Dear Syed.

It is more than natural that every teacher encounters learners who are unwilling to learn. The first idea that comes to our mind is that when this is the case, then they should be reprimanded or even punished psychically or psychologically.

Please do not follow this track. This would be commit what I call the fundamental education error, or the idea that people should be reprimanded and even punished  for misbehavior (e.g., not to study, for example), and ignored when they do what we want them to do (to study, for example).  

I wonder whether you are acquainted with E. Deci's self-determination theory, which revolves around the concept of extrinsic motivation and intrinsic motivation. When learners are intrinsically motivated they study because they are, among other things, intellectually curious. This is not the case of learners who are unwilling to learn.  Extrinsically motivated learners are those who only study because of external reasons, such as physical rewards (e.g.,  fruit-gums, chocolate bars, and the like) and psychological rewards (e.g., a simile, an huge, encouragement sentences of the type "You are a nice boy/girl because  today you have studied a bit", and the like. So, when a teacher encounters learners who are unwilling to learn, s/he should try to motivate him/her by appealing to external things (see above). When a pupil begins to study because of external awards of several type, the time is ripe for the teacher ceasing, bit by bit, to appeal, say, to external reasons, and begin, also step by step, to appeal to intrinsic reasons

So, Deci's theory and its focus on intrinsic and extrinsic motivation may be of help to a teacher who encounters learners who are unwilling to learn.  

You can think that this is common sense. However, common sense is much better than nonsense. Not to reprimand and not punish leaners who are unwilling to learn  is not as common sense as it appears at first.

I hope that these simple considerations be of help to you.

Best regards

I have been reading quite a bit in research documents about 'ownership' and I believe that this is part of helping less than enthusiastic pupils engage.  Pupils need to know why they are learning and to take a level of personal responsibility for it.

Patience is also critical - as pupils mature at different rates.