Reluctant Learners and the Causes :: essays papers

Reluctant Learners and the Causes In order to discuss how technology motivates slow pupils, we moldiness first agree upon what exactly a reluctant learner is. correspond to Joyce M. Herzog, a reluctant learner is one who is not elicit in life at all, is not interested in what you atomic number 18 teaching, and is not able to learn in the time-frame or manner of showing (2002). There atomic number 18 several reasons as to why the student whitethorn olfactory perception the way he/she does. As a teacher, one must be very careful to make sure to take into esteem all of the reasons as to why a student may feel reluctant to put forth the necessary energy in the classroom. wizard reason may be that the student suffers from a discipline disability, which is outlined by the educational dictionary Wordsmyth as any of various conditions ruling to be associated with the nervous system, that cause difficulty in mastering a basic skill such as reading (2002). Various disabilities let in ADD, communication disorders, and behavioral disorders (Woolfolk, 2004, p.124-131). Students with these disabilities are a lot seen as disadvantaged when it comes to knowledge in a typical school setting. Problems at home could overly be a cause for reluctancy of students. According to BJUP.com, the primary stimulation for a child to develop and maintain enthusiasm for learning should come from the home. Families who are a solid unit and do activities together tend to require more motivated children (Lets bawl out Motivation, 2005). Students who deliver restrainive parents that foster learning are less likely to show reluctancy to learn in the classroom, fleck students whose home life is full of fighting and little academic support may show less interest in the classroom (Lets Talk Motivation, 2005). Another reason why a student may not be motivated to learn could be because of a low-socioeconomic status (SES). According to Woolfolk, low-SES students suffer from p oor health care, low expectations, low self-esteem, and learned weakness (2004, p.158-159). These students have much more on their mind than learning. One closing reason why students may be reluctant to learn is because they have fallen into the stereotypes of gender traps. Knudson-Martin argues that perceived gender differences are rooted in power differences that limit relational development for both women and men (Knudson-Martin, 1999). This content that in a co-ed classroom, teachers may challenge boys more often than girls, attributing male tribulation to a lack of effort and female failure to a lack of ability.