After graduating with a degree in Literature Education in 2003, Long entered the profession with the enthusiasm of a young educator.
Over the past 23 years, she has built a reputation for professional excellence, earning recognition as the province’s Outstanding Literature Teacher in 2021 and serving as a core member of the Literature Council of the former Quy Nhơn City.
* Many at school see you as the “nemesis” of difficult students. What are your thoughts on this?
- I do not think I have any special tricks. What I do is choose the right approach for each student. I do not believe in making students write self-criticism reports when they have not genuinely recognized their mistakes. That often creates a defensive attitude or emotional indifference.
Instead, I begin with empathy, accepting stubbornness as a natural part of adolescence rather than demanding immediate change. Every student is a world of their own and deserves to be understood. They need to be approached with empathy rather than rigid expectations.
Once trust is established, guidance becomes easier. I believe gentle but consistent support is what truly helps students change.
* Could you explain more specifically how you connect with students who struggle with behaviour?
- I often create small agreements with them. For example, when a student is frequently late, instead of criticizing them harshly, I call to wake them up every morning. Initially, the calls come at 6 a.m., then gradually earlier, helping them build a habit of waking up on time.
The same applies to mobile phones. Rather than imposing outright bans, I agree on reasonable usage schedules and sometimes turn phones into learning tools. Some students even livestream their study sessions so I can monitor their progress. When students feel trusted, they become more self-disciplined.
In the classroom, I arrange seating so that stronger and weaker students, as well as introverted and outgoing students, can support one another. I also establish a self-management structure, from desk leaders and group leaders to the class committee, to monitor daily activities.
After many years as a homeroom teacher, Ms. Trần Thị Mỹ Long has observed that many students do not open up or cannot confide in their parents. Academic pressures, first crushes, or conflicts with friends are often kept bottled up, eventually forming emotional “tumors.”
* What is the most important factor in earning students’ trust?
- Students at this age want to be heard, but they are often afraid of being judged. At home, parental expectations can sometimes become a barrier.
When students trust someone, however, they are willing to open up to teachers and friends. That is why teachers sometimes need to act as friends and become a source of emotional support.
Creating a sense of safety and comfort is essential. To do that, teachers must invest time, understand each student’s circumstances and genuinely listen to their thoughts.
Students are very sensitive. If we reach out at the right moment and provide the right support, they can change. I do not set unrealistic goals. Instead, I focus on small steps and gradual progress.
Even when students experience their first romantic feelings, I avoid imposing strict prohibitions. I prefer gentle guidance and sometimes create light-hearted conditions that help them balance emotions and academic responsibilities. The key is understanding their psychology and accompanying them appropriately.
* Is that why you sometimes accept lower competition results for your class?
- Yes. When I work with classes that include many strong-willed students, I am willing to step back from competitions in order to spend more time guiding them.
If we focus solely on achievements, we risk leaving behind the students who need support and encouragement the most.
Some students receive little attention at home, live with grandparents or manage on their own while their parents work far away. They need emotional support more than additional discipline or punishment.
Sometimes it takes an entire semester to see progress, but even small improvements can be very meaningful.
The fruits of Ms. Trần Thị Mỹ Long’s dedication are evident in impressive numbers and recognition from those around her. The rate of students in her homeroom class passing the public high school entrance exam each year is always higher than the school average.
During class meetings, she skillfully integrates life skills, teaches students how to recognize online dangers, how to stay safe, and provides career guidance. Her Literature lessons thus become lively and closely connected to real life, helping students develop a love for words and appreciate moral values.
* As a long-time Grade 9 homeroom teacher, how do you view the pressures facing the profession today?
- Every group of students faces different pressures. High-performing students often struggle with expectations and achievement, while those who face academic or behavioural challenges require more guidance.
But all students need to be loved.
Teaching today is not only about delivering knowledge. It is also about helping students navigate the complex psychological changes of adolescence. Teachers must be a dependable source of support, helping students develop both academically and emotionally.
Although teachers care deeply for their students, it is not always possible to solve every challenge they face.
* In your view, what is needed to educate students more effectively?
- Education cannot be the responsibility of schools alone. It requires the combined efforts of families and society.
When parents understand their children and work closely with teachers and schools, students benefit from a more supportive environment in which they can study effectively, develop positive character and grow into well-rounded individuals.