Ask any middle or high school student their favorite class in school, and 9 out of 10 will say gym. Or lunch. Or some may branch out and say history. But how many students would actually say science? Maybe 2-5 in an entire school? And these are probably the students who were pushed by their parents or some external source to do so and were born to end up in science-related fields. So how do we appeal to the other 400 students to at least consider science for their future? The easy answer: liven science class up!

So why is science class so boring? The easy answer would be to point to standardized testing and high school curriculum that put pressure on teachers to develop classes that emphasize facts and laws. But science isn’t about about facts and laws. In fact, most science “laws” that have been developed over the past several centuries have since been altered or even proved incorrect altogether. Do you think any high school students would know this? And why shouldn’t they?

So how can we make kids actually like science? We all know that telling them that science is cool will only make the problem worse. Maybe we should tell them we hate science ourselves, and their rebellion will push them towards science? Well, probably not. But, one feasible way would be to teach not just the theories and facts, but instead put them in historical context. Think about it – how were all of the discoveries that we take for granted actually made? How did Copernicus decide that the sun, not the Earth, is actually at the center of our universe? Was he the only person who thought this way? And what was the response to his theories? Was he widely accepted right away, or did his contemporaries consider him to be crazy? Putting scientific discoveries in an historical context adds a new dimension to the straight facts and laws we are all taught, and allows for students to put a face to these faceless names of science. Putting a face to famous scientists is just one way to liven up science education in our schools.

An even better way of getting science to stick with high school students is to teach it in the way it is actually practiced. Science is the ultimate exploratory class, and should taught as such. Sure, it is important to know the facts before we can further science along, but why can’t students explore science in the way it was learned. Teachers should be setting up their students to make scientific discoveries on their own through innovative experiments. Why not setup Millikan’s famous oil drop experiment to discover what electric charge is instead of learning the formula for it? Well, maybe setting up a uniform electric field might be a bit difficult for cash-strapped public schools, but the idea is the same. Setting up a creative and exploratory environment for science class can only lead to more interest in the subject.

For the United States to maintain its place among the superpowers in education, our educational system needs to adapt. This can only be achieved by the current scientific community reaching out to younger, impressionable students that represent the future of scientific research in this country. I myself am a PhD student in biomedical engineering at the University of Minnesota, and have been tutoring middle school and high school students for the past 5 years. » Read more: Making Science the New Gym Class

Think back to the courses in school where you learned the most. How about the classes you enjoyed the most? More often than not, the classes you enjoyed the most were also the ones where you learned the most. In the final analysis, how much you learned and how much you enjoyed the process were directly due to the skill of the teacher. The good news is that skills can be learned and you too can create a successful classroom where students learn and enjoy it at the same time.

How do you make your classroom a fun and interesting place where students are willing to take on challenges and work hard? There are several essential components that make up a successful classroom. They include:

• Effective Classroom Management that makes students feel safe, valued and respected. The teacher is obviously in charge and competent.
• Well-planned and well-executed lesson plans. It’s clear to students that you value their time and everything you ask them to do has a purpose. No “busy work” here!
• The class usually has a buzz of excitement. Students know that occasionally the teacher does something unexpected and they never know when it will happen. They just know it will fun!
• The class has a “team” atmosphere. Students know each other well and support each other’s successes.
• Patience: Patience is exhibited by everyone. The teacher remains patient while explaining the same material in 20 different ways so that all students will understand. The students are patient with themselves and realize that learning takes time and lots of repetition and practice. And everyone is patient and understanding about the difficulties of 30 people in a single room getting along with each other every day.
• Enthusiasm: Both teacher and students maintain a level of participation, excitement, and focus that lasts throughout the year. It is the teacher who sets and maintains the classroom climate. Therefore, it’s the teacher’s responsibility every day to be enthusiastic, congenial and fired up about the material. Do teachers truly feel this way every day? Of course not! But acting is often required of teachers.

Before you walk into your class room take some deep breaths, put a smile on your face and walk onto your stage. It’s showtime! If you doubt the degree of impact your mood has on your students try this: Allow your tiredness and grumpiness to show through. » Read more: Elements of a Successful Classroom