Spaces for Expression and Confidence

The Heart of Community

At the center of the school is the Community Plaza, where students gather each morning to share stories and ideas. Your child might talk about observing a butterfly at home, sparking curiosity from peers across grade levels. These moments help children feel heard and valued—and build confidence in expressing themselves.

Presenting with Purpose

In the Learning Black Box—a dedicated presentation space—students share their work with classmates, teachers, and community members. These aren’t polished performances—they’re honest conversations that help students explain their thinking, respond to feedback, and grow as communicators.

Spaces for Thinking and Collaboration

Where Ideas Take Shape

In the Visual Thinking Lab, students work together to solve problems, sketching ideas on large whiteboard walls. Smart tools offer timely nudges that keep them in their zone of growth. Math and science feel less like solo struggles—and more like shared adventures.

From Ideas to Impact

At The Collider, our innovation hub, students apply what they learn to real-world challenges—from clean water to sustainability. Working in teams, they connect with experts, build prototypes, and begin to see how their ideas can create meaningful change.

Big Thinking, Big Building

Designed for middle and upper school students, The Transformer is where big ideas become real. Here, students take on large-scale design projects with heavy duty tools—building engines, complex machines, and prototypes that challenge them to think like engineers. It’s a space for bold experimentation and the kind of making that prepares students for real-world innovation.

Spaces for Movement and Exploration

Learning in Motion

In the Cognition Circle, students walk, move, and act out ideas while learning. Whether they’re exploring geometry through movement or reenacting historical moments, they’re encouraged to learn in ways that feel natural. Research shows kids retain more when they’re physically engaged—and this space is designed to support that.

Creativity Meets Literacy

In the Story Lab and Library, students bring ideas to life—writing stories on interactive walls, building projects inspired by books, and combining language with creativity in fun, hands-on ways.

Spaces for Wellness and Growth

A Quiet Place to Grow Inside, Too

In the Reflective Cave, children take time for emotional learning. Here, they pause to identify their feelings, reflect on challenges, and understand their own growth. It’s a calming space that helps kids become more self-aware, resilient, and ready to take on the day.

From School to Home:

A New Kind of Learning Conversation

What you’ll notice most isn’t just what happens at school—it’s what follows your child home. They’ll talk about their projects at the dinner table. Ask more thoughtful questions. Show deeper interest in how things work. You may even find your own thinking sparked by theirs.

Learning for Life

At its core, this approach prepares students not just for exams—but for life. It supports the development of thinkers, collaborators, and problem-solvers who are ready to engage with the world.

The Third Teacher isn’t just a theory—it’s a living, breathing commitment to creating environments that work with how children really grow. And when schools make that commitment, students don’t just succeed—they thrive.

Frequently Asked Questions

About RDAS Trung Lê Learning Spaces

Learning Environment & Structure

Where are the traditional classrooms? How do children learn without walls and defined classroom spaces?

I understand this feels completely foreign if you're expecting rows of desks and a teacher at the front. We've replaced separate classrooms with interconnected learning zones—think of it like having different areas of your home serve different purposes without walls between every room. The Inquiry Grove functions as our main work area, the Imagination Loft serves as our library, and the Gathering Ring is where we come together for lessons. Children do learn effectively this way, but I'll be honest: it requires more intentional teaching and classroom management than when walls do some of the organizing for you. Some parents find it takes time to trust that real learning is happening without the familiar classroom setup they remember.

Won't children be constantly distracted without separate rooms for different activities?

This is absolutely a legitimate concern, and yes, distractions can be more of an issue than in traditional classrooms. We use acoustic materials and varied ceiling heights to minimize noise transfer between zones, but it's not as contained as separate rooms. Some children do struggle initially with the visual and auditory stimulation of seeing other activities happening nearby. We've found that most children adapt and actually develop better focus skills over time, but it does require more active management from teachers and isn't ideal for every child. Children who are highly distractible may need additional support or designated quiet spaces.

How do you maintain order and discipline in such an open environment?

Maintaining classroom management in an open space is genuinely more challenging than in a traditional classroom. Clear expectations and consistent routines become absolutely critical—we can't rely on physical boundaries to do the work for us. The teacher needs to be more mobile and vigilant, using positioning and proximity strategically throughout the day. Some children thrive with the increased freedom and responsibility, while others need more structure and may require assigned "home base" areas until they develop self-regulation skills. It requires a skilled teacher and realistic expectations about the learning curve for both students and families.

What happens when one group is being noisy while another needs quiet focus time?

This is one of the ongoing challenges of open learning spaces. We have designated quiet zones like the Calm Cloud, but honestly, it's not as quiet as a separate room would be. We teach children to self-advocate for their needs and move to appropriate spaces, but this takes time to develop. Some activities simply have to be scheduled when they won't conflict with quiet work. We also accept that some noise is part of an active learning environment, but we understand this doesn't work for every child or every type of learning activity.

How do teachers manage and supervise children when there are no clear classroom boundaries?

With 18-20 students in an open environment, supervision requires more skill and energy than traditional classroom management. The teacher must be constantly aware of where every child is and what they're doing across multiple zones. We use check-in systems and clear protocols for movement between areas, but it's more complex than having everyone in assigned seats. The open sight lines do help—you can see everything at once—but it also means managing multiple activities simultaneously. Not every teacher is comfortable or effective in this environment, and it requires significant experience and classroom management skills. Our teachers are experts and have been trained in this type of structure.

Won't children just wander around aimlessly without structured classroom spaces?

Without clear boundaries and procedures, yes, children absolutely would wander aimlessly. This is why the structure has to come from routines, expectations, and teacher guidance rather than physical walls. We spend considerable time at the beginning of the year teaching children how to use the space purposefully and establishing clear procedures for movement and choice. Some children adapt quickly to this responsibility, while others need more scaffolding and may require more teacher direction initially. It's a different kind of structure, but structure is absolutely essential for this environment to work.

Student Needs & Differentiation

What if my child gets overstimulated by too many choices and open spaces?

Children who are easily overstimulated often do struggle with our environment initially, and some continue to find it challenging throughout their time with us. The visual stimulation of seeing multiple activities, the choices involved in selecting spaces, and the ambient noise level can be overwhelming. We provide sensory breaks, quiet retreat options, and work with families to develop coping strategies, but I won't pretend this environment is ideal for every child. Some highly sensitive children need more structured, contained environments to feel secure and able to focus on learning

My child is shy and feels secure in smaller, enclosed spaces. Will they feel exposed in these open areas?

Shy children have mixed experiences in our environment. Some find the open sight lines anxiety-provoking because they feel "on display," while others appreciate being able to observe before engaging. We do have cozy nooks and elevated spaces that provide some sense of enclosure, but nothing replaces the security of four walls and a door. Some introverted children flourish because they can choose their level of interaction, while others feel overwhelmed by the constant social navigation required. It really depends on your individual child's personality and coping mechanisms.

How do you accommodate children who learn better with traditional desk-and-chair setups?

We absolutely provide traditional seating options because some children genuinely focus better this way. Tables and chairs are available throughout our learning zones, and children can choose these setups when they need them. However, children who strongly prefer this arrangement sometimes feel like they're missing out on the variety around them, or conversely, feel distracted by all the other options. We've found that most children benefit from experiencing different learning positions, but some consistently return to traditional seating because that's simply how they learn best.

My child has ADHD. Won't all this movement and flexibility make it harder for them to focus?

This really depends on your child's specific needs and where they are in developing self-regulation skills. Many children with ADHD do benefit tremendously from being able to move, change positions, and have sensory input through our Movement Trail and varied seating options. However, some children with ADHD become overwhelmed by too many choices and need more external structure to help them focus. The key is whether your child has developed enough self-awareness to choose what helps them, or if they still need adults to structure their environment. We work closely with families to determine what works, but it's not automatically better for every child with attention challenges.

Safety & Logistics

Is it safe for young children to have access to maker labs with tools like laser cutters?

Advanced tools like laser cutters are not accessible to young children without additional adult supervision. The Tinker Terrace focuses on age-appropriate materials—scissors, glue, recycled materials, and simple building supplies that elementary students can use safely. Any power tools or potentially dangerous equipment requires the teacher's direct, one-on-one supervision or is reserved for demonstrations only. Safety with one teacher means being realistic about what tools children can access independently.

What if my child gets lost or confused in such an open, flowing space?

This is a legitimate concern. We address it by keeping the learning area smaller than you might imagine and using very clear visual boundaries and landmarks. Children are taught specific procedures for letting the teacher know where they're going before they move. We also establish "buddy systems" where children are paired with learning partners who help keep track of each other. The space feels open and flexible, but it's actually quite contained and manageable for one adult.

Won't children lose their belongings without assigned desks and storage spaces?

This is a real challenge. Children do lose things more frequently without assigned desks, especially at the beginning of the year. We spend significant time teaching organization systems and have backup supplies available. Personal cubbies help, but they're not as convenient as having everything right at your desk. We build extra time into our routines for gathering and organizing materials, and accept that developing these independence skills takes time and patience.

Transition & Adaptation

How will my child adapt to traditional classrooms in middle school or high school after this?

This is one of the most common concerns we hear, and it's completely understandable. The transition skills your child develops here—self-advocacy, independent work habits, and adaptability—actually help them succeed in any environment, including traditional ones. However, we do recognize there will be an adjustment period. Children who've learned to move and choose their learning spaces will need to adapt to sitting in assigned seats for longer periods. We begin preparing students for this transition in their final year with us by gradually introducing more structured, sit-down work periods and traditional classroom expectations. Most of our graduates adapt well, though some do find the transition challenging initially.

Won't my child be unprepared for structured, test-based environments they'll face later?

We don't avoid structure or assessment—we just implement them differently. Children still take tests, complete assignments with deadlines, and learn to follow directions. However, you're right that they may need extra support adjusting to high-stakes testing environments and rigid time constraints. We do incorporate traditional assessment methods periodically to ensure children can perform in these formats when needed. The critical thinking and problem-solving skills they develop here often help them excel academically, but they may need coaching on test-taking strategies and sitting still for extended periods.

What if we move and my child has to attend a conventional school? Will they struggle with the transition?

Honestly, yes—there likely will be some adjustment challenges. Children accustomed to movement, choice, and collaborative learning may find traditional "sit still and listen" environments restrictive. They might struggle with raising hands to speak, waiting in lines, or working in isolation. However, most children are remarkably adaptable. We provide transition support and documentation of your child's learning preferences to help new teachers understand their needs. The independence and self-direction they develop often become assets once they adjust to new expectations.

Educational Philosophy & Real-World Readiness

Are you preparing children for the real world or creating unrealistic expectations about learning environments?

This gets to the heart of different philosophies about education. We believe we're preparing children for a rapidly changing world where adaptability, creativity, and collaboration are increasingly valuable. Many modern workplaces actually resemble our learning environment more than traditional classrooms—flexible spaces, project-based work, collaboration across teams. However, you're right that children will also encounter rigid, hierarchical environments throughout their lives. We try to balance innovative learning with teaching children how to succeed in various settings, but our primary focus is on developing future-ready skills rather than compliance with traditional systems.

Our Learning Spaces

Where Learning Sparks Curiosity and Growth