1. Introduction 2.

Body a) Physiological needs b) Safety needs c) love and belonging d) Esteem e) Self-actualization

How do you apply Maslows concept in application in classroom? 1. Introduction

Maslow's hierarchy of needs is a theory in psychology proposed by Abraham Maslow in his 1943 paper "A Theory of Human Motivation" in Psychological Review.] Maslow subsequently extended the idea to include his observations of humans' innate curiosity. His theories parallel many other theories of human developmental psychology, some of which focus on describing the stages of growth in humans. Maslow used the terms Physiological, Safety, Belongingness and Love, Esteem, SelfActualization and Self-Transcendence needs to describe the pattern that human motivations generally move through. Maslow's theory suggests that the most basic level of needs must be met before the individual will strongly desire (or focus motivation upon) the secondary or higher level needs. Maslow's hierarchy of needs applied to the classroom setting. Maslow hierarchy of needs can be a very useful tool for every teacher. Maslow proposed that people have five different sets of needs, listed below, and these can be applied in the classroom to increase students' performance. Physiological needs: All persons require to satisfy needs associated with their immediate physical survival, such as need for food, water, rest etc. Therefore, teachers need to take into consideration such needs and for example they make sure that every so often they assign some group work where the students are required to stand up and change place. This avoids the students from getting fidgety. Also, it is essential that teachers do not conduct extra lessons during the break, since students need breaks to eat and move around. If the break is denied, students would not be concentrated during the lesson. Safety needs: Students need to feel safe and secure, thus it is essential that teachers develop a warm classroom environment, which is free of risks (such as broken chairs, windows etc). The idea of safety is often worry about their safety and what is going on around them. This is a broad area to consider and needs for physical safety, a secure environment and emotional safety need to be met. Children who live in unstable homes may not have the same sense of safety other children may have. For them the idea of safety is getting through the day without having thoughts to worry about like Will mummy hit me or Will daddy be there when i get home. Unfortunately in some cases children live in perpetual fear of their home life and school is their only escape. In terms of their education children who come from unstable homes or places where they do not feel safe can often bring their problems

with them to school. Reflecting back on Banduras (1977) theory of social learning children who observe violent behavior or abusive languages are more likely to replicate the behavior elsewhere. As a result this means that children may act out and become more troublesome in school not only disrupting their own learning but the learning of others. In these cases good behavior management and support from the school can help to move the child forward in a positive way. Love and Belongingness Needs: Obviously, we all seek affectionate relationships with others and like to feel loved and accepted in several areas of their lives. Their family can provide them with unconditional love which may be enough but many children will want more than this. Schools can provide children with many extra-curricular activities such as sports, creative activities and homework clubs that encourage a childs sense of belonging to a community. Extra-curricular activities, whether in or outside of school help children to form friendships beyond their family members and in turn provides children with more avenues of support. Belonging to these types of clubs can help children develop many new social skills and other abilities that can aid them in the classroom and in the future. The fourth stage children seek to meet their needs for self-esteem. This area of their needs

can work in tangent with the previous stage as children seek to gain the respect of others in aspects of their life. At this point in their development the idea of achievement is one of the most forward of a childs thoughts; the take pride in their accomplishments. It is important that as teachers we provide children with the opportunity not only to accomplish goals but also receive praise and recognition for meeting those goals. The thought of working at something that was difficult or very time consuming and completing the task is one that children thrive under. Moreover knowing that someone will take notice and recognize what they have achieved is even more inspiring for a child. The final stage of the hierarchy of needs is self-actualization according to Maslow (1954) his theory suggests that it is impossible for a child to reach this point in their development. However I want to consider the idea of self-actualization further; can a child claim to be self-actualized? Firstly, Maslow said that self-actualization was not possible to all of the previous needs detailed in his theory were met; I believe that children can potentially meet the required needs outlined in the other stages of the model. In addition according to Springer (2008) self-actualization suggests that someone has achieved what they were born to do. Now to an adult this might be a specific job or accomplishment that they have worked all of their lives to master or complete. I would agree with Maslow that a child can claim to be self-actualized; however this does not prevent a child entering that level of thinking or need. Considering a child again, they too set goals for themselves and in some cases children aspire to achieve something later on in their life from a very young age. So if a child for example believes that they are born to be a doctor, if they know what they have to do to achieve that and set themselves goals that act as milestones along that journey are they not self-actualizing? References Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall

Maslow, A. H. (1943). A Theory of Human Motivation. Psychological Review, 50, 370-96. Maslow, A. H. (1954). Motivation and personality. New York: Harper and Row. Sprenger, M. (2008) Differentiation through learning styles and memory. London: Sage
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