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