About 10 years ago, speaking on TED, Ken Robinson pointed to the important point that most of the students who are studying in the classroom today will join in a future job market that no one can predict how it will be.

What Ken Robinson referred to is very important. Our schools do not teach students the skills of thinking, such as criticism, logic, creativity, and practical thinking. They do not teach him how to plan for himself and take advantage of his time, but simply teach him some of the information and advice he forgets once he leaves the classroom. In other words, schools do not qualify students to face the future they know nothing about, but simply teach them some skills and rigid knowledge, which if useful in today's world, they will not necessarily be in the world of tomorrow.

It can even go further and say that today's schools kill creativity. In an opinion poll 1 conducted at the WISE World Innovation Conference in 2014, 66% of those present expressed their belief that schools actually killed creativity, while 33% of those present denied it.

"Our current education system is based on the idea of academic capacity. There is a reason: the system was invented to cover manufacturing needs. So the hierarchical structure is rooted in two ideas. The first is that the topics that are most useful to the work requirements So you find that you were probably directed at school when you were a child away from the things you loved on the grounds that you would not find work in that area, is that true? Do not play, you will not be a musician, do not paint, you will not be an artist ... The result is that many talented geniuses and creators are j Tkaddon they are not well because the things that they were distinct at the school were not estimated .. "2

Learning a set of specific skills is no longer as valuable in today's world as it has been in the past. Today's world is dynamic and rapidly evolving. It requires us to learn how to be more creative and adaptable, and this is exactly what prepares students. For real life outside the classroom. Conscious of this fact, schools and companies around the world have begun to circumvent this idea. The academic community has initiated creative courses, and many of the world's largest and most successful companies have embarked on a 20% rule of commitment to allow employees to dedicate 20% of their time to think creatively and explore new ideas. A 2010 study involving more than 1500 executives has demonstrated that creativity is more important entrepreneurial skills in the modern world. Creativity is one of the most frequently used words on the LinkedIn site year after year. What is the meaning of this word, which has received the attention of the entire world? How can students' creative skills be developed?

Making Your Students like you and Your subject

 A teacher should be considerate and sensitive to the psychology of the students. He must be very sensitive to their feelings and emotions. To treat them well as you will like to be treated. The teacher should also take into consideration that certain behavioral problems of their students may be related to the physiology of their age and as such deal with them appropriately. This responsiveness to their emotions will create a special bond between the teachers and their students. If any one has additional points on this subject matter, I will appreciate your sharing with us.

 ......

https://educationland.wordpress.com/2011/04/16/making-your-students-like-you-and-your-subject/

Hi, Dr. Arwa

According to Rachel Wise the CEO and Founder of educationandbehavior.com

in her article entitled(How to Motivate Your Students and Get Them to Listen to You (39 Essential Strategies for Classroom Management)

the following strategies will help you to make your students love your class and subject as well:

1. Say “Hello” and greet your students with a smile every day (if possible, stand in the doorway and say hello to each student by name as they enter the classroom). Show them that you are happy to see them.

2. Make time to hear your students thoughts, ideas, and opinions. Take a genuine interest and give a response that shows you care.

3. Post rules where everyone can see them and phrase rules in the positive. (I personally like to call them expectations rather than rules, but that is up to you).

Examples of class rules phrased in the positive:

Quiet while working

Follow class routine

Complete assignments

Raise hand to ask questions or make comments

Stay in your assigned area

Show respect to others (e.g., hands and feet to self, use kind words, ask to borrow belongings)

For children who have language based difficulties, post pictures of rules. Talk to your school administrators about resources for obtaining visual aids (pictures). If your school does not have any resources for obtaining visual aids, see my article How to Use Schedules to Improve Children’s Behavior for suggestions on creating visuals for your students.

4. Have each child sign a contract in the beginning of the year agreeing to follow the rules.

5. Review your rules every morning until everyone in the class is following them regularly. Go back to reviewing them every morning if any student stops following the rules on a regular basis.

6. Use verbal praise to reinforce rules (e.g., “You guys worked so quietly today and completed all your work! Nice job!”). Also use positive body language, at times, to show your approval (e.g., smiling, giving thumbs up, nodding in approval). See my article How to Use Praise to Encourage Positive Behavior in Children for more on using praise and why it is important to acknowledge students for doing the right thing.

7. When a rule is broken, point to the rule, make eye contact with the student or students who broke the rule, and restate it using a neutral, business like tone (we raise our hands in class, we remain quiet while working, etc.). Eliminate the word can (e.g., “can you raise your hand?” “can you be quiet?”). It is not up to them. It is a directive from you that they are expected to follow. Some children respond well to a simple visual gesture to remind them of the rule, rather than stating it verbally. A visual gesture could be raising your own hand (to remind the student to raise his hand) or pointing to the area where the student is supposed to be, for example.

(Implement strategies 6 and 7 consistently and always follow through.)

8. Allow students to earn privileges (fun activities) for completing work and following class rules. Depending on your classes’ age, developmental level, frustration tolerance, and ability to sustain attention for long periods of time, you may want to have them work to earn fun activities two times a day (e.g., once before lunch and once at the end of the day) rather than just one time at the end of the day. Some classes may even benefit from earning fun activities three times a day. You have to assess what type of schedule will benefit your classroom.

Some ideas for privileges include:

15 minutes of “talk with peers” time

half hour game time

watching a special video

a half hour of sitting quietly at their desks while doing an activity of their choice (e.g., reading a book of choice, drawing)

Pick privileges that work for your classroom.

Remind students that they are working towards privileges (e.g., we have to remain quiet and complete our work to earn game time) rather than threatening that you will take away privileges (e.g., if you don’t stop talking you are not having game time). This type of negative phrasing leaves more room for students to argue with you and defy you (e.g. I wasn’t talking! Take away game time, I don’t care!).

For More Privilege Ideas Check Out: Excellent Classroom Strategy to Increase Student Motivation

9. Use redirection (e.g., say “finish writing your sentence” instead of “stop talking” or “look up here” instead of “stop looking out the window”). Nonverbal redirection, like tapping the student's paper or book in the spot where they should be, as a reminder to get back on task, is often effective as well.

10. Tell your students what you want them to do instead of what you don’t want them to do (e.g., say “quiet in the hallway” instead of “no talking in the hallway”, “keep your hands to yourself” instead of “no hitting.”) Children respond better when you tell them what to do instead of what not to do.

11. Leave out extraneous comments about behavior (e.g., “No one else is doing that; why are you?” “I don’t know how you act at home, but you are not going to act like that here.” “Lower your voice, no one else wants to hear you.”). These kinds of comments often lead to other students chiming in with negative comments, an embarrassment for the student, and an opening for the student to talk back to you. The same goes for negative comments about learning such as “How do you not get this? We already went over it three times!” Stay calm and re-explain it.

12. Use logical consequences as much as possible. Logical consequences are consequences that directly coincide with the broken rule or inappropriate behavior. For example, if your student throws pens on the floor, a logical consequence would be to have him pick up the pens. An illogical consequence would be to take away recess while you pick up the pens. Children who are angry or in the middle of a tantrum probably will not pick up the items right away. If this is the case, wait until the child is calm and then tell him/her to pick up the pens. If the items thrown on the floor present a trip hazard for other students, move them over so they’re out of the way, but still have the student pick them up once he/she is calm. Make sure he picks them up before joining a fun activity (e.g., pick up the pens and then you can join game time).

Here is another example of using logical consequences:

Two students are talking during language arts and not working on their written assignment. You point to and restate your class rules “Quiet While Working” and “Complete Assignments.” The students continue to talk. You ask the students if they need help with the assignment. They say no and still continue to talk.

Scenarios of Imposing Logical Consequences:

Scenario 1: You tell the students that if they continue to talk you will separate them. The students stop talking and return to their work.

Scenario 2: Even after telling the students that you will separate them, they continue to talk. As a result, you separate them.

Scenario 3: When language arts is over, you notice these two students did not complete their assignment. You tell them that they need to complete the assignment when the rest of the class is participating in one of the earned privileges. Once the assignment is completed they can join the rest of the group.

You may need to send the students to a quieter location in the building (they should be separated in the quiet location) to complete the assignment if the rest of your class in engaged in a noisy activity such as “talk to peers” time.

13. Show empathy to your students (e.g., “I know this assignment is difficult, let me see how I can help you” or “I understand you are upset because you are going to miss out on game time, but you need to complete your writing assignment because you were talking when it was time to complete it. Is there anything you need help with in order to complete the assignment?”)

14. Give choices to your students.

Examples of choices can include:

Read a book of your choice and do a book report on it

After you read this paragraph, draw a picture or write a few sentences to summarize what you read

For homework, make a poster or write a poem about your favorite activity

Write or type your essay

15. Teach your students to treat others nicely, use kind words, and be tolerant of differences. Let them know that you are proud of them and they should be proud of themselves when you see them being helpful or kind to others. Remind them of class rules to be respectful and speak nicely to their peers. Report any bullying to your school team and be aware and follow your school’s protocol for bullying.

Check out 32 Helpful Suggestions to Protect Our Kids from Bullying

16. For younger students, teach them how to share with each other. For example, if a child snatches a toy out of another child’s hand and that other child hits the child who took the toy, teach them and model how to appropriately ask for a toy (e.g., “Can I have a turn playing with that please?”) and how to respond if the other child says “No, I am playing with it.” (e.g., show them how to find another toy to play with). Teach the child who hit to use his words (e.g., “I do not like when you snatch a toy from my hand, I was playing with this”). Teach the children to ask for help from an adult if they cannot work it out on their own. Also, encourage children to share and set limits for how long your students can play with a particular toy before they must let another child have a turn. Give appropriate praise when you see nice sharing among students (“I love how you shared the cars with Brian today! Keep up the good work!”).

17. Allow your students to have opportunities for movement throughout the day (other than recess).

Examples of movement activities include:

getting up and stretching

doing jumping jacks or running in place

dancing to music

passing out or collecting papers

going to the bathroom

getting drinks at the water fountain

running an errand

taking the class outside on a nice day

incorporating academics into a movement activity (e.g., you can do a counting activity while you do jumping jacks)

I also recommend reading Exercise Ideas to Help Kids with Autism, ADHD, and More!

18. Do not take away recess as a punishment. Children need to move and get energy out to be effective learners.

19. Have a class routine that pretty much follows the same schedule every day. Have the routine posted in written form and in picture form for students who have trouble reading or understanding language. Again, talk to your school administrators for how you can obtain pictures or see our article How You Can Use Schedules to Improve Children’s Behavior for suggestions.

20. Have some changes in the routine on certain days to teach flexibility. If you have students that struggle with the change in routine, prepare them for upcoming changes. For example, change the schedule for that day to reflect the change, remind the students when the change is coming (e.g, after math we are watching a science video today), and point to the schedule when you remind them of this change. Use pictures for students with trouble understanding language.

21. Give students reminders that they will soon be transitioning from one activity to the next. (e.g., in five minutes we will turn off the computers and start a writing assignment for science). See the article How to Use Timers to Motivate Children for using timers to facilitate transitions and using visual timers with children who have trouble understanding the concept of time. Point to the timer as the activity is winding down to the end.

22. Give students jobs in the classroom.

Examples of jobs include:

passing out papers

collecting papers

running errands to the office

being a monitor for a younger classroom

reading to students in a younger classroom

peer tutor

erasing the board

Rotate jobs and give jobs with more responsibility to students who consistently follow the rules, complete their work, and treat others with respect.

23. Have a box and allow students to write down topics they want to learn about and put them in the box. Pick a certain time each week to teach about one of the topics from the box.

24. Use random selection to call on students to encourage everyone’s participation. For example, write each student’s name on a Popsicle stick, and pull sticks out of a cup to call on students. Put the stick back in the cup after you call on a student, so they know they can be called on again.

25. Randomly say students’ names during instruction to keep their attention.

26. Walk around while you teach so you are in close proximity to all students, rather than standing in the front of the room and being far away from the students in the back. Some teachers like to put their students in a half semi-circle so it is easier to be close to all of them and they can all see you easily.

27. Randomly check students comprehension (e.g., call on someone to summarize what you said, have a student show an example on the board of something you just taught, or ask students to write a paragraph about what they just learned). If you frequently check comprehension and students never know when you might do a random check, it will help keep them on their toes.

28. Teach students how to use graphic organizers during lectures to take notes on important points. See our article How to Use Graphic Organizers to Improve Reading Comprehension, Writing, Listening, Note Taking, and Study Skills for more on this topic.

29. For children who have trouble with language, give them a chance to show their skills receptively (e.g., pointing to the correct answer rather than saying the correct answer). For example, if you are a kindergarten teacher and you are asking children to name letters, show a child with language difficulties four choices and ask him to point to the letter you want them to identify. (“Point to the letter A”).

30. Due to different learning styles in the classroom, use various teaching modalities to keep students engaged. This means to have lessons that encourage participation with different senses. Use visuals, allow students to participate in hands on activities, and explain things verbally. Some students learn best from hearing, others from seeing, and others from doing. Music is also a great way to keep students engaged.

Related Article: 10 Great Educational Songs for Kids: 1st through 3rd Grade

31. Praise individual students for making an effort (e.g., “You worked really hard on that math assignment, Brian!” “Great participation during science today, Maria!”). Again, use positive body language, at times, to show your approval (e.g., smiling, giving thumbs up, nodding in approval).

32. Make an effort to have communication with your students’ parents. Let them know how their child is doing in your class. Parents are thrilled to hear good things about their children, so let parents know when their child is following the rules, being kind to others, completing their work, participating, and/or making progress. Also be open to parents when children need to make improvements in a certain area. Tell the parents exactly what their child needs to do to improve.

33. Hold class meetings once a week or once every two weeks to talk about the things that your class is doing well with and the areas that need improvement. Allow students to ask questions, make suggestions, or express concerns at that time.

34. If possible, meet with students individually (monthly, every other month, quarterly-whatever you can make time for) to discuss student’s strengths, areas that need improvement if any, and allow the student to ask questions, give input, or express concerns at that time.

35. Keep a calm demeanor. Do not let your students see you get worked up or bothered by their behavior. Some students enjoy seeing you get frustrated and this can lead to an increase in inappropriate behavior.

36. Do not threaten students with a different person in authority (e.g., “Do you want me to call your mother?” or “Am I going to have to get the principal?”). This takes away from your authority and tells the child that you need to get someone else because you can’t get them to follow the rules or listen to you.

37. Do not yell at your students. People often think that some kids only listen when they get yelled at. It may work in the short term. The child may sit quietly after you yell at him, but inside he may feel embarrassed, angry, upset, or anxious. When a child feels this way inside he/she cannot effectively listen and put forth their best effort. Children who are repeatedly yelled at over time could end up with ongoing anxious feelings, making learning and work completion difficult or even impossible. Also, yelling at one child could actually cause anxiety for another child who is doing the right thing.

38. Have a sense of humor with your students. Smile often, make up silly bonus questions on tests, say quirky things, sing something you might normally say, allow time for jokes, etc. See the article written by Maurice Elias, Professor at Rutgers University Psychology Department, called Using Humor in the Classroom for more ideas.

39. Say goodbye to your students at the end of every day (if possible, stand in the doorway and say goodbye to each student as they leave the classroom).

Source;

https://www.linkedin.com/pulse/20141002030029-95218701-how-to-motivate-your-students-and-get-them-to-listen-to-you-39-effective-strategies-for-classroom-management

good relationship between teacher and students then listen to to the idea inside mind of his students and solve the problems during work together

'Some people talk in their sleep. Lecturers talk while other people sleep', Camus 

Show the students the contemporary relevance of the subject by using real-world examples, controversial and newsworthy ones if possible.

By making your teaching and discussion interesting and motivational.

About 10 years ago, speaking on TED, Ken Robinson pointed to the important point that most of the students who are studying in the classroom today will join in a future job market that no one can predict how it will be.

What Ken Robinson referred to is very important. Our schools do not teach students the skills of thinking, such as criticism, logic, creativity, and practical thinking. They do not teach him how to plan for himself and take advantage of his time, but simply teach him some of the information and advice he forgets once he leaves the classroom. In other words, schools do not qualify students to face the future they know nothing about, but simply teach them some skills and rigid knowledge, which if useful in today's world, they will not necessarily be in the world of tomorrow.

It can even go further and say that today's schools kill creativity. In an opinion poll 1 conducted at the WISE World Innovation Conference in 2014, 66% of those present expressed their belief that schools actually killed creativity, while 33% of those present denied it.

"Our current education system is based on the idea of academic capacity. There is a reason: the system was invented to cover manufacturing needs. So the hierarchical structure is rooted in two ideas. The first is that the topics that are most useful to the work requirements So you find that you were probably directed at school when you were a child away from the things you loved on the grounds that you would not find work in that area, is that true? Do not play, you will not be a musician, do not paint, you will not be an artist ... The result is that many talented geniuses and creators are j Tkaddon they are not well because the things that they were distinct at the school were not estimated .. "2

Learning a set of specific skills is no longer as valuable in today's world as it has been in the past. Today's world is dynamic and rapidly evolving. It requires us to learn how to be more creative and adaptable, and this is exactly what prepares students. For real life outside the classroom. Conscious of this fact, schools and companies around the world have begun to circumvent this idea. The academic community has initiated creative courses, and many of the world's largest and most successful companies have embarked on a 20% rule of commitment to allow employees to dedicate 20% of their time to think creatively and explore new ideas. A 2010 study involving more than 1500 executives has demonstrated that creativity is more important entrepreneurial skills in the modern world. Creativity is one of the most frequently used words on the LinkedIn site year after year. What is the meaning of this word, which has received the attention of the entire world? How can students' creative skills be developed?

Hello dear 

When the students like your way of teaching,  When you have a good rapport with students, and when the have positive classroom environment that is full of love, respect, harmony, sense of humour........... they will surly like the subject .

Liqaa 

By showing genuine interest in the students and modelling mutual respect.

Dear Dr. Arwa,

Thanks a lot for inviting me to participate here. I totally recommend that a continuous encouragement will exhibit excellent results, really this is my simple experiment with my students (under and postgraduate students).

Regards, Emad

Dear Colleagues,

Good Day,

 "5 Ways to Give Your Students More Voice and Choice

...

In The Classroom

I'd like to propose five ways to get that ball rolling in transforming the learning space you share with students into a place where you serve often as facilitator and guide -- and when needed and necessary, as presenter or instructor.

#1) Stuff We Want to Know About

 #2) Task Force Teams of Inquiry 

#3) Assessing Their Needs & Wants 

#4) Think-Aloud 

#5) Project Options & Self-Grading 

Less teacher talk and more student-centered learning make for a happy, healthy, and productive learning environment. In what ways do you include student voice and student choice in your curriculum? Please share in the comments section below."...

Please, go to the attached website link for more details...

https://www.edutopia.org/blog/five-strategies-more-voice-choice-students-rebecca-alber

Show them what the subject can drive them to. Talk excitingly about it while highlighting the examples of classic personalities who were masters of the subject.

The simple way is to show some practical applications to the students first. This may take them to some dream world with applications. After noticing them with novel applications, tell the basics of the technology as how it works. Hope this will make them to like the subject and listen it

Make them to feel connected with the subject by giving them lively examples

I am teaching students who want to become teachers. These students are very interested in practical issues that's why I try to combine teaching stuff with practical problems and ask them every time how they would react professionally if they would be confronted with such problems (i.e., poverty, bullying) in school.

I really stand astound. I don't know how to thank you dear colleagues. Thanks a million.

Dear Arwa,

Over my years of my career as a classroom teacher, i've also encountered with this particular problem you posted. In addition to what other people have suggested, here are some few tips that i think will help:

1. Plan your lessons from simple to complex

2. Make it an interactive class 

3. Always assign task to your students and follow-up

4. Regularly, evaluate their performance to identify areas needing improvement

5. Use different methodology to find out which is most suitable for them

Good luck!

Emphazising the importance of subject in real world scenario, need to study the subject. Presentation of subject through videos, group activities etc. rather than simple lecturing. 

Linguistics can be challenging to teach since it’s so abstract.  I agree with all the advice about real-world relevance and hands-on engagement.  For teaching about children’s development of language within Developmental Psychology, I designed a class-long language game where students create their own language.  It centers around each group having only a small set of phonemes.  Throughout the game I call “time out” to do mini lectures about what is happening, such as their use of the whole object constraint and the early formation of pragmatics.  It’s fun for students and it usually ends with laughter as students compete to find our which group built a language most capable of helping them convey a message (recreating a picture I project).  One of my “time-outs” is about phonemes, but you could probably adapt the game to have much greater emphasis on it.  I posted all my slides and all the materials you need (e.g., cut-out templates, phoneme cards) are on my website DevPsy.org .  If you do adapt it, please let me know how it goes!  Hope this helps with your classes, Arwa! ~ Kevin

http://devpsy.org/teaching/language/language_game.html

Thanks  a heap dear Kevin Grobman. Your model seems encouraging. I will adop it as soon as colleges start.

Ibrahim Abdullahi andPrasanth S Asst Engineer - Kerala Pwd. Thanks a lot.