Introduction
A student who is reluctant to learn is a representative of the educational process who is not interested in what the teacher teaches for many reasons. They are unable to learn within the time and mode of presentation. A greater number of teachers identify the difficulties of working with such students.
Reluctance to learn is usually caused by a lack of motivation to learn, commitment or engagement with school, and attention deficit syndrome, which can be resolved with the help of motivational strategies and changing the class environment.
Potential Causes for Learning Reluctance in Elementary Students
There are several causes for learning reluctance in elementary students. The main one is a lack of motivation to learn, reflected in the reluctance to be involved in the classroom or a particular activity. This interaction is complicated because the teacher may be unable to pinpoint the “trigger point” or cause of the student’s behavior. This kind of interaction can also be very frustrating for the teacher because they can feel helpless connecting and engaging with these students while teaching. A second reason for reluctance in elementary students is a need for more commitment or engagement with school.
Such a factor is often situational, depending on the learning topic, classroom situation, or other external/mitigating factors. The third reason is attention deficit syndrome, manifested by restlessness, the inability to concentrate, and the lack of desire to be involved in the educational process. Given the reasons listed, the impact of student motivation and how it affects a student’s learning experience, whether positive or negative, can make a big difference to children.
Analysis of Current Research
Recent studies claim that there are strategies that motivate reluctant elementary learners. The first is to regulate the social climate, which has two dimensions. The strategy involves interaction between individuals, each with their values, emotions, needs, knowledge, and prior experiences (Valero-Valenzuela et al., 2020). Such interaction aims to make the process more dynamic to strengthen the sense of belonging and improve student communication.
Teaching Personal And Social Responsibility
One of the ways for motivating reluctant elementary learners is teaching personal and social responsibility (TPSR), which improves prosocial behavior and classroom climate. Thus, students’ independence and interaction with each other are promoted, which increases curiosity (Valero-Valenzuela et al., 2020). The model is based on five levels well described in the literature. The idea is that students gradually progress through the levels; however, this happens within a flexible setting. This way, these students can return to their previous level when needed. Elementary students at this level do not take responsibility for their actions and blame others; however, after reaching the first level, the approach changes (Valero-Valenzuela et al., 2020). At this level, teachers conduct lessons on how to respect the feelings and rights of others. To do this, they use negotiations and dialogue to resolve conflicts and disagreements.
However, success is independent of whether it is consistent with their preferences. At the third level of self-direction, students are independent and take responsibility for their learning without teacher instruction. Accordingly, “In the final level of the conditioning strategy, involving caring and leadership, students show empathy and commitment to others without expecting anything in return” (Valero-Valenzuela et al., 2020). The presented conditioning strategy in primary school aims to increase students’ independence and personal and social responsibility (Valero-Valenzuela et al., 2020). This approach contributes to more conscious participation in the learning process, improving the social climate in the classroom and increasing motivation.
Physical Activity Strategy
Another study found that a physical activity strategy should motivate reluctant students of elementary school. If physical activity programs are adapted to specific lesson topics, students will experience more interest than in conventional learning. Another strategy is “learning through play,” which is essential and effective for young children. Game learning and play between children have similar features (Knisel et al., 2020). The involvement of free activity develops and is carried out by students at will, with satisfaction from the activity process itself, and not for prize-encouragement or positive evaluation (Knisel et al., 2020). Such training is also based on creative, improvisational initiative.
The next thing is that the game is emotionally intense, and there is a competitive activity within the framework of unbreakable friendship. Equally important is the fact that there is a paradoxical intersection of direct and indirect rules that connect the content of the game with elements of social experience. The following is a simulation orientation that models professional or social conditions-situations-contexts in a person’s life (Knisel et al., 2020). The researchers explain that the child is engrossed in solving game tasks and is not distracted by confrontation with the other party.
A Classroom Strategy for Motivating Reluctant Elementary Learners
The plan for motivating reluctant students consists of several steps. The problem is the need for more motivation among elementary learners. The goals to follow are increased motivation, application of motivational theory, and increased learning capability among students.
The first step involves the implementation of control sense. Thus, the teacher offers students a task to choose from or allows them to choose a topic for the project independently. The second step is a precise formulation of the learning objective. Students may feel frustrated during the lesson if they need to know the end goal. The third step is to create a safe environment since students need to understand that their actions have consequences. In this way, positive reinforcement motivates them much better than threats and warnings.
The next step is to change the environment in order to refresh the learning process. It is believed that the classroom is the best place for the educational process, but when students spend every day at a desk, they can get bored. To rekindle interest in the subject or in learning in general, the teacher can use the playground or classroom activities during good weather for variety.
One of the motivational theories that will be used in this plan as the last step is the expectancy-value theory. It suggests that the two most immediate determinants of achievement behavior are expectations of success and beliefs about the value of the task (Park, 2018). Thus, the student expects success and believes that he will cope well with the upcoming task.
The teacher, using this theory, sets specific goals for the student and persuades them that they achieve them for sure. The more a student can expect to succeed in a task, the more motivated they are to engage in it. Such belief is closely related to belief in ability, but the concepts are different (Park, 2018). Ability beliefs are students’ assessment of their current competence in performing a given task, which is not available to elementary school students. However, motivational strategies can be used and practiced on students of all ages to stimulate future potential.
Conclusion
In conclusion, reluctance to learn occurs because of a lack of motivation to learn, a necessity for dedication or involvement in school, and attention deficit syndrome. Specific strategies, such as physical involvement or learning through play, are also helpful in increasing motivation among elementary school learners. In addition, according to the analyzed studies, much of the success in learning and everyday activities depends on the relationship between teacher and student, parents and children, which involves a child-centered approach.
References
Knisel, E., Rupprich, H., Wunram, A., Bremer, M., & Desaive, C. (2020). Promotion of elementary school students’ health literacy. International Journal of Environmental Research and Public Health, 17(24), 9560. Web.
Park, S. W. (2018). Motivation Theories and Instructional Design. Foundations of Learning and Instructional Design Technology. Web.
Valero-Valenzuela, A., Camerino, O., Manzano-Sánchez, D., Prat, Q., & Castañer, M. (2020). Enhancing learner motivation and classroom social climate: A mixed methods approach. International Journal of Environmental Research and Public Health, 17(15), 5272. Web.
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