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Summary

The video addresses three common classroom challenges: students speaking too quietly, a noisy and unfocused class, and students who frequently disrupt lessons. Its central message is that repeating reminders does not teach students the skill they need. Instead, turn the reminder into something students can practise, a clear task to do, or a constructive role.

1. When a student speaks too quietly

The presenter warns against simply repeating the student’s answer for the class or moving closer to hear them. These responses can teach the student that the teacher will do the communicating, while classmates may stop listening.

Try this instead:

• Set a graduated voice scale. Teach students distinct voice levels, from a whisper to a voice that can be heard across the classroom. The subtitles give examples such as a voice only a nearby person can hear, a group voice, and a voice audible to students at the back.
• Practise before asking for a whole-class answer. After asking a question, give students about half a minute to share their answer with a partner. Rehearsing can make speaking to the class less intimidating.
• Let the student practise projecting to someone at a distance. The teacher can stand farther away, such as near the back of the room, rather than prompting the student simply to “speak louder.”
• Use classmates as listeners or judges. Students at the back can indicate whether they heard the answer, giving the speaker useful feedback.
• Praise specific progress. A student who is not yet ready to speak to the whole class can still be recognised for speaking clearly to a partner or group. Build up gradually without pressure.

2. When the class is noisy or loses focus

The presenter suggests that noise often rises when students do not know what to do—especially during transitions, while someone is speaking, or when students finish early. Prevent this by giving the class a clear task before activity begins.

Give instructions in three parts:

1. What to do: State the task clearly.
2. What voice level to use: Specify the expected volume.
3. What to do next or when finished: Give students a follow-up activity so they are not left waiting.

For example, students who finish one piece of work might close their notebooks, take out a book, and read silently. When one student answers aloud, the teacher can invite another student to repeat the answer, giving the rest of the class a reason to listen.

3. When a student is frequently disruptive

The presenter advises against labelling a child as a “problem student” or repeatedly calling them out in front of the class. Public attention may reinforce the behaviour, and a child may come to act out the role others assign them.

Instead:

• Give the student a useful role before problems start. Examples include handing out notebooks, wiping the board, keeping track of time, or holding up voice-level cards.
• Notice and acknowledge appropriate behaviour. Thank the student privately or quietly when they carry out a responsibility well.
• Address concerns privately. If behaviour needs discussion, avoid turning it into a public confrontation; speak with the student at an appropriate time.
• If the behaviour continues, use a consistent support plan. The presenter mentions daily tracking and, when individual support may be needed, sharing observations with school staff rather than jumping to conclusions.

Brief responses to other teacher questions

• Students who read or write slowly: Don’t assume they are lazy. Sit with the student briefly to work out whether the difficulty is with spelling or understanding meaning, since those call for different kinds of help.
• Students who tease or dislike one another: Separate them and let each describe what happened. Listen before judging rather than demanding an apology immediately.

Suggested classroom action

The presenter closes with a short exercise: spend five minutes teaching the class the voice levels, then check what level each student—especially the most hesitant speaker—can manage that day.

Speakers and sources featured

• Bùi Duy Phương — the presenter and narrator.
• Teachers — represented through questions and comments about classroom challenges.
• Teacher-and-student classroom examples — used to demonstrate the strategies; the individuals are not identified.