Primary classroom rules in Confucian heritage culture—a case study in Vietnam

Abstract

The establishment of classroom rules is fundamental to effective class management, serving as a framework that facilitates order and discipline within the educational environment. Developing a system of regulations tailored to the developmental needs of primary school students not only fosters student discipline but also alleviates the workload of teachers. In Vietnam, where Confucianism exerts a profound cultural influence, classroom rules often reflect Confucian disciplinary principles. Data for this study were collected through questionnaires and interviews with teachers and parents from Vietnamese primary schools. The findings indicate that both teachers and parents acknowledge the importance of classroom rules in shaping student behavior. However, due to the hierarchical nature of Confucian values, the implementation of these rules tends to follow a top-down approach, with students primarily tasked with compliance rather than participation in rule creation. This Confucian heritage significantly shapes disciplinary practices, underscoring the need for these principles to be maintained while also advocating for a more collaborative process of rule formation between teachers and students.