The Unmotivated Student

A motivational problem is not always easy to define, although teachers

usually have no trouble recognizing it: The unmotivated student is the one whose

attitude toward schoolwork screams, I don’t Care!

Lack of interest to do such things like school works is one of the most

reasons why some students are not motivated to their task. They prefer to do

things that they have most interested. As a teacher you must find a way to catch

their attention also motivates the students to participate the class. Like, relate

your lessons from real life situation by giving examples, get ideas from the

students who are always being quite from the class because these students

usually are not motivated from the class.

Second. Expand you teaching styles to spark interest. In this case engage

your students from your discussion; teacher must practice the student centered

strategy. Always find a way that all your students must cooperate from the class

and no one will leave behind.

Third, focus on the students’ individual progress rather than on his

performance in relation to his peers. Teacher will always cater each of his/her

students. Each of them he/she must know the weakness of the students.

According to Hidi et.al (2016) interests and goals have been identified as

two important motivational variables that impact individuals' academic

performances, yet little is known about how best to utilize these variables to

enhance childrens' learning. We first review recent developments in the two

areas and then examine the connection between interests and goals. We argue
that the polarization of situational and individual interest, extrinsic and intrinsic

motivation, and performance and mastery goals must be reconsidered. In

addition, although we acknowledge the positive effects of individual interest,

intrinsic motivation, and the adoption of mastery goals, we urge educators and

researchers to recognize the potential additional benefits of externally triggered

situational interest, extrinsic motivation, and performance goals. Only by dealing

with the multidimensional nature of motivational forces will we be able to help our

academically unmotivated children.

Piaget and Vygotsky’s theories on motivation have been examined and

applied to classrooms all over the world. However, their views concerning

motivation are extremely different from one another because Vygotsky believes

in extrinsic motivation for children, while Piaget pushes intrinsic motivation.

Although each motivation has its strong points, they also falter in several places

and should be revaluated before being used in a classroom. If used correctly,

these theories can pertain to classrooms without regards to domain by examining

both methods of motivation and their proper means of application. In this case

motivation coming from the teachers is much important to be imposed to the

students because it can raise their self confidence communicate others and not

to be unmotivated students.

We as futures educators has a big responsibility to our future learners to

be motivated enough to learn. We have the responsibility to boost their self

confidence to do their task and be more participated from the class. We should

know as future educator the weakness of our students in order for us to lift their
confidence and also, we should know their strength to develop it order for them

to become a motivated student and can participate in the class correctly.

 Stop Bullying Before It Starts!

Bullying is no longer seen as the norm in the school or the community at

large, and prevention has become the name of the game. Included: Poor and

good solutions to bullying. Bullying is much problem in our society. Those

children who have been victim of bullying much need of attention specially from

their parents, friends most importantly from their teacher.

The teacher must first tolerate the mind of the learners to be a good

person and not to be bully. By tolerating the mind of the learners to be aware

consequences if they bullied their fellow learners must a good example to lessen

the problem in our society the bully. I think it is a nature nowadays to bully, we as

a teacher has the biggest responsibility to mold the mind of the learners to a

good person. This is the one way of how to stop the bully in the community or

shall we say not to be stop but to be lessen.

Bully is legal issue; some parents wants to protect their children from

bullying. The government must have imposed the laws that can punish those

people who are very active in bullying children. But how it can be punished if the

bully are children also? we as teacher must be part of this issue are the one who

can teach the children in their young age to have a respect from others. It can

lessen the problem bullying if we cooperate to help students and help the

government to protect the rights of the children to be respect also.

 Poor solutions and good solutions to bullying. Bullying strips away a

victim's feeling of safety, leaving the person feeling, at times, totally vulnerable. If

we must take serious to have the solution to prevent bullying there is a possibility

that it can minimize to use people to bully.

According to Craig et.al (2001, stated that the research was to

examine the peer processes that occur during bullying episodes on the

school playground. These processes were examined from a social

learning perspective, allowing us to consider the effects of various types

of reinforcement among bullies, victims, and peers. Fifty-three segments

of video tape were examined. Each segment contained a peer group

(two or more peers) that viewed bullying on the school playground.

Peers were coded for actively joining or passively reinforcing the bully,

and for actively intervening on behalf of the victim. On average, four

peers viewed the schoolyard bullying, with a range from two to 14

peers. Averaged across all episodes, peers spent 54% of their time

reinforcing bullies by passively watching, 21% of their time actively

modelling bullies, and 25% of their time intervening on behalf of victims.

Older boys (grades 4–6) were more likely to actively join with the bully

than were younger boys (grades 1–3) and older girls. Both younger and

older girls were more likely to intervene on behalf of victims than were

older boys. The results were interpreted as confirming peers' central

roles in the processes that unfold during playground bullying episodes.

We discuss the results in terms of the challenges posed to peer-led

interventions. Peers' anti-bullying initiatives must be reinforced by

simultaneous whole-school interventions.