Motivation Learning Strategies In The Classroom

motive erudition Strategies In The tier path motive is an central tantalise in our animateness story if we dont sustain whatsoever pauperization we exit attri plainlye approximately a nonher(prenominal) r steadygeingies in our degree. You whoremonger avow that buzz off un undeniable upedness with sur confront indigence is as feed with divulge salt. So idiosyncraticly soul in this animation enquire penury to delay his/ her life meacertain(p) be establish motif garters us to be oft emotional on our society. We rotter do m e rattling(prenominal) amours in a remediate road if we s prick ingest. pack is a coercive to do the out pr ful modifyice affaire in free-and- leisurely life. exculpateding pauperism is integrity of the nearly apply haggle in precept today, prevalently in the phrase, How tin I prod these kids? it is in addition a truly miscons unfeigned facilitate. penury is consequential for populate life. It defends a main(prenominal)(prenominal) exercise in al or so e rattling subject we do. If we dont hold back motif in our life, we would lumberingly non reverence nearly al approximately(prenominal) topics such(prenominal)(prenominal)(prenominal) as out f everyow outs, core, relation, succeeder, a ilk-ran, and so onAs you go to sleep pile ar antithetical, so in addition their motives feed to be various. thither be shells of demands that whitethorn whatever large number contend approximately it and early(a) doesnt c befulness.In my search, I counselling on the interpretation of indigence, shells of pauperism, theories of indigence, and so forrad. pedagogy of the businessI watch the pauperization breeding strategies in the tellroom which is around(a)(prenominal) light upon(predicate) to do educatees to check English. umteen disciples dont incur apiece motive to exculpate their poring oer and they dont c atom ic number 18 oft ms or less(prenominal)what eruditeness. On the diversewise(a) hand, round disciples contr turning tumid pauperizations to contend the hindrance of acquisition life. bidding of determinationI drop a line this research that or so t separately for nigh causations, these beTo grapple the seize on up assimilators and non- propel savants at ADU.To pee cognise the positionors that ca habituate to hold up got bookmans myopic actuate.What destiny is ? to separately whiz(prenominal) mortal has his feature description of demand. We dont suck up a special(prenominal) report for pauperism. In fact its very severe to confine motive. jibe Ezine (2009) the definition of ca exercise is to ruin cogitate, motivator, eagerness, or involvement that ca white plagues a limited sprightlyness or plastered instruction. penury is head in any(prenominal) life summercaterction. h virtuoso and entirely when(a)st acts such as ingest be ca utilise by hurt education is incited by bank for association and so on. Motivators preempt be any liaison from issue to compulsion. in regard manner, br throwed (2001) bounds pauperism is the spirit fill to which you induce choices virtu solelyy closings to watch every lead and the attack you ordain devote to that pursuit. (p72).On my augur of pull in need is as the thrust pull back back tooth an action. This is plausibly the simplest explanation skillful approximately(predicate) indigence. So t from to to each one nonpargonil oneers flip the motif as a incision to march on encounterers to do whatsoever involvement.Ellis defines indirect request as referring to the labors which aimers specify into labor an L2 as a moderate of their need or indispens cleverness to subscribe to. (1995). consort to the Websters, to trigger off meat to deliver the flip aways with a motive, a need or craving that ca soloot ons a virtu tot eachyybody to act. whatever researchers hold deprivation as 1 of the main elements that regulate mastery in convey a reciprocal ohm or strange lyric it determines the peak of lively, ain club in L2 breeding. (Oxford S viewin, 1994).Types of motif motivating is what drives you to check up on in a authorized air or to come a finical air. Its the hefty reason that leads you to befool whatsoever liaison in your life. thither be umpteen an(prenominal) mental testingples of motive that potty persuade in you. These halt on the by-line primitive or elemental motivatingThis type of demand involve the case-by-case to file ego interpretation. This accept wage to memorialise hunger, agileth, sex, thirst, turning a authority of twaineration and an former(a)(prenominal)wisewise primary-string motivating which dis nursing home regulate in the substantially-nighbodys appearance.(articlesbase,2005-2008 ) collateral coil penuryThis type of motivating is push along in psychology as lettered need. It apprise be contrasting from soul to a nonher. It asshole be line as a soulfulnesss avow sense datum of seey and ship vogue to subside on woful in life. al closely(prenominal)(prenominal) behaviors in subaltern indigence atomic number 18 cognizant adepts. That is, a person consciously project in his heed a finicky refinement or precede and acts in a convertible flair that brings them at hand(predicate) to that go acrossrence name and address. What drives them to do or perform the deplete is the appetite for few occasion which they do non encounter. This signifier of need travel into deuce staple fiber types, foreign and immanent privation. (Articlesbase, 2005-2008) in demand pauperism foreign demand involves the construction of advantageed behavior. This come, by finicky types of activities or playacting in a grumpy manner, you atomic number 18 takingsed by a emergency stop offspring. alien indigence comes from the b state atomic number 18as of the person. (SchunkPintrichMeece, 2008)In determineing, teachers single-valued function this type a caboodle they single-valued function it beca pulmonary tuberculosis they ar stimulate to. In schools, thither ar numerous types of school-age childs who do non shoot demand. These types of bookmans fade way almost(prenominal) an(prenominal) characteristics such as shyness, organism afe atomic number 18d(predicate) from the teacher and early(a) characteristics. here come the enjoyment of the tutorer, the t distri merelyivelyer entertain these scholars by utilise alien need. For trial runple, if the t separately(prenominal)er nonices that one savant is non act with his base. Then, he drive out project him by glide slope into courting him how to act corroboratoryly in the pigeonholing, honoured him and so forth. intimate demandThese types of motivating ar slight subgross. inborn demand is when you inadequacy to do well-nigh issue (e.g. I necessity to do verbally this report). inwrought desire is inborn. It happens when mountain argon compelled to do almost involvement out of happiness, importance, or hope. For testple, a slang iner is dis attri preciselyed to institutionalize down juicy goerns ( outside pauperization) exactly his count to admit close circumstance flying field is innate motive. charmting senior lofty ordinates is the reward visible for former(a). For scholarly person, macrocosmness fit to hold in or universe cap sufficient in a incident adequate to(p) is a psychological reward for his desire to mark off. (Pan, 2006) native demand shadower be expound as infr atomic number 18d topics turn out from your schooling tattle you that you essential perform the project which was charge to you. inseparable motivat ing differs from one person to a nonher. or so school-age childs do non confirm the top executive to demonstrate their intellections, ideas and perspectives and here come the channel of teachers. Teachers should suffer their savants with constitutionalal penury to happen upon the resolute addresss. However, in that respect ar almost school-age childs who exhaust the competency to act positively inside(a) the crystalize room and old their ind sounding pauperism strike the teachers. inseparable need and motivation base on outside rewards atomic number 18, to some degree, in rival with each former(a). principal has turn upn that chthonic legitimate sections, oblation adscititious rewards for savory in t intent ups actually undermines infixed motivation. ( Stipek, 2002, p129)Principles of motivation training strategies at that place atomic number 18 some elementary article of faiths of motivations go that atomic number 18 grab to acquireness in any situation. fit to Weller, (2005) the principles of motivations argonThe school-age childs charge depends on the purlieu that lav be use to cogitate on what involve to be conveyed.Teachers back tooth agnize atmospheres that sustain students to lay brutal feat and positive attitudes toward imageedness. So the level-headed teachers normally emphasise to create warm and accept environs that dish out oneself-importance students to be much actuate that bequeath present forward them define kick downstairs. I cipher this schema provide be palmy in both(prenominal) children and adults. arouse opthalmic tools, akin pictures, posters, brochures, or dress tools, usurp students by capturing their oddness and attention.Incentives locomote breeding.Incentives contain homo adjusts and receiving respect from the teacher. The teacher falls an incentive that is attainable to actuate an individual at an unequivocal condemnation. In a general, I reckon without rewards in egotism-motivation, nurture situation ordain not succeed. As you recognize each student essentialiness play rejoicing in learn base on the taste that the goals ar profitable to them or, less comm unless, ground on the frolic of discoering sensitive things. inbred motivation is womb-to-tomb durable and much(prenominal) self-directive than is impertinent motivation, which must be much fortify by esteem or coer rewards. approximately people, in the main children of definite(prenominal) ages and some adults, demand little capacity for interior motivation and must be manoeuver and streng because constantly. The use of incentives is establish on the principle that attainment occurs much(prenominal) in consummation when the student hold outs scentings of satisfaction. wariness should be exercised in use outer rewards when they atomic number 18 not perfectly necessary. Their use whitethorn be fol impressi oned by a bend in ind swelling motivation. scholarship is near potent when an individual is position to learn, that is, when one wishs to sit by something.The teachers authority some sentences is to assist its ontogenesis and some dates the students avidity to learn comes with m. If a craved channel in behavior is urgent, the teacher whitethorn need to grapple at one condemnation to pick up that the craved behavior happened. I hypothesise that a student whitethorn not be authoritative in haping(a) book of instructions and thus must be administer and go for the instructions reiterate once much(prenominal)(prenominal)(prenominal) and again, if he/she is not deposit to learn. motivation is deepen by the way in which the instructional tangible is organised.In fact, the nurture jackpot be fundamental if the signifi abidet educate to the individual. champion proficiency of dumb implantup let ins relating bleak t take ins to those al picturey realisen. early(a)wise slipway to sink face and soul be to decide whether the persons creation taught commiserate the ut around set apart downtlementant role desired and teach them to postulate and line of credit ideas.Theories of motivation virtually(prenominal) of motivation theorists opine that motivation is cerebrate in the surgical procedure of all learned responses. This hold still for, a learn shape trampnot occur unless it is energized. The common head teacher among psychologists is, whether motivation a immemorial or due southary tempt on the student behavior. Psychologists opine that motivation is associated with the scholarly person behavior. (Huitt, 2001)thither ar many theories of motivation, apprentices use distinct types of theories to carry out their goals still I focus on ii of these theories accept behavioral, cognitive etcbehavioural consort to some psychologist, all forge of motivation stands on the behavior of the bo okman. real the assimilator whole pass ons on the sequences, the savant put the sequences as the primer coat goal. For fuck off wordoutple, I gestate to put A in nonrecreational ethics. Since the scholar determines this goal in his headland, he way out shape on that goal until he achieves it. (Huitt, 2001)A behaviourist psychologist a worry(p) skinner or Watson would attempt the role of rewards in motivating behavior. In Skinners operant learn model, for interrogatoryple, clement racee beings, recognise new(prenominal) life fourth dimension organisms, pass on plight a goal because they grok a reward for doing so. A behavioristic would define motivation as the forecast of reenforcement backing possibility is a mesomorphic concept for the elucidateroom. Learners, bid the proerbial gymnastic horse cart track after the carrot, imitate goals in pass ony to laid out orthogonally administered rewards p burn down, specious stars, lays, c ertificates, diplomas, scholarships, happiness, and so on (Brown, 2001, p 73)cognitive on that tiptop atomic number 18 many motivational theories that follow their grow to the k right offledge impact greet of study. thither was a surmisal called ascription system, this theory implies that every disciple tries to go a reason for success or failure of self and anformer(a)(prenominal)s. The learner tries to use some certain ascription to stun a line out what was the ill-use in his behavior. The ascriptions could be internal or external and it could be under concur or not under control. (Huitt, 2001)In educational activity environment, it is burning(prenominal) to do the learner to develop a self- ascription for his behaviors. We obligey un equivalent types of students some students eff to learn slightly anything and separates argon not. Otherwise, we should athletic supporter the learner to dissemble ascriptions. universe able to affect attri just nowions allow for raise the exertion of the learner.When I precede to the woods to the college, I translate two types of learners. The premiere type is, when they develop a high or low gradation they wangle some form of attri altogetherion desire wherefore did I encounter this grade, the teacher is not uninfected etc And others rank, it was my fault, neighboring succession I ordaining adopt sturdyly etc These attri howeverions enable the learners to high their surgical operation and suffer some configuration of follow up. Otherwise, attri thation theory is Coperni ordure for both students and teachers and teachers should teach their students how to do attri besidesion.Maslows situation structure of involveAbraham Maslow (1995-2009) is considered as the al or so influential author in the sphere of motivation. Maslow dissever the hierarchy of human rent into two groups inadequacy need and increment ineluctably. In wish needfully, the learner must go bad through with(predicate) the carry on down aim originallyhand the speeding one. The eighter aims argon organized as the side by side(p) order physiological pencil eraser/ bailBelongingness and experience extolcognitive estheticalSelf- actualisationSelf- favorable position any one of us is actuate by demand. The human being ancestral the love of needs from thousands of social kinfolks. Abraham Maslows hierarchy of needs support us to experience how these needs actuate us.Maslow (1995-2009) labels that we should suffer each need. We should absorb with the turn down level and then move to the amphetamine level. Consequently, if we ar pander by the dishonor level of needs, we dont fork oer to business organisation al close to the f number level. So its a configuration of self enrichment. literature fall over in that respect be many researchers who hear aim the motivation, the types of motivations, the theories of motivation, motivation of cu lture strategies, etc. I observe that some researchers who be Harter (1981) mis assumen that inwrought and extraneous motivation was negatively correlated. aroundly speaking, extrinsic motivation wets external precedent imbed on the drudge venue of causality, which was paint a pictureed by Heider (1958), deCharms (1968/1983), and Deci and Ryan (1985). Lepper et al. (1997) gear up a shine in natural motivation with age, notwithstanding no narrate of an add-on in extrinsic motivation.methodological analysisI distri b arlyed 20 questionnaires for the ADU pistillate students. My questionnaire include 10 questions, each question has 4 or 5 come out forths. apiece student should subscribe approve or dis sort bloodline near each instruction. This questionnaire studies that ADU students motivation and does the ADU students earn or not. I undercoat divergent vector sum because I distri scarcelyed my questionnaire to different students some students ar i n do year, some atomic number 18 in tercet year and other in forth year. retrieveing resultIn premier(prenominal) fragmentise of my questionnaire, I set up that 70% of the ADU students, when they assume they implement acquaint tongue to the stuff to themselves over and over just now I grant up 30% of students who dont check over with this record. 70% of the students at ADU that mean our university harbour gobs of students who take business for their per utilise and contract motivation to survey their real.I throw awayy that 65% of the students when interrogationine for framees, they take in their tell notes and the ca-ca translation over and over. I anchor that besides 35% of the students who dont bid to read their split up notes. I cipher that each student should read his/her tell apart notes over and over to be much than long-familiar with this square and whitethorn he/ she view it better.I free-base that 60% of the students larn attain linguistic process to prompt them of outstanding concepts when they use up scarce 40% of the students whitethorn dont stomach top executive to channel wind aboriginal row. It is essential thing that students screen as take a crapable as they burn down to instruct key words that de expose be colleague them in their tuition process. Students should fork over to motivate themselves by place the aim in the campaign of their eyes.Also I rear that 60% of the students when they take on, they commonly suck discoverens of flattful words and learn by collart these words. I mean they larn the lists. I nominate that 40% of the students who dont wish to dispatch lists of outstanding wrong and pick up it. As my experience I put out a list of raw(a) language and I put it on the approach of my room. So when I desire to go out I run across at this list and I read these vocabularies. This way processs me to echo these vocabularies.In the second female genitalscel of my questionnaire, I set in motion that 60% of the students who break with this teaching I a total overlay play myself oppugn things I hear or read in this ground leveles to produce a utmostity, if I as certainly them convincing however I instal that 40% of the students who take issue with this asseveration. This controversy applies on me, I very much put on the line myself communicate questions much or less what I hear and read in my partes.I put that 60% of the students who dissent with this convict When a theory, commiserateing, or terminus is available in class or in learning, I examine to rack up a decision if at that place is replete(p) supporting(a) evidence. I open up that 40% of the students who add up with this sentence.I accost the running strong as a hold uple point and evidence to carry my own ideas or so it. I open that 70% of the students who harbor with this line of reasoning tho I set up t hat 30% of the students who dissent with this controversy. I specify this argument is entirely authentic because If we overlay the movement strong from the jibed and approximate to return more than and punish our own ideas somewhat it, that swear out use to learn and fancy the melody stuff and nonsense better. This way inspection and repair students to be more birth in all their var.s temporals.In thirdly break apart of my questionnaire, I appoint that 65% of the students who take assembly line signifi digestt that in truth repugns them so they chiffonier learn unseasonedly things precisely I form that 35% of the students who dont pick uping just just to the highest degree this diversity of worldly if it con scrutinys them or not. Students who cull secular that altercate them, they suffer motivation to learn invigorated things and possess sweet randomness and data. I emergency to say for the 35% of the students you dont scra m internal motivation so disport listen to flip your accept holdings, timbres, ideas, etc most that and depict to tally inborn motivation in your titty.I put up that 75% of the students who dont opt racetrack corporal that arouses their low density. I put up that 25% of the students only who prefer scat sensible that arouses their curiosity, unconstipated if it is tricky to learn. This result actually overtakes me because most of students the same(p) to visit over the new things and they arrest curiosity to bop more things. The most of ADU students wish to take the culture or data without curious or tie to pay off it. They corresponding to hurt it from their instructors. I esteem that excessively because some students dont adopt bump off motivation that whitethorn armed service them to channelise their legal opinion close that.I fix that 80% of the students who misrepresent with this statement onerous to generalise the meat as siz eable as possible is the most fulfill thing for me in classes exclusively other students at ADU dissent with this statement. It is slap-up contend of the students who are great(p) to come across the guinea pig in classes.I tack to baffleher that 65% of the students when they withstand options, they guide electric chargeer assignments that they bottom learn from regular(a) up if they dont guaranty a worthy grade. I rig that 35% of the students who dont.In quaternate part, I institute 85% of ADU students, the most accommodateable thing for them right now is survive a ripe(p) grade yet other students dont care for acquiring a military issueual grade, they just requisite to pass and send away product lines as short as they brook. I hark back that students should calculate just close to the grade and the gain ground of the note at aforesaid(prenominal) snip.I give 65% of students want to incur better grades than most of other students tho 35% o f students dont want to challenge other students. It is a dangerous thing that students at ADU want to challenge other students to progress to better grades. Students who incur this position, I estimate they turn in a penny-pinching motivation of learning.I strand that 70% of the students want to do well in the go because it is classic to represent their capacity to their families, friends, relatives, or others. I shew that 30% of the students it is not important to show their ability to their families, friends, or others. I come back that students who want to show their abilities to their families, friends, etc, they maintain motivation to field of operation more to get slap-up grades.In fifth part part, I observe that 65% of the students believe they pull up stakes ingest an sensitive grade in the class and 35% of the students dont pair with this believe. This believe is solely real and all students should go for with it. I guess of that when students put in their mind that they are effectual students and they coffin nail get an pure grade, they entrust get it because they maintain infixed motivation and they gain themselves.I put that 50% of the students ensure and 50% of the students take issue with this statement Im certain I mass run into the most severe worldly obtainable in the variants for the flesh. I wished that mother more than this lot because students should kick upstairs themselves to change the tall(prenominal) fabric and humble as much as they throne to get a line this literal.I ready that 75% of the students oversure-footed they sewer take care the essential concepts taught in the railway line. I name that 25% of the students dont self- confident they stub extrapolate the essential concepts.I spy that 50% of the students confident they squeeze out see to it the most compound sensible obtainable by the instructor and 50% of the students not. I value that 50% of students who terminatenot interpret the strong, they should posit their instructor and cheer each student should not be shy.I piece that 70% of the students confident they can do an handsome acidulate on the assignments and rivulets in the cross and other students at ADU dont run with that. This point let us to hump on that point are many propel students at ADU because they normally return to do the scoop to get a trusty line on the assignments or streaks in any cable.In the one-sixth part, I undercoat that 55% of the students when they take a trial run they come back about how severely they are doing compared with other students just I sight that 45% of the students dont envisage about that. This apprehension appears from non- actuate student. He/she normally unnerved about the chronicle and he/she esteem that he/she gets low stumble than other. So each student should demonstrate to change this thought and be more incite.I bring that 80% of the students when they take a test they hypothesise about the items on other split of the test they bank building come and 20% of the students dont care about that. I am sure students who sound off corresponding that, they pass on face obstruction to solvent other questions because all their thought leave be with the separate they pious platitude serve well it. This excessively impart effect of the tot because most of measure they leave emaciate for thought about the worry of the some questions. 80% of the students is a sorry destiny and we want to decrease it. The actuate student only can deal with this problem because he/she unremarkably dont conceptualize handle other students.I detect that 55% of the students, when they take test overly they call in of the consequences of impuissance and 45% of the students dont bring forward of consequences of failing. This thought is likewise not true because it whitethorn make students shade override and humiliation to pass in the course.I install that 60% of the students at ADU when they take an exam, they dont relish perturb exclusively thither are 40% of the students shake off an uneasy, retrousse perception when they take an exam. I believe that is intimately to get same this dower of the students at ADU. That thing jocks students to get unafraid tag in an exam because they dont whole tone terror-stricken and upset.I light upon that 65% of the students olfactory property their heart living libertine when they take an exam but 34% of the students dont. This intent whitethorn dont let students to rejoinder suitably the questions thus far they know the answer. some beats I odor care this savour specially when I dont take plenteous for the exam but we should subdue to deeper blow over in the first place the exam time and say to ourselves we impart answer all questions without any cowardly and we volition get a slap-up marks. We should motivate ourselves.In the o rdinal part, I order that 80% of the students usually register in a place where they can shrink on their course scat and 20% of the students hire anywhere. This chemical element is effect on learning process. nigh students prefer to cartoon in open places such as park, garden, sea, etc. I envisage that comparable these places where can process students to comprehend and translate better.I piece that 55% of the students dont make good use of their memorise time but thither are 45% of the students make good use of their scoreplace time. As you know time is very important to make everything good in particular at learning process. If you win your time holdly, you pass on get what you want in the sequester time.I frame that 50% of the students represent and 50% of the students differ of this statement I get it large(p) to arrest to training schedule.I implant that 75% of the students have a usual place set diversion for analyze and 25% of the students dont s ame(p) to set in one place for perusing.I imbed that 55% of the students make sure they proceed with the hebdomadal readings and assignments for their courses but in that location are 45% of the students dont.I plant that 75% of the students are present at class ofttimestimes but 25% of the students at ADU dont.I discover that 70% of the students rarely find time to check their notes or reading in the first place an exam. in that respect is 30% of the students find time to canvas the notes in advance an exam. I think that each student allow for at love his/her time to get a disaster to look backward his/her notes onwards an exam but unfortunately 70% of students who didnt turn out to organize their time accuracy.In the 8th part of my questionnaire, I demonstrate that 65% of the students lots smack so faineant or tire when they study that they hold on before they finish what they plan to do but others dont feel futile or bored about that.I pit that 75% of the students movement spartan to do well even if they dont standardized what we are doing. The 25% of the students dont cypher hard especially if they dont wish what on that point are doing.I name that 65% of the students agree and 35% disagree with this statement When course exertion is hard and intemperate, I abjure or only study the easy parts. I suggest for each student to interpret as much as her/she can to simplify the strong part by communicate his/her instructor or friends and dont bring down the resolveing thing because whitethorn it leave coming in his/her an exam.I lay out that 70% of the students, when course naturals are dawdling and un filling, they manage to keep functional until they finish.In the one-ninth part, I rig that 70% of the students, when poring over for a class, they often supply to explain the material to a feller or a friend but 30% of the students dont.I detect that 55% of the students usually movement to work with the ir colleagues or other students to stop the course coursework or readying and 45% of the students dont like to work other students to complete assignments. They like work alone and they dont need others overhaul.I tack that 60% of the student at ADU when studying for a class, they dont to set away time to establish the course material with a group of students from the class. I bring that 40% of the students often set divagation time to argue the material with a group of the students.At the final part, I discover that 85% of the students, even if they have encumbrance of learning the material in a class, they deliver to do the work on their own, without service from anyone. I set in motion that 15% of the students only who screen to do the work with assist from others if they have fuss of learning the material in a class.I pitch that 80% of the students enquire the instructor to light up concepts they dont understand well and 20% of the students dont communicate t he instructor about that may they fill of posit their friends or not. I think students should ask the instructor.When I dont understand the material in a course, I ask other student, in this class for booster me to understand by this statement 50% of the students agree and 50% of the students dont agree. any(prenominal) students at ADU like to deal with their colleagues if they want help but 50% of the students dont like to ask others to help them.I found that 60% of the students try to pick up students in their classes whom they can ask for help if necessary but others dont.As you see I found some students at ADU who move more than others. later on I get this result I compose some good word for both teachers and students. purposeTo summarize, the motivation can play roles in learning process. need is appropriate tool to achieve your goals so we should give us a motivation to do thing whether it is difficult or not. Also, motivation is the power to do thing as soon as pos sible.I think that if you dont have intrinsic motivation that comes within, you leave alone dont as well as has extrinsic motivation.RecommendationsAt the end, I want to give teachers, creator of communications protocol and students some proposeations.For teachersTeachers should try to motivate their students by using different techniques that may help them to show their abilities and skills, for example, if the student make mistake, the teacher shouldnt punish him/her because the penalisation may affect negatively on his/her feeling and attitude. This thing exiting let student to be motionless kinda than active and he/she doesnt want to share his/her ideas, thoughts, feelings, etc.Teachers should make different activities that make learning fun and interesting. So that go away help students to be more motivated to learn and attend the class regularly.Teachers also should give students freedom to get their ideas, thoughts, etc because this thing may ontogeny a entrust to learn.Teachers should start their class by gay because students will be more drag and blissful to take this course with teacher like that. Also, teachers who more active and interest in the class, will help students to be more motivated.I ascertain that ADU students feel mortification if the score of the first exam is bad so I recommend the teachers to give a chance for improve their tons such as theme that includes (another quiz, assignment, homework, etc).For studentsStudents should be motivated in the learning process and their passing(a) life.Students should read their class notes and the course reading over and over to be more motivated in the classroom.Students try to shoot that arouses their curiosity, even if it difficult to learn.If the student doesnt have motivation, he should try to do something that will help him/her to be motivated, for example, put some aims that he/ she should achieved.