Many of the teachers I had as a kid seemed to be going through the motions rather than actively involving kids in the learning process and presenting the material in an interesting manner. Most of the teachers I disliked were this way, and most of the ones I loved invoked the opposite ideals. I think that almost any subject can be made enjoyable for any student when approached from the right angle. Even something inherently droll like calculus has the potential for excitement if students are helped to udnerstand how its application opens doors in exciting fields like theoretical physics, or whatever calculus is actually used in.
There are probably some calculuses in there!
Classrom material should be tailored for different learning styles and presented as more than just words on a page or chalkboard to ensure that student interest is piqued and they are players in the learning process, rather than spectators for a teacher who talks at them for hours on end.
Use of modern technology in the classroom can be a great aid in this regard, especially for older students who are probably "utilizing technology" when the teacher isn't looking, anyway. It would be foolish not to take advantage of the many ways that new computer equipment and programs can serve to enhance the learning experience. Of course, teachers have a plethora of options besides electronic doodads for making material stick - depending on the age of the students, learning can take place subliminally via an activity or game and be revisited later. For instance, a change as simple as having students read material out loud in a class group (rather than sit at home and silently stare at a daunting textbook as they think about what better things they could be doing) can help material sink in. I think it's every teacher's duty to do their best to make their material exciting, fresh, and dynamic!
This doesn't have anything to do with education, but it's a song called "Dynamics,"and it's good, so, yeah. Also I don't know who David Bayliss is, but he used the wrong "it's" twice.
