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    Abraham Maslow

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    asmawi
    The document discusses how Maslow's hierarchy of needs can be applied to teaching and learning in the classroom. It summarizes Maslow's theory of basic and psychological needs, and the five levels of needs in his hierarchy: physiological, safety, belongingness and love, esteem, and self-actualization. It then provides examples of how teachers can address each level of needs through classroom practices like ensuring breakfast and comfort, establishing clear rules and praise, fostering relationships and cooperation among students, building students' confidence through varied activities, and allowing creative exploration. The conclusion emphasizes that teachers should understand students' diverse needs and motivations in order to develop engaging lessons that stimulate learning.

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    Abraham Maslow

    Uploaded by

    asmawi
    218 views27 pages
    The document discusses how Maslow's hierarchy of needs can be applied to teaching and learning in the classroom. It summarizes Maslow's theory of basic and psychological needs, and the five levels of needs in his hierarchy: physiological, safety, belongingness and love, esteem, and self-actualization. It then provides examples of how teachers can address each level of needs through classroom practices like ensuring breakfast and comfort, establishing clear rules and praise, fostering relationships and cooperation among students, building students' confidence through varied activities, and allowing creative exploration. The conclusion emphasizes that teachers should understand students' diverse needs and motivations in order to develop engaging lessons that stimulate learning.

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    Abraham Maslow's theory and application

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    The document discusses how Maslow's hierarchy of needs can be applied to teaching and learning in the classroom. It summarizes Maslow's theory of basic and psychological needs, and the five levels of needs in his hierarchy: physiological, safety, belongingness and love, esteem, and self-actualization. It then provides examples of how teachers can address each level of needs through classroom practices like ensuring breakfast and comfort, establishing clear rules and praise, fostering relationships and cooperation among students, building students' confidence through varied activities, and allowing creative exploration. The conclusion emphasizes that teachers should understand students' diverse needs and motivations in order to develop engaging lessons that stimulate learning.

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    © All Rights Reserved
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    Download as ppt, pdf, or txt
    218 views27 pages

    Abraham Maslow

    Uploaded by

    asmawi
    The document discusses how Maslow's hierarchy of needs can be applied to teaching and learning in the classroom. It summarizes Maslow's theory of basic and psychological needs, and the five levels of needs in his hierarchy: physiological, safety, belongingness and love, esteem, and self-actualization. It then provides examples of how teachers can address each level of needs through classroom practices like ensuring breakfast and comfort, establishing clear rules and praise, fostering relationships and cooperation among students, building students' confidence through varied activities, and allowing creative exploration. The conclusion emphasizes that teachers should understand students' diverse needs and motivations in order to develop engaging lessons that stimulate learning.

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    Application of Maslows 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 Maslows 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

    Maslows 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 selfrespect, 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 ones
    potential and fulfils ones innate aspirations)

    DEFICIT (D-NEEDS)
    If you dont 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.

    Maslows 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 students motivation.
    Teachers must know what their students 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 individuals 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.
    - individuals drive and interest to act on
    certain activity without any
    reinforcement.
    EXAMPLE: Individuals habit

    ii.

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

    MASLOWS 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

    Maslows 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

    Maslows 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

    Maslows Theory and its relation to T&L


    In Classroom
    Self-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 students 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 classrooms
    is 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 develop
    their 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).

    MENTAL NOTE
    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.

    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_hierar
    chyof_needs
    http://webspace.ship.edu/cgboer/maslow.html
    http://web.utk.edu/~gwynne/maslow.html
    http://facultyweb.cortland.edu/andersmd/
    maslow/apply.html

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