Abraham Maslow was an American psychologist who developed the theory of human motivation known as Maslow's hierarchy of needs. He rejected behaviorist and Freudian views as being too reductionist, and instead focused on human potential and self-actualization. Maslow's hierarchy of needs proposes that people are motivated to fulfill basic physiological needs before pursuing safety, love/belonging, esteem, and self-actualization needs. In education, teachers should help ensure students' basic needs are met to maximize attention and learning, such as providing food, rest, a safe environment, and positive relationships and self-esteem.

1. BY:
RUBATARSHNE A/P VASU

2. American
Psychologist
Born in 1st April
1908 –
Brooklyn, New
York
Father of
Humanistic
Theory
Died in 8th June
1970
Abraham
Maslow
(1908-1970)

3. Based on the notion that
experience is the primary
phenomenon in the study of
human learning and
behavior
Placed emphasise on
choice, creativity, values, self
-realization
Ultimate concerns were
development of human
potential, dignity and worth
Meaningfulness and
subjectivity were important
than objectivity

4. Rejected
behaviorist
views and
Freud’s
theories on
the basis of
their
reductionist
approaches
Felt
Freud’s
view of
human
nature as
negative
Maslow
valued
goodness,
nobility
and
reason
Freud
concentrate
d on
mentally ill –
Maslow was
interested in
healthy
human
psychology

6. • Bottom of the hierarchy – basics of survival, vital
in life
• Maslow believed that these needs are the most
basic and instinctive – because all needs are
secondary until these needs are met
• May seem that it has nothing to do with classroom
activities – but actually important to ensure
students’ attention in class and academics

7. FOOD • Teachers should not conduct extra classes during
break time
• Students need breaks to eat/ drink and move
around
• Students would not have any physiological craving
that could distract them in learning
REST • Teachers should give some space or time for
students to settle down before starting a new
class/lesson
• Students need some mental and physical break –
help increase attention span during lessons
• Especially after Physical Education
BREATHING • Teachers should provide a learning environment
that is not claustrophobic
• Students should be able to breathe –
• Teachers could assign group works that would
required students to stand up or change place – to
avoid fidgety

8. • Physically and mentally safe
• If students are in insecure state, it is hard for
effective teaching-learning to take place
• Lack of safety could disrupt students’ attention
and learning process

9. SAFE CLASS
ENVIRONMENT
• Teachers provide or ensure that the class
is safe for learning to take place
• All equipment are in good shape and
condition – no broken chairs, tables
• Students would not get hurt in the
process of learning
• E.g. conducting experiments in the lab
during Science class – no broken
apparatus
PHYSICALLY SAFE • Teachers do not practice violence in class
– especially for punishments and
detentions
• Students would not be scared or
surrounded by fear whenever the teacher
is around
• Teachers would be their confidant – in
academics or personal

10. • Students need to feel that they belong in a
class and are accepted members in a
community
• Have good teacher-students relationship – no
preferences or bias
• Have good interactions between other
students/classmates

11. • Teachers show equal affections to
each student with no preferences
or bias
• No students will feel left out and
discriminated
• Each student will feel loved by the
teacher and somewhat special, not
rejected
GOOD
TEACHER-
STUDENTS
RELATIONSHIP
• Teachers could help by setting up a
class organisation
• Each students would have to
cooperate with each other in order
to perform their class duty
• Create a strong bond between
classmates as more interactions
occur – build friendship
• Love themselves and friends –
develop trust in friends
FRIENDSHIP/
GOOD
INTERACTIONS
BETWEEN
STUDENTS

12. • Students would desire for achievement,
strength and confidence
• To be able to cope with themselves
• Make students feel that they are making
contributions and valued as individuals
• Teachers praise students for their good works

13. GOOD SELF-ESTEEM
• Teachers praise students whenever they have done
well in their work
• Students will feel appreciated and feel that their
efforts are worth it
• Even if they have not done very good, teachers
must not criticize and bring them down
• Teachers should motivate them to do better and
give their best in anything – show that you believe
in them
CONFIDENCE
• Teachers could help build confidence in students
through group works or presentation
• Presentations could help students increase their
speaking skills – one way of practicing for them
• Communication skills could be develop through
group works – students need to discuss, express
their opinions and accept others opinions

14. • Personal growth and developments through following
the students’ passions and interests
• Students are able to realise their own individuals
potentials
• Students realise themselves – start doing things not
just for the sake of other people
• Develop a growing sense of identity

15. • Teachers help students to find out their
interests and passions
• e.g. write an essay on their hobbies, draw
what they like in art class
• In order to complete the tasks, students
indirectly will realise what are the things
that they enjoy the most
• It would also help them to be creative and
develop their sense of identity
DISCOVER
THEIR
INTERESTS
• Students’ skills and talents should be
develop and improved
• e.g Physical Education class, Art class
• When teachers recognise the students’
talents, they should help to develop them
• Help students realise the potentials in them
• Students will then feel good about
themselves
DEVELOP THEIR
SKILLS AND
TALENTS

16. • Teaching-learning will be effective if students’
needs as human beings are fulfilled
• Teachers are not only responsible to help build
knowledgeable students but also develop
students as unique individuals
• Education does not focus solely on academics
but the ability for students to cope in life
through individuals potentials