cream on the way home." 

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Think about it. Which would you rather hear? It's not a bad idea, actually, to ask yourself variations on that question often. What would you rather hear? How would this make you feel? Granted, you're a grown-up, and would probably need to be told only once not to bite. But asking yourself questions reminds you that your kids aren't just crazy beasts put on this earth to make you insane (although it feels that way sometimes) and that discipline isn't just about keeping order. Discipline is about keeping our children safe and helping them grow up to be kind, successful, happy adults. 

This article was kindly provided by our friends at SmartKids. For more informative articles on Childcare visit www.smartkidsinfo.com

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Tech’s Moment To Disrupt Education Arrives in Vietnam

By: Keely Burkey

Stephen Coyle, an IELTS instructor for the Reliable English School (RES), didn’t just see the dawn of technology in the classroom—he heard it. “When I first started teaching [in Vietnam] 14 years ago, the noise level in the classroom was incredible; people were shouting, talking, laughing. Now, during the break, it’s completely silent. Everyone is just looking at their phones.”

SSISImage source: citypassguide.com

The heavy reliance on digital devices in Vietnam has come swiftly: over 35 million people use Facebook regularly in the country, and an estimated 32.43 million will have a smartphone in 2018.

The use of technology has irreversibly changed the way we look at the world and have become social, but in HCMC, will it change the way our kids learn as well?

A Tech Emphasis

Thomas Galvez, Saigon South International School’s Technology Learning Coach, acknowledged that technology can have detrimental effects on a child’s socialisation, but averred that it it’s all about balance. “It’s not about weaning them off [of smartphones],” he said. “It’s about teaching them the appropriate times to use it, and to understand the effects.”

With separate technology coaches for the elementary, middle and high schools and an overall ICT Director in the administration department, it’s safe to say that SSIS takes the role of technology in the classroom seriously. Earlier this year, SSIS became the first Apple Distinguished School in the country, a distinction both prestigious and rather nebulous.

SSISImage source: citypassguide.com

At the moment 400 schools spread across 29 countries are Apple Distinguished Schools. To hold this coveted title, Galvez said it wasn’t so much having Apple products (although SSIS is a completely Mac-driven institution and requires all parents to purchase a personal MacBook for their child when they enter the 4th grade), but rather promoting an innovative approach to learning. Finding ways to do this is Galvez’s bread and butter.

Although he acknowledged that it’s impossible to keep up with all the technological trends, he keeps current through an active world-wide professional learning network with other technology coaches. “Twitter is a great medium for this,” he said.

Once he discovers something he thinks might make learning more efficient, or connect kids in a deeper way, he meets with teachers to discuss how the program can be integrated into their lesson. For a language class, he said that SoundCloud is often useful, which allows teachers to comment in different places on a student’s audio file. For multimedia collaborations, he might suggest Explain Everything, an interactive whiteboard app that lets students create visual presentations in the cloud, so students and the teacher can interact as it’s created.

“That’s the great thing about these cloud-based tools,” he said. “They provide asynchronous capacities that students and teachers can access to provide feedback and learn anytime, anywhere.”

The emphasis on creativity and multimedia emphasised by Mac products is widely believed to help prepare students for future careers, many of which will require teamwork, collaboration and thinking outside of the box. However, as Rob van Driesum, a parent of an SSIS child (and, full disclosure, the freelance copy-editor of #iAMHCMC) points out, “Not all kids will end up working in multimedia. They’ll need skills in Windows-based Word, Excel, Powerpoint, Outlook and so on.”

End in Itself?

The debate about technology’s role in the classroom has been raging for over a decade, since the concept of One-to-One learning was first propagated in the late 1990s. By providing students with personal learning devices, from which they could read digital textbooks and complete assignments, many claimed that the learning process could be more efficient and streamlined.

SSISImage source: citypassguide.com

Subsequent studies have suggested that digital learning isn’t the silver bullet some first believed it was, and some schools have tempered their expectations, or at least begun to view technology as a tool rather than an end in itself.

Thomas Galvez at SSIS mirrors these thoughts. “The whole focus of this job is really not technology,” he said. “Learning is always going to be at the centre of schools.”

He paused for a moment, and then continued: “A good teacher is a good teacher. And to be a good teacher, you don’t necessarily need technology. Really, it’s about relationships.”

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VN's English Language Target "Project 2020" Looks Hazy

By: Jesus Lopez Gomez

It’s a “flop”, Tuoi Tre called it in a headline, or a “failure” according to another headline in VNExpress. In 2016, it was described as “unrealistic” by Minister of Education and Training Phung Xuan Nha.

They’re talking about Vietnam’s National Foreign Language Project—or, as it’s more commonly known, Project 2020—the education initiative meant to bring all of Vietnam’s high school students to an intermediate level of English by graduation. Less than 20 percent of students have reached this level.

Early Warning Signs

Project 2020 dates back to 2008. It was proposed as an ambitious plan with one central goal: “by the year 2020 most Vietnamese youth whoever graduate from vocational schools, colleges and universities gain the capacity to use a foreign language independently,” according to the official language of the initiative “Teaching and Learning Foreign Languages in the National Education System, Period 2008 to 2020”.

But in 2016, Nha addressed a collection of government heads and education officials warning that the project still had a long way to go in its four remaining years.

An article in Tuoi Tre stated that some Vietnamese teachers had cut corners on the testing required by Project 2020, or opted to learn at centres that had developed a reputation for slack grading. Nha announced in the meeting that teachers would be retrained and the number of authorised centres that could provide these English teaching credentials would be narrowed down.

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That year about half of English teachers in Vietnam were reportedly substandard according to the requirements of Project 2020.

While the project’s core goals centre around English proficiency, in 2016 many students were still lacking access to regular English language curriculum. Around 20 percent of elementary school students were receiving four periods of English a week. The goal is to have 100 percent of third-grade students following a 10-year English language program by 2020.

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At that point, the project had a VND10 trillion (US$446.43 million) budget.

Student Pushback

Thai Nguyen University built a basic communication English language capacity into their graduation requirements. As a result, 2,000 students failed to graduate on time at the Thai Nguyen city university. The delayed students gave the university heat. As a result, the school lowered the language standard.

Research shows students may need up to 400 hours of training to move up one rung in the CEFR ladder. Thai Nguyen University lowered their standards in part because their undergraduate curriculum only included 100 hours of English training, Professor Dang Van Minh explained to Tuoi Tre in January.

Students have criticized Project 2020 for placing too much emphasis on grammar training and not providing enough opportunities to practice listening and speaking. “Two English lessons per week and too many students in a class do not allow us to practice,” Saigon University student Nguyen Minh Tri told Tuoi Tre.

A Persistent Fever

The project appears to come at least in part from the extreme interest Vietnamese have in the English language. In 2014, researcher and author Christopher Candlin described the country’s zest to become anglophile an “English fever” in his English language teaching review “Language and Development: Teachers in a Changing World”. Sending school children to English language centres early to get them an early head start on their language acquisition is almost de rigor for Vietnamese families.

learning english onlineImage source: idt.edu.vn

In spite of the pronounced shortcomings of the 2020 Project, English language advocates are building new educational initiatives around it, such as the HCMC-based plan to begin English language learning in the first grade starting in the 2018 academic year. In the current academic year, 91 percent of students in the city have begun English classes since the first grade.

Nevertheless, Saigon’s Department of Education and Training Head of Primary Education Nguyen Quang Vinh complained that the quality of the teachers was inconsistent and said his department would begin making sure foreign language centres are integrated into every school’s activity.

Vinh noted that the schools still had difficulties filling their foreign teacher vacancies because of inadequate salary offers. During the 2017 academic year, the school officials recruited 1,797 teachers, who filled 70 percent of the available foreign teacher slots.

Only 40 percent of the recruited teachers meet the Ministry of Education training standards.

Foreign Teachers to Go in HCMC

Over parents’ objections, Saigon will slowly phase out foreign teachers in city schools over the next few years.

By 2020, the city plans to train 400 Vietnamese teachers to replace their foreign counterparts, according to reporting by the Vietnam News Agency. There are currently 100 primary school teachers undergoing a four-phase training program required to pass an assessment crafted by UK’s Pearson Education, the program administrator. Over 300 teachers applied to be part of the program.

Parents angrily commented that their students would have limited or no interaction with native English speakers.

Do Minh Hoang, an official with HCMC’s Department of Education and Training, said the Vietnamese teachers would be able to deliver similar or better results compared to the current foreign teachers. Education officials responded, noting that fees would be reduced when the switch to Vietnamese English teachers is complete.

Thuong Nguyen, a researcher with National Chengchi University in Taiwan, presented an analysis suggesting the project was not a doomed to failure. In a paper titled “Vietnam’s National Foreign Language 2020 Project after 9 years: A Difficult Stage”, Nguyen argued that simple changes like updating teaching methods from basic “teacher asks, students respond” routines and introducing new curriculum could prove fruitful in changing the narrative around Project 2020. Nguyen’s research involved observations of several Ho Chi Minh City high schools, a handful of which are currently meeting the foreign language initiative’s target goals.

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What's the Most Popular Second Language in Vietnam?

By: Molly Headley

From being part of the Chinese kingdom and the French colonial state to its complicated past relationships with the U.S. and Russia, Vietnam has historically been a country crowded with languages. As a result, Vietnamese itself was only recognized as the country’s official tongue in 1945.

Today it is mandatory for all students in Vietnamese schools to follow their studies in Vietnamese but the recent influx of foreign business and tourism has increased the importance of learning other languages as well. The majority of students study English as their first foreign language with French being the reigning second.

The priority of Vietnam’s Ministry of Education and Training (MOET) is for all students in Vietnamese schools to learn English as their first foreign language, according to Priscille Lasémillante, Attaché for the French language at l'Institut français du Vietnam (French Institute of Vietnam) . Then, when possible, they can learn a second foreign language. Today French is the foreign language the most taught after English, with approximately 40,000 students. 10,000 or fewer students study Japanese and a fraction study Korean, German, Russian and Chinese, Lasémillante said in an interview given in French.

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From Tradition to Necessity

To understand the country’s dominant languages today, we have to go back to the 1954 Geneva Conference where Vietnam was officially divided through the middle. This rupture informed not only policies but also language. In the North, Chinese and Russian took precedence in the educational system, while in the South, French and English became the preferred languages. However, after reunification, the Southern languages and Chinese plummeted out of favour and it was Russian that connected the country to the rest of the Communist bloc.

Do Huy Thinh, from the Vietnamese TESOL Association, wrote that, “Russian became the dominant language, overshadowing the demands for all others in Vietnam’s early reunification".

When the Soviet Union dissolved in 1991, Vietnam found itself with a surplus of Soviet-trained professors and a sudden lack of opportunities for Russian trained students; as a result the language is barely taught in Vietnam today. In 1987, Vietnam introduced Doi Moi , the open door trade policy that brought the country onto the international stage. The resulting explosion of business, tourism and foreign investments launched a need for new languages in Vietnam and English quickly took the lead.

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English Arises from the Ashes

The English language was granted special authority in 1994 when the prime minister signed an order requiring government officials to learn foreign languages, with English being the primary focus. Foreign investments and influences from English-speaking countries have further solidified English as the top studied second language in Vietnam. MOET recently attempted to codify language training even more with the federal education agency’s Project 2020 initiative. Launched in 2008, the project’s mission is to advance Vietnamese students’ English to the level necessary for employment, yet as of 2018 Vietnam remains 7th in Asia in English language proficiency.

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Motivation and Mobility

Today Vietnamese parents tend to push their children to study whatever language has the greatest utility.

French remains popular in large part because between 1992 and 2006, French language education in Vietnam was financed by the French government. Numerous scholarships— notably in the sectors of medicine, engineering, and law—still exist to help Vietnamese continue their studies in France, and the only Vietnamese degree recognized internationally is a French-Vietnamese diploma in engineering.

German became another contender for a second language when Goethe-Institut cultural centers were set up in Hanoi and Ho Chi Minh City and student foreign exchanges began to develop. Japanese become a third major player through scholarship schemes intended to help Vietnamese students study at Japanese universities.

Time to Look Towards China?

English is still necessary for advancement in Vietnam and throughout the region—it is the official language of ASEAN—yet some experts warn against parents becoming too obsessed with their children becoming anglophones.

“We must not only focus on English, but also pay attention to demands of localities and grades. Besides prioritising English, we need to develop other foreign languages,” Minister of Education and Training Phung Xuan Nha said in reporting by Vietnam News. “Cities and provinces which have the necessary facilities to teach other languages should be encouraged”.

The lack of Chinese taught in Vietnamese schools may be surprising given that Mandarin Chinese is the language spoken by the most people worldwide, and it is the official language of mainland China, Taiwan, and Singapore, countries in close proximity to and bearing business interests in Vietnam.

"China is the world's second largest economy,” Nguyen Thi Linh Tu, deputy head of the Chinese language faculty in the Hue University’s University of Foreign Language, said. “Learning Chinese, Vietnamese people can access a huge market in China and Chinese communities in other countries".

second languageImage source: taiwan-panorama.com

Priscille Lasémillante agrees. The Vietnamese have a super power just in front of them. China is in the process of developing a cultural cooperation with the rest of the world and perhaps Vietnam should take note, she said.

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Learning Vietnamese? Forget it

By: Rob van Driesum

Giving up on to Learning Vietnamese in Saigon

Rob, an editor, former publisher and self-professed language nerd, gave up on learning Vietnamese...

I have lived in Saigon for almost five years now and gave up on learning Vietnamese. I know the basic phrases (hello, goodbye, thank you, sorry, the numbers from one-to-10, turn left, turn right, go straight) and am adept at gestures and smiles, so usually I'm OK in daily encounters. But conversing? Forget it.

I like to think I have a head for languages. I speak four European languages fluently and get by in 'holiday' Spanish and Bahasa, along with rusty Latin and classical Greek from high-school days in Holland.

My Australian wife and I spent four years in Kuala Lumpur where I carried a little two-way dictionary in my pocket and learned a new word most days. Before we moved to Saigon, I could manage fairly well in simple sentences.

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Bahasa is a monotonal language with a simple structure. Vietnamese, however, is highly structured with a rich literature of which they’re justifiably proud, and it’s a tonal one – Standard Northern has six tones and Standard Southern has five. Mandarin has four plus a fifth, neutral one. Check the many meanings of the Vietnamese word "nam" depending on the tone: five, south, man, year... How do you get your head around that if you haven't grown up in a tonal environment?

Incomprehension in Vietnamese

I enrolled in two Vietnamese-language courses. I bailed out of the first after one session (amateurs) and finished the second, but wasn’t much the wiser except that finally I could read the diacritical marks. You can learn a familiar-looking alphabet within a day if you put your mind to it. I can still drone out the Greek alphabet I learned decades ago, Russian less so but I can make sense of the signs.

But whenever I tried to utter a full Vietnamese sentence in my best intonation, I was met with incomprehension. Or received an answer in Saigon slang I couldn’t make sense of. And don’t get me started on the differences between South, Central and North Vietnamese. My 10-year-old daughter, who speaks some Vietnamese thanks to the language classes at her international school and has little trouble with the tones (acquiring a language without an accent gets much harder after age 12 or so), meets with benign derision up in Hanoi. They think her Southern accent is ‘cute’.

learning vietnameseImage source: freepik.com

Some expats say they learn by living with Vietnamese people in shared houses, but my path was different so that wasn’t an option. Still, why haven’t I become reasonably conversant in Vietnamese after all those years, when I enjoy languages and am keen to learn?

I could try to persist, but I find it extremely difficult and there’s little incremental improvement. Nam...

Vietnamese too difficult to learn? The Latin script is messing with you.

Interestingly, an American friend who lives in Thailand, who speaks fluent Thai and wrote several best-selling travel guidebooks to Thailand, says that the Latin script is a hindrance to learning Vietnamese. He says he knows how to pronounce the Thai character, but Vietnam’s script throws him off because it’s too familiar to his original English.

My current saviour is the Vietnamese option on Google Translate, a great tool with our temporary maid who barely speaks English (her more fluent sister who has been with us for years just had a baby).

Fortunately, Vietnamese people are very tolerant with a great sense of humour. I twice had a total stranger come up to me in the street who patted me on my tummy (it’s a bit more prominent than most) saying, “You lucky man!” And that was meant as a compliment.

Gotta love this country.

Video source: HỌC TIẾNG ANH ĐƯỜNG PHỐ

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Education Experts: Children in Vietnam Ask To Work Too Hard

By: Tran Thi Minh Hieu

East Asian culture is known to praise academic achievements, and we see no exception here in Vietnam. Many Vietnamese parents, especially in the big cities, are pressured by social expectations as well as their own, and are sending their kids to all kinds of after school classes. In addition to the overwhelming workload in school, children spend their evenings not relaxing and enjoying life, but participating in classroom activities and struggling to learn new knowledge.

The question that these parents and even teachers seem to ignore: will it make them high-functioning people? Or can overwork undermine children’s development?

overworkImage source: plan.ie

According to Dr. Nguyen Thuy Anh, founder of the “Reading with Kids” club based in Hanoi, being forced to learn too many things at the same time can lead to a lack of motivation in children. Seeing no purpose in learning about subjects that they are not genuinely interested in, many children start developing the habit of what she calls “getting by”: rushing to finish homework without fully understanding the meaning of what they are doing.

Parents tend to assume that education can only be conducted in the classroom, and the responsibility of educating their children lies solely with the teachers. “In fact, children can learn a lot through day-to-day activities outside of school, including interactions with family members at home and going out together with friends”, she said.

Parents can encourage and motivate their kids to study simply by talking about subjects at school, and explaining to them why it is important that they learn certain things, instead of talking only about their grades. Too much pressure on perfect grades, without concern for the child’s psychological wellbeing, can even lead to disastrous consequences, such as low self-esteem, resentment, rebellion, and self-destructive behaviors.

Nguyen said “during the developmental years, a child does not really need to cram as much knowledge in their head as possible, but more importantly, they need to learn to live”. They need to learn about the world around them, which encompasses more than textbooks and school matters, and how they can fit into that world as an individual.

Making friends with the right people, learning skills such as self discipline and self-defense, and taking up hobbies can all benefit and potentially save their life in the future, as modern life is increasingly complex. All these things certainly do not come from hours of toiling over homework.

On the bright side, educators are now more aware of the problems with overwork, and starting to incorporate more elements into the school curriculum to facilitate children’s overall development.

overworkImage source: thukyluat.vn

Dao Thi Phuong Thao, deputy head of Ban Mai Primary School, shared the school’s strategy for holistic development through a focus on five values.“We aim to cultivate these five values in our students, including personality, intelligence, capability, health, and global vision, through programs such as The Leader in Me. At school, children get to participate in a variety of fun, engaging activities rather than only learning in class,” Dao said.

On the last day of school before the Tet Holiday, students of Ban Mai Primary School gathered in the school yard to meet children’s writer Le Phuong Lien, author of a picture book about Lunar New Year, and then returned to class to write their own resolutions for the coming year. In the afternoon, they cleaned their classroom, following the traditional custom of spring cleaning before Tet. Such activities—though not explicitly academic and perhaps unusual in a school setting—are undoubtedly memorable to children and contribute to their development as a person.

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