Motivation can be considered the driving force behind actions and goals. Motivation may stem from basic needs like minimizing pain and maximizing pleasure, or from specific needs like eating. Motivation can also come from socialization and the desire to be accepted by peers, or from external rewards and incentives. Additionally, motivation may arise from fear of consequences or from a desire to create change. Effective motivation techniques include promoting internal motivation, preparing rational goals, ensuring student responsibility, and making student contribution essential to the learning process.

5. Motivation can be considered the state of
having encouragement to do something.
Motivation as the driving force behind an
action.

11. According to various theories,
motivation may be rooted in the basic
need to minimize physical pain
and maximize pleasure, or it may
include specific needs such as eating and

14. This is the motivation of a person to
attain goals. In order to attain that goal, we
are willing to go as far as possible.

17. Socialization :
Some people consider socialization
to be their main motivation for actions.
This is especially evident in the situation
of peer pressure. Some people are
willing to do anything to be treated as an equal
within a group structure.

21. ENCOURAGEMENT
MOTIVATION :
This motivation involves rewards.
People who believe that they will receive
rewards for doing something are motivated to
do everything they can to reach a certain
goal.

24. Fear motivation:
Fear motivation involves
pointing out various consequences if someone
does not follow a set of prescribed behavior.

28. CHANGE MOTIVATION
Sometimes people do things just to bring about changes
within their immediate environment.
Change motivation is often the
cause of true progress. People just become tired of how
things are and thus, think of ways to improve it.

30. ENERAL:
omote internal motivation. P
repare
udents to learn Create rational goals .
nsure students are aware of their
sponsibility Change the style and
ntent.

31. Make student reaction and contribution
ssential parts of the learning process.
se group cooperative goals to maximize
udent involvement and sharing P
lan
ssignments and exercises that are
either too simple nor
oo dif f icult

32. •P
resent material logically Summarize.
•Lead by example B aware of
e
•student’s needs
•Encourage additional
•study K
eep things positive

33. SPARK INTEREST:
Focus on the significance
of the subject matter make use of skill
of questioning .Use various quotations

35. •Incorporate student experiences
•Get students
•involved Respond to student interest
•Use visual aids

39. •Give praise
•Help relieve student anxiety
•Provide closure with a positive ending
•Build students’ confidence
•and self-esteem Encourage curiosity

40. Point out areas that need improvement
Recognize individual achievement promote
student response
Guide and direct students
Focus on the behavior not the student
Encourage students to get to know each another.

42. LEARNING OPPORTUNITIES
Explain students ways that material is useful
Help students set goals and objectives
Organize field trips Encourage and
conduct experiments

44. Rewards:
•recommend special privileges
•Allow students to
•exhibit good work
•Use praise as incentive

45. •Recognize achievements in all students
•Work with parents
•Make sure all students feel included

48. SELF-MOTIVATION
•keep in mind your positive skills
•offer yourself rewards
•Plan out your learning
•Use the right tools Focus on the why ?
•Know yourself.