The document introduces reflective learning and its significance for effective training, emphasizing Maslow's hierarchy of needs and the importance of creating a safe, respectful, and inclusive learning environment. It discusses how reflection aids in personalizing learning experiences and the role of trainers in modeling appropriate behavior and setting boundaries. Key strategies for managing classroom dynamics and fostering a culture of respect are also outlined to enhance the learning experience.

1. • An introduction to reflective
learning.
• Maslow’s Hierarchy of Needs
for trainers
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2. Outline for this mentoring session
• What is reflection & why reflective learning and reflective practice is key to
effective training
• Introduction to Maslow’s Hierarchy and application to the training room.
• Aim - to enable learners to thrive, to achieve what they set out to at the
start of the workshop or course(Self-actualisation)
• Use of Group Agreement (Safety/Security)
• Promote good behaviour (Safety)
• Promote respect (Recognition)
• Promote equality and value diversity (Safety/Security, Recognition)
• The importance of identifying and meeting learners needs (Self-esteem)

3. "Follow effective action with quiet
reflection.
From the quiet reflection will come
even more effective action."
Peter F. Drucker

4. Within West Berkshire
Wellbeing, reflective learning
involves:
• students thinking about
what they have read, done,
seen or learnt in a session
• relating that lesson at hand
to their own lives
• and making meaning out of
the material both personally
and for their organisations.

5. It is an important part of the
learning journey for teachers,
trainers and leaners.
”reflection cannot be avoided. It
is part of the process of how
humans learn, therefore it makes
sense to do it well. The teacher,
as a role model, is the most
significant influence on (a
student) developing effective
reflective practice”.
Dr Tristian Stobie, Director of Education at
Cambridge University.

6. Maslow’s Hierarchy of Needs

7. Group Agreements
• A key application of Maslow’s
Hierarchy of Needs in the
training room.
• Applies to all needs especially
Safety/Security, Recognition &
Self-Esteem.
• Create these with your learners
at the start of every workshop or
course.

8. What is meant by Appropriate Behaviour?
• In the context of the adult training room it is about how the trainer
and the students interact with each other.
• Appropriate means behaviour (both the Trainer’s and the students),
that enables learning to take place for all students – Self
Actualisation.

9. How can trainers ensure appropriate
behaviour in the training room?
• First of all trainers must model
appropriate behaviour themselves
at all times.
• Setting behaviour boundaries is
key – what is acceptable and not
acceptable
• Facilitate the discussions to ensure
Group Guidelines include what is
appropriate behaviour
• and referring to the ground rules
is an effective way of doing this.

10. Dealing with difficult behaviour or “prickly
people” in the training room
• Remain calm and have a plan
• Respect personal space
• Be aware of your body language
• Pay attention to your own
paraverbals
• Recognize that your effective
response can influence a
positive outcome

11. Treating people with respect
• Respect is a key feature of Maslow’s Hierarchy of human needs.
• Mutual respect in the classroom encompasses more than the
interaction between learners and the trainer .
• An atmosphere of mutual respect means that leaners also treat each
other properly.
• The result is a classroom where more learning takes place as
students feel safe, motivated and, of course, respected.