Managing extra teaching and learning according to Circular 29 will eliminate the long-standing irrationalities in this situation. Therefore, public opinion also hopes that the leaders of the education sector will take strong action to make extra teaching and learning more substantial, orderly, and disciplined. If handled strongly, many paradoxes in education from extra teaching and learning will be "erased".

Firstly, students taking too many extra classes will eliminate their own habits, skills and methods of self-study. Tightening extra teaching and learning does not mean completely banning extra classes for some students, but will help students to be more aware and conscious of self-study. Students lacking the spirit of self-study is a paradox because with the current digital technology conditions, students can easily self-study, self-discover and consolidate knowledge.

Second, the current viewpoint on how to build a general education program focuses on skills rather than too much on knowledge. In organizing teaching, the timetable and subjects also aim to train qualities, attitudes, operations, and behaviors. Therefore, the widespread practice of teaching extra classes to reinforce knowledge as it is now is contrary to the modern educational viewpoint, only causing overload and burden for learners, especially primary school students.

Third, the assessment of learning outcomes in schools according to the 2018 General Education Program no longer emphasizes this subject and that subject, but all subjects are given equal importance. Learning outcomes in class are no longer ranked high or low. Therefore, it is unreasonable for students (especially in primary school) to take additional subjects that are considered core subjects, which goes against the concept of comprehensive education. If too much emphasis is placed on certain subjects in primary and secondary school, students will seriously lose their knowledge when they go to high school.

Except for the final grade of junior high school who have to take extra classes to take the entrance exam to grade 10, high school students have to take extra classes to have a chance to enter university. We must admit that the students themselves are the "victims" of their parents. Parents compete with each other about their children's studies in class, with the children of other parents, so they put the "rock of pressure" of studying on their children's shoulders, especially elementary school students.

In addition, it is impossible not to mention the negative aspects when students are forced to take extra classes. A high school math teacher in Ho Chi Minh City frankly admitted: "Students who take extra classes with their teachers will get high scores on the tests in class. On the contrary, if they do not take extra classes, they will not know what the teachers will give them for the upcoming tests." The writer of this article also has a small experience: From elementary school to middle school, he has never heard of extra classes. When he went to high school, he did not attend any extra classes, only attended free training classes for excellent students at the provincial level taught by the school, but he was haunted by the injustice from his teachers. That is, students who took extra classes got high scores, because the tests were practiced in the extra classes.

Eliminating the unreasonable teaching and learning is also a humane way to bring about a pure relationship between teachers and students.