Students have certain degrees of motivation which is largely affected by the teacher’s behavior and teaching style. The students’ degree of motivation further influences their linguistic behaviors. This study presents various classroom environments where learning took place as influenced by the teachers’ motivation. On the contrary, it also shows students who manifested learning-refusal in the absence of a motivated teacher. The randomly selected respondents of this paper were the Nursing students of two private higher education institutions in Cagayan de Oro City. The research focused on the teachers’ teaching styles, the motivating factors employed, and the students’ reaction to the teaching motivation utilized. The teachers were reoriented with the rationale and strategies of motivative teaching through the module using five stages of the model in undertaking the study. In this paper, some teachers were found to engage their students in language games, thus encouraging these students’ verbal potential in designing their own linguistic game episodes. However, most classes observed revealed scenarios on the non-existence of teacher motivation. Teachers plunged directly into the lesson without having primary introduction. Notably, students learn more effectively with the teachers’ motivative attitude in a classroom setting. Hence, based on needs analysis results, a training module was designed.