I don't get many unwilling students.
I get students who party all night and don't have the energy to study all day - and that's fine. It's their youth to enjoy, their choice to make, their quota of daily strength to allot how they choose.
I'm all in favour of fun - in fact, I wish I'd had a lot more of it when I was a teenager. Getting drunk for the first time at 23, eating a block of marijuana resin at 28 - supplied by a friend who'd decided to give up...and falling hopelessly in love for the first time at 32 - that's my pattern, trying everything a decade after everyone else.
I do get students who want to learn english, but don't want to put in the hours practicing, so they never become fluent - that's okay too. I don't have the patience to get good at the guitar, or program properly in python, so I understand.
I get students who're only want to use english for one purpose - whether that's discussing ponies on facebook or (I kid you not) qualifying as a teacher of english. Kein Problem (german), La'isa Moshkila (arabic), No Hay Problema (spanish).
What I almost never get is students who aren't at all interested in the subject, and don't want to be enrolled in the first place. When I get them, it's because their pushy parents or pointy-haired bosses are making them take the course.
You can't force someone to be interested, you can't bribe them into it, and you can't rationally persuade them they ought to force themselves to work at it until magically it becomes interesting to them. Which is why, contra the preachings of certain managerial types, I don't try.
Teaching in the private sector, your job security is nonexistant and whether your employer is sensibly professional or a delusional nutjob is luck of the draw. But the job of teaching itself is bearable, because you actually are a teacher, not a glorified prison warder.
However, I do get two distinct types of student. Type A is happy to forumulate opinions, present them in clear sentences and discuss them openly. Type B is afraid to form any clear belief, really really doesn't want to put them into words, and is afraid to state them in case someone else disagrees.
Type A is known as "most of the boys". Type B is "most of the girls".
It's the conventional wisdom - and therefore probably wrong - that boys outperform girls academically until about 13, then girls overtake them. For all I know, that could be broadly true of physics and literature. But for language learning, the boys consistently outstrip the girls.
It's not for lack of raw ability - not that I think there really is such a thing. It's confidence. The attitude that there's no personal shame in making a mistake and being corrected, that if you don't understand the explanation you have the right to ask again, that one doesn't need to fit in and have fashionable opinions to be respected.
Among the boys, even the nerds are jocks. Among the girls, even the most forward are apologetic about it.
So what can I do about it? Not much. Simply because you can't force someone to be free, and you can't inject confidence by encouraging someone to invent their own there and then from nothing.
In talking about this with female teachers, they say the same, so I don't think it's just that I'm intimidatingly butch (ha!) or that female student connect better with female teachers.
The classroom is a rather artificial environment, so perhaps in the real world outside the boys become taciturn and the girls are the gossipy flirts. But I don't think so.
It seems that even though young women now want careers, independence, and not to be quiet housewives...they still habitually act as though they don't.