1. Preoccupation with other needs
Maslow: proposed a hierarchy of needs. Man’s primary goal was to satisfy needs
concerning his physiology. After this, he would try to ensure safety and move on up the
pyramid, as he was able to satisfy his needs.
As can be seen in the image, ideal learning outcomes are at the top of the pyramid.
However, most children are still trying to sit in and meet their belonging need. Those
who are poverty stricken might still be worried about satisfying their physiological needs.
If a student is being bullied, has to work to eat, has parents who are divorcing or is
suffering from a lack of self-esteem, how can we expect that they will transcend their
current stage of development and be able to truly focus on “luxurious” task of self
actualization.
Assuming the average student has a stable home life, their most important pre-occupation
will be to seek acceptance or love. If they are unable and are rejected, they might suffer

2. depression, behaviour (i.e. attention, aggression) issues, drug use and more mental health
issues. A teacher should create opportunities for peer relationships to be generated via
bonding experiences.
Readiness
A person has to have a certain set of social, emotional and physical development to be
able to attend school. Some children might not have met the standards of development
required for school or the level of schooling they are attending. According to Erik
Erickson, secondary school aged children have to develop a sense of self-esteem and
identity. If they do not, they may not have the skills to do the tasks that are “normal” for
students of their age and in their year level.

3. 1. Industry Vs. Inferiority – students must develop a sense of self-efficacy and self-
agency via accomplishment. If this does not happen the student will feel out of control of
their world and incapable. The result of this is usually severe, as the individual will look
for ways of “controlling” something else like another in the form or abuse or they might
develop and eating discover.
At this point, students may disengage from school because they are pre-occupied or feel
that there is no use in trying because they cannot do anything or make a difference.
Self-esteem – satisfaction and pride in oneself
Self-efficacy – individuals’ sense of being able to mange a task effectively
Human Agency – capacity of a person to act on and shape their world
Implications on Learning
The teacher needs to promote hard work and effort, while discouraging competition that
endangers self worth, so that students will achieve and feel good about themselves and
what they are capable to do.
- Teachers need to look for signs that a student feels they are inept or that his world
is out of control
- Build resilience and coping skills (see professionalism)
- Give positive feedback, celebrate achievements and encourage students
o I try to give mainly positive feedback and focus on the good rather than
the bad in students. Chris* was a student on a behaviour card. I always
ignored his bad behaviour and commented on the good. His behaviour got
better because he was confident that he could behave well
- Teach students to set goals and develop a plan for achievement
- Respect students natural talents
o Everybody is good at something. I taught I boy with Asperser’s who was
made fun of because he always put his hand up and gave long-winded
responses. He was quite knowledgeable and always willing to share, while
another was social and one was good at art. I had a student who did not
speak any English, thus, he did poorly in everything, but he could sculpt.
o Set down ground rules about mutual respect
- Provide opportunities for students to gain mastery and to experience success
o Make assignment achievable
o Allow for students to follow their interests

4. 2, Identity vs. Role confusion – students must discover who they are and their role in the
world based on feedback from others.
Identity – internal self-structure that organizes beliefs, abilities, needs and self-
perceptions
When you do not know who you are it is difficult to know what you want. Without
feeling the satisfaction of setting goals based on wants, and achieving them, the student
may not see the point in doing anything.
Implications on Learning
Teacher needs to encourage students to explore, discuss and experiment with different
identities and viewpoints. The teacher should keep an eye out for dangerous behaviours
and encourage open communication between the students and others.
- Invite guest speakers and role models that promote a positive lifestyle.
- Designate the classroom a safe place and allow for discussion of issues.
- Acknowledge and integrate students’ interests and abilities.