Abraham Maslow

1. Self- Actualization Esteem Needs Belongingness & Love Needs Safety Needs Physiological Needs Abraham Maslow “Hierarchy of Needs”

2. Abraham Maslow "We should never have the desire to compose music or create mathematical systems, or to adorn our homes, or to be well dressed if our stomachs were empty most of the time, or if we were continually dying of thirst, or if we were continually threatened by an always impending catastrophe, or if every one hated us.“

3. ABRAHAM MASLOW • April 1, 1908 – June 8, 1970 • 1 of 7 children • Jewish, parents uneducated • Married Bertha Goodman, first cousin • Received BA (1930), MA (1931) and PhD (1934) all from University of Wisconsin • Professor at Brooklyn College (1937-51) • and Brandeis University (1951-61) • Considered to be the founder of • humanistic psychology.

4. Self- Actualization Esteem Needs Belongingness & Love Needs Safety Needs Physiological Needs MASLOW’S Hierarchy Of Needs

5. Hierarchy of Needs: The Five Levels • Physiological Needs: • Things that are vital to survival • Air • Water • Nourishment • Sleep

6. Safety Needs: • Security • Stability • Protection from physical and emotional harm

7. Belongingness & Love Needs: • Affection • Belonging • Acceptance • Friendship • Community

8. 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.

9. Self-actualization: • doing that which maximizes one’s potential and fulfills one’s innate aspirations

10. 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.

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

12. BEING NEEDS: SELF-ACTUALIZATION • Needs that do not involve balance • Once engaged, they continue to be felt • Continuous desire to fulfill potentials (“be all you can be”) • You need to have lower needs taken care of, at least to a considerable extent • Only a small percentage of the population is truly, self-actualizing (approximately 2%)

13. 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.

14. Teachers must know what their student’s needs are • Teachers must develop, encourage, enhance, and provide a means of stimulation in teaching programs.

15. Maslow’s Theory and its relation to Students Needs

16. Physiological Needs: • Breakfast, lunch programs • Correct room temperature • Bathroom breaks • Drink breaks

17. 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

18. Belongingness & Love Needs: • teacher-student relationship and student-student relationship • Use one to one instruction • Use teacher conferencing • Get to know students (likes, dislikes, concerns) • Be available for students in need • Be supportive • Listen to students

19. Class discussions • Provide situations requiring mutual trust • Show and tell, sharing • Provide positive comments and feedback rather than negative • Teacher personality; empathetic, considerate, patient, fair, positive attitude

20. 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

21. Be alert to student difficulties • Be available and approachable • Involve all students in class participation and responsibilities • When disciplining, do as privately as possible

22. Respect from Others • Develop an environment where students are positive and non-judgmental • Star of the week, award program • Provide deserved positions of status

23. Involve students in activities of importance (clean up environment, food drive, etc.) • Recognition programs for special effort (helpful citizens of week) • Employ cooperative learning so as to develop trust between group members

24. 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

25. Plan lessons involving meta-cognitive activities • Get students involved in self-expressive projects • Allow students to be involved in creative activities and projects • Metacognition • Thinking about the thought process

26. References • http://www.maslow.com/ • Myers, D.G. (1986) Psychology. (First Ed.) New York, New York: Worth Publishers. • http://www.pbs.org/wgbh/aso/databank/entries/bhmasl.html • http://www.ship.edu/~cgboeree/maslow.html • http://www.accel-team.com/human_relations/hrels_02_maslow.html • http://facultyweb.cortland.edu/andersmd/MASLOW/APPLY.HTML • http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html • http://web.utk.edu/~gwynne/maslow.HTM