Maslow’s+Hierarchy+of+Needs

Maslow’s Hierarchy of Needs (1968) demonstrates the importance of fulfilling children’s needs and understanding how pivotal they are to the learning process. According to this theory, everybody has basic needs that must to be met in order to progress through the ascending levels: physiological, safety, belongingness and love, self-esteem, and finally self-actualization. However, the fundamental principle of Maslow’s Hierarchy is that the lower levels take precedence over the higher levels and therefore must be achieved first. According to McClard (2008) when these needs are not met in schools this can ultimately result in misbehaviour, low motivation and self esteem levels, as well as unhappiness. However, factors in childrens’ home lives also need to be taken into consideration as these too can affect their wellbeing. Therefore communication between stakeholders is also essential in order for this strategy to be the most effective in schools.  Maslow's Hierarchy of Needs Pyramid [Image] - University of Tasmania. **__Applying Maslow’s philosophy in schools to fulfill each level __** There are many ways that Maslow’s theory can be applied in an educational setting. These can be introduced to or used with students of all ages, both with or without special needs. Many schools provide breakfast to children who are unable to eat at home for whatever reason; allowing their physiological needs to be met. The way a child feels when they attend school can have a direct influence on their general wellbeing. According to Krause, Bochner, Duchsne & McMaugh (2010) the primary motivators for students are feeling secure, safe, valued; and accepted. Therefore, it is fundamental to create a supportive and inclusive school learning environment that encourages cooperation and kindness. Research in this area has revealed that there is a positive correlation between self-esteem and school achievement, as students must feel confident in their abilities in order for them to be motivated to learn (Krause, Bochner, Duchsne & McMaugh, 2010). This relates to the need for an inclusive learning environment, as students must have self-respect and mutual respect for one another in order to maintain a high level of self esteem. Teachers can increase students’ levels of self esteem by: celebrating their achievements; providing them with praise and reinforcement; looking for opportunities to develop their weaknesses in ways that they enjoy; presenting positive feedback; as well as using a step-by-step approach to learning, by breaking down larger tasks into smaller goals so that they can see their progress. According to McClard (2008) teachers must also program their students into being “success seekers”, not “failure avoiders”. Schools can encourage students’ to develop their understanding and appreciation of greater human achievements, such as those exemplified in art, music, poetry and literature (Krause, Bochner, Duchsne & McMaugh, 2010). In schools this can be done through band programs, poetry or literature workshops, as well as excursions to art exhibitions.
 * //__Breakfast programs (meeting physiological needs) __//
 * //__<span style="font-family: 'Times New Roman','serif';">Promote a positive learning environment (safety and belongingness) __//
 * //__<span style="font-family: 'Times New Roman','serif';">Develop positive feelings in students about their own competencies and achievements (self-esteem) __//
 * //__<span style="font-family: 'Times New Roman','serif';">Provide opportunities for students to reach their full potential (in relation to self-actualization) __//

__<span style="font-family: 'Times New Roman','serif';">References __
 * <span style="font-family: 'Times New Roman','serif';">Maslow, A. (1968). Towards a psychology of wellbeing (2nd ed.). New York: Van Nostrand Reinhold.
 * <span style="font-family: 'Times New Roman','serif';">McClard, S. T. (2010). Understanding the Underlying Causes of Misbehaviour and Underachievement. [Web blog post]. Retrieved from http://superiored.teacherlingo.com/archive/2010/03/22/understanding-the-underlying-causes-of-misbehavior-and-underachievement.aspx
 * <span style="font-family: 'Times New Roman','serif';">Krause, K., Bochner, S., Duchesne, S., & McMaugh, A. (2010). Educational Psychology: For Learning & Teaching (3rded). Melbourne, Victoria. Cengage Learning Australia Pty Limited.
 * <span style="font-family: 'Times New Roman','serif';">University of Tasmania (2010). Theme 1 – Leadership: <span style="font-family: 'Times New Roman','serif';">Maslow's Hierarchy of Needs Pyramid [Image]. Retrieved from http://www.ruralhealth.utas.edu.au/comm-lead/leadership/maslow-diagram.htm