Having a student in the classroom that just doesn’t want to learn is a source of frustration for many a teacher but reaching out to them is part of the job description.
In almost every primary and secondary school class is a reluctant learner. Typically, this is a student that hides away at the back of the room where they are least likely to be seen by the teacher doing anything other than what they are supposed to.
There can be many reasons why a student is disengaged in class, ranging from issues at home to simply not enjoying the subject. It can also be possible that a student comes across as being reluctant because they find the lessons are either too challenging or not challenging enough – in this case, it is worth considering whether moving the student into a higher or lower level is best for their educational journey.
Why a Student is Reluctant to Learn
Before looking at how to motivate a reluctant learner it is worth diagnosing the issue. Understanding the ‘why’ will almost certainly help make the ‘how’ easier. Just some of the reasons why a student can appear to be a reluctant learner include:
- Lacking confidence/fear of failure
- Peer pressure
- Language barriers
- Additional needs not being met
- Shyness
- Issues at home
- Lack of interest in the subject
- Work is too challenging/not challenging enough
- Incompatible learning style to delivery
- Resistance against ‘irrelevant learning’
This list is certainly not exhaustive, but it is enough to demonstrate that students can be reluctant to learn for a multitude of reasons – not all of which are self-inflicted. In most primary and secondary school settings, teachers will spend a lot of time in the company of their students over an academic year and should use this time to connect with their class.
One-on-one time between the student and teacher is highly beneficial, though is difficult to maintain regularly whilst ensuring that everyone in the class receives the same amount of attention. Some students, though, will require more attention than others and teachers can use this time to scratch beneath the surface and find out what makes their students tick.
If a student is suffering from a lack of confidence, shyness and/or peer pressure, it will be worth finding a more private/discrete way those students can engage. While teachers should not expect them to raise their hands in class, they may benefit from written forms of praise/questions and one-on-one time away from their classmates.
Should a student demonstrate they have additional needs and/or are struggling with a language barrier (especially if they are working in a second language), support should be provided to help bridge the gap. This can result in a lack of confidence/fear of failure because the student is struggling to understand the learning objectives of the lesson and, as such, distances themselves.
If a student performs well in other subjects but appears to be reluctant in others, there is a high chance that this comes from their interest, or distinct lack of, in the subject or because their learning style better suits on teacher’s delivery than another’s. For example, if a student is an auditory learner and they have one teacher who reads aloud while another expects students to exclusively read silently, the student is more likely to retain more information from the former rather than the latter. Teachers should consider their delivery and whether it caters to each of the four learning styles.
Safeguarding
Should a teacher suspect that any issues outside of the classroom are affecting the student’s learning and, above all, general welfare then action needs to be taken. The teacher should notify the welfare office. Anybody that works in an education setting must protect the welfare of children.
Erratic/out-of-character behaviour is one of the main signs to watch out for in students. For example, if a student that would have otherwise been the first to raise their hands in class suddenly stops putting themselves forward, this can be a sign that something is wrong. Other signs can include poor attendance, poor social skills, appearing withdrawn and/or anxious, knowledge of adult issues inappropriate for their age, aggression, and always wearing clothes that cover their whole body (i.e. wearing a jumper on a hot day).
Engage the Class
Active learning is when students engage with the lesson and, with that, retain more information. When students are enjoying themselves and having fun, their learning improves, and it serves as motivation to others who see their classmates engaging.
There is no more active part that students can play than to take control of the direction of the lesson. One method that many teachers employ is to have students vote on their learning goals – letting them choose what they want to focus on. The trick here is that there is no ‘wrong’ answer, and all options deliver an important lesson – just that students’ brains are immediately activated and have formed a curiosity as to the subject matter.
Giving students responsibility and putting them in control of their learning, or at least making it appear that way, engages them far more than a teacher reciting a textbook to them for an hour. Creating an environment where students feel safe to not only challenge themselves but ask questions, will help to bring out reluctant learners – especially those lacking in confidence.
Encourage students to praise each other. In the workplace, peer-to-peer praise is a widely used source of feedback and motivation, taking the constant need away from the manager to decide what is good and what isn’t. When students offer praise to their classmates, they play an active role in the lesson and, through their understanding of the learning objectives, have the tools to decide on what is good (and what isn’t).
Positive Expectations
Have only positive expectations for your students. Students feed off positivity and, if they know that a teacher has low expectations of them before they even sit down, they are more likely to play to the pre-conceived label. The teacher should tell their students what they expect from them, what they know they can achieve and how they are going to work with them to get them there.
Make sure to reward students for their achievements, providing positive reinforcement for their grades and behaviour (especially in the case of reluctant learners). With positive/high expectations, this will send the message that students should not and will not get away with doing their bare minimum and, if they apply themselves, they will be rewarded for doing so.
As much as teachers can do for their students, it does also require effort on the part of the student for progress to be made. By providing all learners with the tools they require to be successful, as well as the support when it is needed, there will be more enthusiastic learners than there are reluctant ones.
