The education system may vary from country to country but it is always a significant concern for almost all people in the world. Therefore, there are numerous ongoing debates about its role, function or efficiency on a global scale. According to John Holt (1969), “school is bad for children,” meaning that general schools have deleterious effects on students. This is still considered the current educational situation in Vietnam. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay First, it would appear that Vietnamese schools focus on too many theories for students to understand and apply to real life. Realistically, high school students have to learn dozens of different subjects such as mathematics, literature, biology, geography, etc., the textbooks of which contain an enormous number of details. According to Professor Nguyen Xuan Han, “current curricula harm students” because up to half of the information in textbooks appears to be unnecessary. In doing so, students will quickly become desensitized to what they have acquired in school and then inevitably forget the knowledge. Additionally, unreasonable and unpracticed curricula prevent students from applying information from their books to real life. Since they have little opportunity to practice in school, they may come to the conclusion that “learning is separate from life” and gradually lose their passion for learning. Second, most Vietnamese schools are teacher-centered rather than student-centered places. , which probably leads to the wrong perspective of students. Teachers are not there to satisfy students' curiosity about the surrounding world, which they have already aroused before going to school, but to introduce the knowledge and subjects that they consider important. Students are quickly led to assume the importance of certain subjects and to have a clear prejudice against them despite their inadequacy. For example, in Vietnam several subjects such as mathematics, literature and foreign languages ​​have more sessions (three to five per week) than others (one to two per week), which certainly makes students believe that these subjects are much appreciated and what's more important. In case one is bad in the “three most important disciplines”, one will consider oneself to be a slow and poor student, in which case one is placing limits on one's abilities. It is undeniable that the importance of distinctive subjects cannot be compared with each other, and students' abilities should not be judged by the grades obtained in only a few specific subjects. However, what matters in most Vietnamese schools is what teachers think is important and what they want students to know. Likewise, the lack of interaction between teachers and students, as well as the mechanical nature of conventional teaching methods, are stifling creativity in learning. students in Vietnam. Although it is claimed that curricula, teaching methods, textbooks, etc. are being revamped for better students, the fact is that only a few significant changes have been made. Teachers continue to provide knowledge expected in the curricula rather than based on students' wishes. Students should remain silent during lessons instead of being encouraged to freely express their ideas and discuss with their classmates. In many general schools in Vietnam, maintaining silence is considered a classroom regulation for them to.