Application of Maslow’s Theory in Teaching and Learning in Classroom

KPLI JAN 2008- SCIENCE 2 Christina a/p Murugusu

(801211-08-5148)

Noryusniza bt Mat Shani (820405-08-5406)

Rebecca Kamala a/p Irathaia Dass (821212-08-5586)

QUESTION 3

According to Abraham Maslow (1950), human needs

are divided into two :- Basic needs and Psychological

needs. Both needs are required for effective teaching and learning to take place.

How do you as a teacher apply the Maslow’s theory

when planning and carrying out teaching and learning

in a classroom?

Abraham Maslow

• April 1, 1908 – June 8, 1970• 1 of 7 children• Jewish, parents are uneducated• Married Bertha Goodman, first cousin• Received BA (1930), MA (1931) and PhD (1934) all from University of Wisconsin• Professor at Brooklyn College (1937-1951) and Brandeis University (1951-61)• Considered to be the founder of humanistic psychology

Maslow’s Hierarchy of Needs

Hierarchy of Needs The hierarchy has five levels:• Physiological Needs : oxygen, water, protein, salt, sugar, calcium and other minerals and vitamins, shelter and sleep etc.• Safety Needs : security, stability, protection from physical and emotional harm• Belongingness & Love Needs : affection, belonging, acceptance, friendship, community• Esteem Needs : (Internal ones are need for self-respect, confidence, autonomy, and achievement. External ones are need for respect of others, status, fame, glory, recognition and attention.) Maslow feels these are the roots to many, if not most of our psychological problems.• Self-actualization : (doing that which maximizes one’s potential and fulfils one’s innate aspirations)

DEFICIT (D-NEEDS)

• If you don’t have enough of something you have a “deficit” (need).

• Maslow's hierarchy seems to follow the life cycle. A baby's needs are almost entirely physiological. As the baby grows, it needs safety, then love. Toddlers are eager for social interaction, attention and affection. Teenagers are anxious about social needs, young adults are concerned with esteem and only more mature people transcend the first four levels to spend much time self-actualizing.

• Under stressful conditions, or when survival is threatened, we can “regress” to a lower level need.

Maslow’s Theory and its Importance to Education

• Teachers and administrators must consider student needs and their hierarchical order.

• How teachers conduct a classroom is a major factor directing student’s motivation.

• Teachers must know what their student’s needs are.

• Teachers must develop, encourage, enhance, and provide a means of stimulation in teaching programs.

Quotes

“A musician must make music, an artist must paint, a poet must write, if he is to be ultimately at peace with himself. What one

can be, one must be.”- Abraham Maslow

MOTIVATION

A kind of stimulus which arouses and sustains an individual’s interest to the direction of achieving a certain goal, including the change in attitude, interest and behavior.

TYPES OF MOTIVATION

i. INSTRINSIC MOTIVATION- naturally from stimuli.- individual’s drive and interest to act on

certain activity without any reinforcement. EXAMPLE: Individual’s habit

ii. EXTRINSIC MOTIVATION - external stimulus with the aim of encouraging people to carry out a certain activity which benefits them. EXAMPLE: praise, reward

MASLOW’S THEORY AND ITS RELATION TO TEACHING & LEARNING IN CLASSROOM

1. Physiological Needs

• Breakfast programs

• Correct room temperature

• Bathroom breaks / Drink breaks

2. Safety Needs

• Well planned, structured lessons

• Clearly defined processes, procedures, rules and practices

• Fair discipline

• Consistent expectations

• Students feel free to take risks

• Attitude of teacher (accepting, non-judgmental, pleasant, non-threatening)

• Provide praise for correct responses instead of punishment

3. Belongingness & Love Needs(teacher-student relationship )

• Use one to one instruction

• Get to know students (likes, dislikes, concerns)

• Be available for students in need

• Be Supportive

• Listen to students

• Provide positive comments and feedback rather than negative

• Teacher personality; empathetic, considerate, patient, fair, positive attitude

Belongingness & Love Needs(student-student relationship)

• Class discussions

• Provide situations requiring mutual trust

• Show and tell, sharing

• Class meetings

• Peer tutoring

TEACHER AND STUDENTS WILL HAVE A GOOD RELATIONSHIP

Maslow’s Theory and its relation to T&L In Classroom

Esteem Needs: (self-esteem)

• Develop new knowledge based on background knowledge so as to help ensure success (scaffolding)

• Pace instruction to fit individual need• Focus on strengths and assets• Take individual needs and abilities into account

• Be alert to student difficulties

• Be available and approachable• Involve all students in class participation and

responsibilities• When disciplining, do as privately as possible

Maslow’s Theory and its relation to T&L in Classroom

Respect from Others:

• Develop an environment where students are positive and non-judgmental

• Star of the week, award program• Provide deserved positions of status

• Involve students in activities of importance (clean up environment)

• Recognition programs for special effort (helpful students of the week)

• Employ cooperative learning so as to develop trust between group members

Maslow’s Theory and its relation to T&L In ClassroomSelf-Actualization:

• Expect students to do their best• Give students freedom to explore and discover on

their own• Make learning meaningful - connections to “real” life• Plan lessons involving meta-cognitive activities• Get students involved in self-expressive projects• Allow students to be involved in creative activities

and projects

CONCLUSION…Teacher's Role

I have come to the frightening conclusion that I am the decisive element in the classroom.As a teacher, I possess tremendous power to make a student’s life miserable or joyous.I can be a tool of torture or an instrument of inspiration.I can humiliate or humor, hurt or heal.In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized. (Ginott, 1976).

Jones & Jones (1990) showed that how teachers conduct their classroomsis a major factor directing students' motivation. Therefore, it is the responsibility of teachers to know what their students' needs are, to understand the concept of Maslow's hierarchy, and to developtheir teaching programme accordingly. Ray (1992), stated, "In the educational scene the teacher has the primary responsibility to develop, encourage, enhance, and maintain motivation in the student."

In his later years, Maslow realized that an environmental precondition of stimulation, or challenge, was needed to motivate individuals. Therefore, it is also the teachers' responsibility to include a means of stimulation in their teaching programme to catch students' interest. (Global, 1972).

Students are motivated in different ways. 

Our students remember what affects their lives. 

Students with a strong learning style preference will be reached most easily through that style. 

Attention and motivation can be directed through personal relationships with students. 

MENTAL NOTE

REFERENCES• Mok Soon Sang (2006). Education studies for

KPLI (Theme 1) Educational Psychology: Multimedia-Es Resources Sdn. Bhd

• Myers, D.G. (1986) Psychology. (First Ed.) New York, New York: Worth Publishers.

• http://www.maslow.com/• http://en.wikipedia.org/wiki/Maslow's_hierarchyof_needs• http://webspace.ship.edu/cgboer/maslow.html• http://web.utk.edu/~gwynne/

maslow.html• http://facultyweb.cortland.edu/

andersmd/ maslow/apply.html