Every teacher daily faces a number of behavioural problems. For the explanation of these problems. Such a teacher needs  to turn to psychology of motivation.
This is a great problem for teachers, parents and administration and for those who are interested in the improvement of  performance and learning of people for action.
Students/ pupils in the classroom learning requires constant motivation from the teacher so that maximum use of their talents maybe made for their welfare and also for the welfare and progress of the society.

Through the process of  motivation is highly individualized activity in the sense that causes underlying behaviors are always multiple and complex rather  than single and simple.
According to Chauhan (2002) a learner maybe motivated for an action in a particular situation and the other learner may not be motivated in that situation and even the same learner may not be motivated under the same situation on some different  occasions.
A number of variable / factors operate in the process of motivation which cause variation in the individuals. Among such variable is the socio-economic condition of the learners, previous experience, age interest and social climate in the classroom etc all these affects the process of motivation in the classroom.
However, strategically, the steps outlined by a teacher to bring about meaningful leaning maybe minimal in the absence of adequate motivation since the essence of  teaching includes economy of time, energy  and resources, the teacher can use one nor more combination of some common techniques developed  by psychologists to motivate the children in their work. The teacher should make use of various approaches in his teaching keeping into consideration the individual differences among the student.

The following are some of  the important motivation strategies in the classroom teaching learning situation.
i. use the principle of pleasure and pain: the oldest theory of behavior holds  that pleasant experiences which give satisfaction, tough and painful experience are  avoided by the organism. This theory has direct implication in classroom teaching and learning, in the sense that teachers must provide and  satisfying experiences to  his / her student such type of experience will motivate students for further learning.
ii. _ use  of rewards and punishment: the teacher must occasionally adminster reward and punishment in his / her classroom teaching. Rewards create interest in the pupils or students. They are motivated to get the reward Olajide and Gbadesere (1992), emphasized that reward is expected to serve as a bait that will lure  the pupils / student to learn. As  a result, objects or materials to be used as rewards to motivate student must have value to them . We should consider the age and level of the students we are dealing with, when deciding on rewards. The reward should not be the centre of attraction as to  generate such anxiety that will make them learn badly.
To this end it was opined, that teachers should therefore, be tactful in the use and choice of  r eward. The use of pencil, pens, exercise book, rulers etc occasionally is good but should not be a routine  because students may become reluctant to participate fully in class activities when teachers do not produce or mention these objects.  Similarly, the teacher must use punishment very sparingly because punishment crates behavuior troubles. Thus in order to avoid this, the teaher mut mind the two  in such a way  that it will enginer the student  to learn  especially independent learning beyond the classroom situation (Chauhan, 2002).
iii. Aspiration  level: it implies the level of performance to which one spirec  for future. The teacher must see that the activity of the class is tailored in accordance with the aspiration level of the students.
According to Okoli, level of aspiration depends on several  factor like intelligence, socio-economic status, parental relation and  expectation from children. The teacher should organize activity in such a way that student should keep striving and give a promise of goal attainment. Classroom goals should be attainable and the students should feel that they are able to achieve them.
School work must be sufficiently varied and faced so that every student / pupils may succeed at his /  her level. The students should be encouraged to participate in learning activity in the class. The student active participation is very essential to arouse their interest in learning.
iv. - Use of Praise and Blame: it is human nature that every one wants some praise for achievement because of their limited abilities  but others will be motivated by praise for most worthy accomplishment related to their high ability.
Praise and blame are most effective especially when they come from person held in esteem by the students, some psychological studies reveal that praise usually have more positive effect on interior children while it has less effect on those of superior intelligence where as reprove or blame is felt most by superior children (Olajide  and Gbadesere, 1992) other studies indicates that regardless of age, level, sex or initial  ability, praise is the  most effective of the incentives tested.
Teacher, smiles, a good look, words of encouragement / acknowledgement and verbal praise etc motivate students to improve their   efforts blame in it subtle from be used  but should not be used to express personal bitterness or hatred for a student.
Abusive language and use of bodily deformities to spite a child should never come up. To this end, blame should be sparingly used because it creates personality mal-adjustment. However, it need to be pointed out that successful use of praise and blame depends  upon the students, their personality and prior learning experience/
v. -use of competition and co-operation: teachers should stress friendly relation rather than rivalry that breeds interpersonal antagonism among students, thus , competition should involve  a degree of quality among contestants (Chauhan, 2002).
Competition maybe of three types :
a. interpersonal competition among peers
b. Group competition.
c. Competition with oneself.
The teacher can use all the three types of competition in his teaching in the classroom like competition, cooperation is also a strong incentive for motivating children. Student, should be  encouraged to work as a team in solving problems while at the same time encouraging  individual efforts of group members..
Each group should be made up of student with varying abilities so that  the better members can cooperate and assist the weaker ones. Competition and cooperation both can be used in the classroom learning  for gaining high scores. The teacher should  encourage active participation of all the students  in  learning activities.
VI- Knowledge of the Result (Feedback): the teacher in the teaching  / learning  situation should always provide proper feedback to the student to motivate them in learnig.
To this end, students should be given an  up date  report on their previous efforts  from time to time, as this will boost the performance of the students especially if it’s a positive  result and if otherwise, it encourages the students to put in more efforts.
Feedback therefore, elates the students and  give them a feeling of accomplishment which stimulates more desire to improve on their effort. It should however be noted that in his / her teaching, the teacher should provide opportunities to succeed for this students because frequent failure and it displays can discourage students thus leading to frustration. This means work should be definite in aim within the ability  and interest area of the student, difficult enough to challenge but not to  frustrate performance and improvement maybe presented in form of graphs or progress is always available, it should  also be accompanied by suggestions in specific  areas that needs more attention from the students. The students will be motivated to keep up and improve on their standard when they see their progress report.
vii. Novelty in teaching every novel things are in the individual, teacher most introduce novelty into their teaching. Novelty has merit when teachers points out the relation between the new and already known, uses familiar procedures and himself show enthusiasm or the expansion of knowledge into areas.
The teacher should present subject –matter in a variety of ways to bring novelty in his / her teaching. To this end, the teachers should present their teaching activities in unique ways. Although this, sometime tasks teacher’s ingenuity to the limit, the curiosity and interest  of student is heightened and makes them to be happy when learning (Olajide and Gbadesere, 1992) the impression made by the novel setting also make retention  to be longer and forgetting to be minimal.
viii. Removal of distracters: during teaching, these issues that call off the attention of the students from the learning activity be removed.  These attractions which are incompatible with the present activity prevent students from concentrating thereby making them miss the details of learning.
By this, not much will be achieved by the teacher, so the teacher has to make it a point of duty to provide object that will have more appeal are arrest the attention of the students so as to disregard any outside distracters,  consequently, distracters that impose themselves on students such as a sudden loud  noise expulsions claims and continuous rumbling noise of engines or steel should be far away from school locations.
ix. Setting of Goals: motivation is a goal oriented  behavior that leads to drive reduction in the organism (Chauhan, 2002). Thus, the  goal which students sets for himself plays an important role.
A student who has a worthwhile goal, than he is willing to forge immediate  pleasure and even expose himself to some suffering if his efforts bring him closer to his goal. Goal  setting is an important component of human maturation, therefore,  teachers should set goals for individuals and the class which are attainable.
x. Avoid the use of stress procedures: it is obvious that some amount of mild, anxiety accelerates the problem solving efforts of the student but too much anxiety and tension disorganizes the cognitive process and hinders the performance of the learners.
The teacher should therefore  create mild tension in  his students to motivate them (Chauhan, 2002).
xi. provide  Real lyre and symbolic models  it is a fact that most of the learning in human beings is acquired through the process of observation and limitation.
The teacher can influence the behavior of his students by his attitude and ideal living within or verbal presentation and by the use of audio-visual  technique. By observing  the  real situation students are motivated.
xii. Create needs to learn and involve students: The teacher must create psychological and social need for learning in his students the importance of classroom learning should be related to future life of the students. To this end, the teacher should make the students to be actively involved in learning task, as a strategy for motivations them in the teaching / learning  process.
xiii. Appropriate method of teaching:  teacher’s method of teaching should be appropriate and relevant to the age, level nature of subject and maturation of students observed Olajide and Gbadesere (1992). It was therefore, opined that teachers should make students see  the relationship between their school work and real life situation, thus seeing the relevance of  their learning to their everyday life and future  successive will make them show more interest in learning.
Also, the use of practical activities for improving skills relevant to their live for school work.
Basically, there are many other techniques which have been successfully used in other countries. The important techniques are team teaching, use of discussion method developmental task, success and failure and programmed text.

In spite of all the techniques referred to above, the place of the teacher in motivating his / her students remains supreme, his method of teaching, warmth and his technique of handling classroom  problem plays an important role in the process of motivation in the classroom teaching. However, it needs  to be pointed out that  the teacher in his attempt at maturating his students  should not adhere to a particular technique, but adopt series of them in order to effectively attain his goal in the classroom teaching.