Inappropriate behavior on the part of children is often reported as one of the biggest challenges in the classrooms of both private and state-run schools of Nepal.

Needless to say, students’ disengagement in the classroom often puts teachers in stressful situations, affecting learning activities.

Nonetheless, it is often neglected by educators, parents, school management, concerned authorities, among other stakeholders, that teachers desperately require pragmatic support from all of them to actively engage students in classroom activities.

Given the limited opportunities throughout their careers, low remuneration, and lack of proper training that matches their evolving roles, teachers should never be entirely blamed.

When it comes to redoubling learning outcomes in classrooms, fostering students’ optimal participation with cooperative and respectful behavior is an indispensable task.

At a time when the developed countries are restructuring their educational settings with the advancement of digital technology, our traditional, outdated-curriculum based and teacher-centered schoolroom setting, which still requires pupils to sit silently at their desks placed in rows facing teachers and absorb passively whatever they are offered, underscores the teachers’ hegemony as a front-line communicator.

Regrettably, in the context of Nepal it hasn’t received much attention yet to revamp the power structures of teacher-student relationship to ensure orderly, child-friendly and student-centered learning environment.

The great tragedy of our education system is that we have been de-emphasizing the reality of classroom with students as being a conglomeration of unique abilities and their evolving divergent learning needs.

In a country like ours where multicultural and multi-ethnic entities exist, children bring to their learning environment certain barriers, be it relating to gender, social, emotional, psychological, economic, political or ethical.

It is imperative that one reach out to each child to understand him/her personally and identify their certain strengths and weaknesses.

Keep in mind our efforts will be at stake unless we work in tandem with teachers to inspire and help students be self-managed, show readiness to learn, and actively cooperate in achieving our goal.