Maslow’s Hierarchy of Needs Education

Addressing Our Needs: Maslow Comes to Life for Educators and Students

Maslow, a humanistic psychologist who worked in the mid-1950s, developed a theory of basic, psychological, and self-fulfillment needs that motivate people to move consciously or subconsciously up or down through levels or tiers based on our inner and outer satisfaction with those needs that have been met or unmet, respectively. As a parent and educator, I believe that this notion is always important for students and adults, and that it is especially pertinent in our schools. My graduate and undergraduate students have determined that every classroom should have a wall-sized diagram of the pyramid, with students and teachers alike placing pins and post-its on the many tiers based on their own sentiments, actions, and needs. What does this pyramid look like when it contains actual brain-compatible strategies?

Bottled water and water breaks are provided.
Attention practises that involve breathing, imagery, and sound last one and a half to two minutes as students close their eyes or concentrate on an object of attention, practising quieting their minds from the avalanche of thoughts that bombard us on a daily basis. Focused attention practises include:
Physical surroundings: These include things like the arrangement of the room, the colour, the temperature, the presence of plants, and so on.
Food: Provide a mixed snack bar, and have the students pick times during the day when they can get some energy nibbles and keep working.
Instrumental music is music that is played on an instrument.
It is via the creation of an engaging, pleasant, and welcoming physical environment that brain-compatible learning may take place!

Questions to Ponder for Oneself

What exactly do I require?
Is it possible that I’m exhausted?
Is it possible that I’m hungry?
What amount of water have I consumed in the last 24 hours? Is it sufficient?
I’m looking for resources (people, activities, or experiences) that can aid me in achieving both my little and broader physiological and psychological objectives.
Stability, safety, and security, as well as the absence of fear

Attitude: Having a personal affirmation that produces feelings of safety and security can be sufficient at times. As an illustration: “For the time being, I am completely safe. I’m breathing, I’m aware, I’m awake, and I’m able to reason and feel!”
Worry Drop box: As soon as you enter the room, place a written concern in the drop box that is located near the door. According to research, writing out our concerns and worries helps to free up our working memory and reduces our feelings of worry.
Pin-ups: Each day, the class appoints a different student to physically put a complement or affirmation on the bulletin board. Because the brain is constructed with a negative bias, we all need to feel validated and, as a result, we frequently lose sight of our own skills and talents. This collection of pin-ups assists us in focusing on good experiences and behaviours rather than faults and mistakes.
Typical encounters include: Together, we will create class guidelines. Create a blog for your class. Invite outside speakers who will promote service and safety, such as police officers, counsellors, past students who have overcome adversity, and so on:
Belonging and Love are two of the most important things in life.

Service learning activity in the classroom.
Work done in collaboration.
Celebrations: Throughout the year, set aside special and celebratory days for things like birthdays and VIP events. You may also celebrate progress by holding progress days and colourful days.
Collaboration is key: Assign the following roles to students in the class:
Keep a journal of your feelings and thoughts
A small group of decision-makers is convened.
a student who “looks out for” the teacher, office personnel, and other students
Poet who enjoys reading poetry
Teacher who specialises in classroom decorations
A gatekeeper who keeps an eye out for disagreements and confrontations.
The circle of the community: Share a time where empathy is defined, debated, and brought to life for 3-10 minutes at the beginning and end of each class period. You might also post movie clips, personal experiences, or a short story to get the day started off well.
Identity is represented by a classroom theme, a flag, a song, a flower, and an animal totem.
Questions to Ponder for Oneself

What is the best way to deal with difficult situations? Whenever these kinds of events arise, what is it that I usually say to myself?
What kind of statement would motivate me?
What are the three unpleasant feelings that I experience the most frequently?
What are three pleasant emotions that I experience on a regular or irregular basis?
Achievement, recognition, and respect for mastery, as well as a sense of self-worth

We must establish an environment that encourages children to feel capable and accomplished if we are to help them achieve this level of accomplishment.

Expert Day is an opportunity for students to demonstrate their own personal skills.
Attend a Career Day and invite college students and others of the community to discuss the opportunities for academic and professional achievement after high school graduation.
As a group, demonstrate the following abilities: Create and construct tests, assignments, and instructional materials for students in various classes and grades as necessary.
Small Objectives I Have Achieved

Work has been completed.
We talked about our frustrations.
I maintained my concentration on my work.
Respect and caring for others were demonstrated.
After a particularly trying period, the team regrouped and started working.
Assisted a fellow student or a teacher
Contributed thoughts and suggestions to a group discussion.
When describing a need or want, positive language should be used.
I’ve taken some time to reflect on my daily work and interactions.
Questions to Ponder for Oneself

What kind of statement would motivate me?

Who are some of my role models? What characteristics do they possess that I admire and which distinguish them as my heroes?
In what way will I be able to tell if I am on the correct track? What will alert me if I deviate from my path toward my objectives?
What do I consider to be my greatest assets?
What really are my difficulties?
How will I maintain my attention on these assets, knowing that my thoughts and feelings are the driving force behind all of my words and actions?
Self-Actualization and Self-Fulfillment are two important needs for everyone.

This is the level of self-evaluation that is associated with service. We begin to investigate and model, developing, evaluating, and analysing information that is not directly related to our own basic requirements, with the goal of assisting others. It is necessary to begin by discovering the problem, rather than simply coming up with a solution, in order to become creative thinkers. In this tier, students learn to examine themselves and reflect on their own actions. They have the ability to recognise and comprehend how their actions, ideas, and feelings affect the lives of others.