On Device Management, We Let Students and Parents Debate -- The Results Were Surprising

Should students use mobile phones at school? This is probably one of the most challenging problems for every family and every school in this era. It is a double-edged sword -- we worry about digital devices causing distraction, time waste, and even addiction; but complete isolation deprives children of opportunities to use these devices for exploration, projects, and learning.

Cogdel's solution: not unilaterally imposing school rules, but starting with students proposing "we need the right to use devices," with school, students, and parents negotiating together through a three-party process.

Management approach: boarding students hand in phones to life mentors upon return each Sunday; no student may carry phones during daytime on weekdays; 30 minutes of phone use every other evening to contact family; course-specific devices available by teacher request from the management cabinet, returned after class.

We also organised a formal debate between students and parents, pro and con teams, on the topic "How should schools manage digital devices in this era." The results were surprising -- during the debate, students developed a deep understanding of the relationship between self-discipline and freedom, and the question of whether to master tools or be enslaved by them.

-- Amy Lu, Principal of Cogdel School Chengdu

"Principal, I Want to Sell Smoothies at School" -- A Grade 7 Girl's Entrepreneurial Dream

"Principal Lu, I want to sell smoothies at school!"

This is what a Grade 7 girl told me. At many schools, this might be dismissed as "not focusing on studies." But at Cogdel, we treated it as a valuable educational opportunity.

We did not immediately agree or refuse. Instead, we guided her to think: What are the costs of smoothies? What is a reasonable price? Who are the target customers? How would you market it? How would you ensure food safety?

This process was a vivid entrepreneurship lesson. The child learned business thinking, financial planning, team collaboration, and risk assessment -- abilities far more important than exam scores.

Cogdel's startup coffee shop and Innovation Hub are designed precisely for children like this. We believe true entrepreneurial spirit is not cultivated after university graduation -- it begins at every moment of "I want to give it a try."

-- Amy Lu, Principal of Cogdel School Chengdu

Does Your Child Need Constant Nagging to Study? Three Steps to Activate Intrinsic Motivation

"My child needs constant pushing to study -- won't move without nagging. What should I do?" This is one of the most common questions parents ask me.

My answer is: intrinsic motivation is not innate -- it can be cultivated. The key lies in three steps.

Step one, find your child's interest point. Every child has something that makes their eyes light up. It might be coding, drawing, or basketball. Find that point first, then connect learning to it.

Step two, create "achievement" experiences. The core of intrinsic motivation is the feeling of "I can do this." When a child receives positive feedback in something, they will be more willing to invest. Cogdel's 8-Dimension Competency Portfolio ensures every child can find their "highlight moment" in at least one dimension.

Step three, give autonomy. When a child feels they are the "owner" of their learning rather than an "executor," intrinsic motivation is truly activated. One-student-one-timetable, cross-division learning, student self-governance -- these designs all give children autonomy.

From "you have to learn" to "I want to learn," what is needed is not more nagging, but more trust and space.

-- Amy Lu, Principal of Cogdel School Chengdu

Your Child's Confidence Does Not Come from Grades -- Sports Are the Primary Source

Many parents believe children's confidence comes from good grades. But my observation is exactly the opposite: children with good grades are not necessarily confident -- because there is always someone with better grades. Building confidence on grades is like building a house on sand.

Sports are the primary source of confidence -- because sports give children the most direct and honest feedback: running faster, jumping higher, lasting longer. No one needs to "grade" it; your body tells you the answer.

Sports teach children three vital lessons:

1. Losing gracefully -- Winning and losing on the playing field is normal, and more precious than "always winning."

2. Persisting under pressure -- The experience of holding on one breath longer at the limit internalises into resilience for life.

3. Teamwork -- Basketball, football, relay races -- teaching children "how to succeed with others."

The school has built a multi-sport field and offers distinctive sports programmes including parkour. Sports are defined as "spiritual training that tempers the will, a source of strength for children to heal themselves in adversity."

-- Amy Lu, Principal of Cogdel School Chengdu

The Student Council Is Not a "Little Officials' Club"

At many schools, the student council is a "little officials' club" -- selecting a few well-behaved, high-achieving students to relay teacher notices and maintain discipline.

At Cogdel, the student council is a genuine student self-governance organisation. Candidates must campaign, give speeches, face questions from fellow students, and win votes from the entire student body. The entire process is itself the most vivid democracy class and leadership development course.

The student council is not an extension of the teacher's hand -- it is the students' voice. Proposals from the student council are seriously discussed by the school; activities organised by the student council receive resource support from the school.

This practice of self-governance teaches children not only "how to manage" but more importantly "how to take responsibility." When a student knows their decisions will affect other students, they think about every choice more carefully and responsibly.

Student self-governance is a vital part of Cogdel's cultivation of leader-level talent.

-- Amy Lu, Principal of Cogdel School Chengdu

The "Cradle of Future Entrepreneurs" Hidden in 80 Years of Anren Heritage

In Anren Ancient Town, Dayi County, Chengdu, there is a campus with 80 years of history. Republican-era architecture stands among green trees; squirrels leap and peacocks roam freely -- this is Cogdel School Chengdu.

Many people fall in love with the campus the moment they first visit. But what truly makes Cogdel different is not the environment -- it is the educational practice happening here.

In the startup coffee shop, students discuss business plans; in the Innovation Hub, students build prototypes; in the Investors' Classroom, students deconstruct business cases -- on this 80-year scholarly campus, we are cultivating "future entrepreneurs."

We do not want every child to start a business. We want them to develop an entrepreneurial mindset: identifying problems, solving them, and creating value. This way of thinking, regardless of what industry they enter, will set them apart.

-- Amy Lu, Principal of Cogdel School Chengdu

Panda Vision International Film Festival: Teaching Children to Express, Not to Take Exams

Why would a school host a film festival?

Because in the AI era, expression ability matters more than test scores. When AI can write essays and make presentations for you, what is truly scarce is the ability to "tell a story in your own way."

The Panda Vision International Film Festival is a student-led film creation and screening event. From planning, filming, and editing to the final screening, everything is done by students.

In this process, children learn: how to tell stories through a camera, how to collaborate as a team, how to complete projects under pressure, and how to handle audience feedback -- abilities that no exam can test.

We hope through the film festival, children learn to express, not to take exams.

-- Amy Lu, Principal of Cogdel School Chengdu

Inside Cogdel's Boarding: The Educational Design Behind a Phone Management Cabinet

The dormitory is a student's "home" on campus. This "home" should not just be a place to sleep -- it should be warm, orderly, and a place where education happens.

Cogdel's phone management cabinet may look like an ordinary piece of furniture, but behind it lies a profound educational design.

First, this system is the result of three-party negotiation -- students raise the need, the school designs the plan, and parents participate in oversight. This itself is a lesson in democratic practice.

Second, the cabinet design balances "trust" and "responsibility." Students may access devices, but must follow the rules; if they violate them, they bear the consequences themselves. This teaches children: freedom has boundaries, and on the other side of those boundaries is responsibility.

Finally, the cabinet's location and usage process have been repeatedly optimised, ensuring both convenience and management effectiveness. This approach of "solving problems with engineering thinking" is itself an expression of Cogdel's educational philosophy.

A small phone management cabinet reflects Cogdel's educational philosophy of "making soft skills development scientific rather than mystical."

-- Amy Lu, Principal of Cogdel School Chengdu