If I Had To Lead the Academic Department myself even though I was not well-qualified for it

If I Had to Lead the Academic Department Myself

Sometimes people assume that once someone becomes a CEO of a language school, their work moves far away from the classroom. Meetings replace lessons. Strategy replaces teaching.

In many ways that is true.

As the Founder and Chairman of 2G Group, I have spent the past eight years building an organization that today includes language schools, an international testing center, overseas education and immigration consulting, and international education travel through camps.

But personally, I believe the classroom should never become distant from the founder of a learning organization.

In fact, 2026 feels like a year of returning closer to that root again. The calling inside me is simple: to spend more time observing classrooms randomly, listening more carefully, and being more present with teacher teammates.

Because everything began there.

Before 2G became a group with multiple activities and campuses, the beginning was much simpler. I started as a solo entrepreneur teaching IELTS classes. There was no academic department. No HR structure. No system.

Just a small classroom, a whiteboard, and a few students who trusted me to help them improve.

Teaching was the starting point of everything.

Over the years the organization gradually grew. Teachers joined. Academic coordinators joined. Teams were built. Today 2G is no longer a single classroom. It has become a larger education organization with many people contributing to the mission.

Naturally, there are now leaders who support academic management and HR.

But from time to time I still ask myself a quiet question.

If one day I had to personally step back into the role of Head of Academic Department — even though I might not be the most academically qualified person — or act as CHRO for the teaching team, what kind of teachers would I hope to shape?

Not only skilled teachers.

But teachers with a certain kind of character.

Because after years of running an education organization, one thing has become very clear to me. The real culture of a school is not defined by policies or manuals.

It is defined by the character of the people who walk into the classroom every day.

Students learn from what teachers teach.

But they also learn from who teachers are.

They observe how teachers speak.
How they react to mistakes.
How they treat people.

Very often they absorb these lessons without anyone explicitly teaching them.

That realization led me to reflect on a simple framework that could guide teachers in our organization. Something practical, human, and rooted in timeless ideas about self-discipline, responsibility, humility, and service to others.

When I asked myself what principles I would hope to influence among teachers from 2026 onward, the answer became clearer.

Not rules to control teachers.

But a character code that helps educators grow both professionally and personally.

I. Self-Cultivation Before Teaching Others

A teacher first trains their own character before guiding students.

Principles

Lead by personal example.
Students observe who you are more than what you say.

Maintain discipline in time, preparation, and conduct.
Punctuality, readiness, and consistency are the minimum respect for students.

Continuously improve knowledge and teaching ability.
A teacher who stops learning cannot inspire learning.

Speak with sincerity and act with integrity.
Words and actions must align.

Correct yourself before correcting others.

II. Respect for Students

Students are not customers and not subordinates.

They are young learners entrusted to our care.

Principles

Teach with patience and dignity.

Never humiliate, ridicule, or discourage a learner.

Encourage effort rather than judging ability.

Create a safe learning environment where mistakes are welcomed as part of growth.

Recognize the uniqueness of each student.

Protect students’ trust and emotional wellbeing.

III. Responsibility to the Classroom

Teaching carries real responsibility.

Principles

Prepare every lesson carefully.

Ensure clarity of instruction and learning outcomes.

Maintain a structured and focused classroom environment.

Provide constructive feedback that helps students improve.

Respect the time and attention of learners.

IV. Humility and Learning Mindset

True professionals remain humble and continue learning.

Principles

Be open to feedback from colleagues and academic leaders.

Admit mistakes honestly and correct them quickly.

Share knowledge generously with other teachers.

Seek improvement rather than personal recognition.

V. Team Responsibility

A teacher is part of a learning ecosystem.

Principles

Support colleagues and collaborate respectfully.

Communicate clearly with academic coordinators and support teams.

Contribute to a positive and professional working culture.

Avoid negative gossip or internal conflict that harms the team.

Protect the reputation and trust of the organization.

Many teachers sometimes misunderstand this point. They believe that as long as they perform well in front of their students, that is enough.

But education inside a school does not come only from one teacher.

Students learn from the entire environment.
From the way teachers interact with colleagues.
From the atmosphere of the school.
From the professionalism of the organization.

In many ways, every small action inside a school becomes part of the educational experience.

VI. Responsibility to Parents and the Community

Teachers are entrusted by families.

Principles

Communicate with parents honestly and professionally.

Respect cultural values and family expectations.

Represent the institution with dignity and responsibility.

When I step back and look at these ideas together, the picture becomes simple.

A teacher at 2G is expected to grow in three directions.

First, as a good person who constantly reflects and strives to become a better human being.
Second, as an educator who teaches not only with knowledge, but with heart.
Third, as a team member who truly lives and contributes to the culture of the school.

Teaching is not only a job.

It is a responsibility to influence the next generation in ways that sometimes go far beyond the subject being taught.

Perhaps that is why, even though my role today includes strategy, leadership, and building organizations, I still often think about the classroom.

Because the roots of this entire organization began there.

A teacher.
A group of students.
And a shared effort to learn.

If that spirit continues to live inside the teachers of 2G, the future of the organization will remain strong.

—

Keep walking toward the sun — with a smile, every moment.
Hải Thật.
A reflective Vietnamese son-husband-father-founder in education, writing life notes to live more meaningfully.