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Maslow's Hierarchy of Needs

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Brooke Marquis

on 1 March 2013

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Transcript of Maslow's Hierarchy of Needs

Maslow's Hierarchy of Needs Brooke Marquis Safety and Security
Belonging and Love Achievement and Prestige
Aesthetic Needs Achievement and Prestige What teachers can do Aesthetic Needs What teachers can do
for belonging and love What Teachers Can Do
For Safety and Security Belonging and Love Safety and Security Abraham Maslow What teachers can do
for life essentials Life Essentials Abraham Maslow
Life Essentials Abraham Maslow developed a theory of self-actualization based on the satisfaction of human needs. Maslow identified self-actualization or self-fulfillment as the highest human need. In order to reach self-fulfillment, other basic needs have to be satisfied.There were 6 stages in Maslow's Hierarchy of Needs, which range from Life Essentials all the way to Self-Actualization. his theory explains that before one reaches their maximum potential, they must first meet these other basic needs. Life essentials take up the first and
bottom layer of Maslow's hierarchy. This includes things such as food, air and water, which are all essential for basic brain functions. Hungry children tend to be tired, weak and suffer from a lower IQ, causing them to perform poorly in school. Children starting school without breakfast, not eating a healthy lunch or eating right at home don't achieve their highest potential and have trouble concentrating on school as well. It is important for children to stay hydrated and well fed by meeting their life essentials. In order to counteract the negatives of poor nutrition, teachers should encourage their students to eat a healthy breakfast, provide snacks and water fountains/water bottles in the classroom and keep assisted meal programs in mind for students in need.Teachers should also always allow students to use the restroom and make sure they know where the resources are located around the school/classroom. Children cannot function properly if they
do not feel like they are in a safe environment. For example, if they are scared of asking questions due to what others might say or think, they may begin building fearful relationships with others. Not feeling safe and/or secure in a learning environment deprives children of a basic need, which may lead to them not doing well in school. Implementing routines and predictability into instruction and everyday practices can leave the children with a better sense of security. Teachers should always be dependable for their students, so they know they can turn to you. Also, talk to your students about what they fear and help them come up with different ways to make them seem safer. It is also important to go over safety rules of the classroom to be sure they know what is expected. Also, keeping up with emergency drills and procedures within your classroom is also important. This page expands on how to have a safe classroom. Children long to be loved and accepted. This feeling is important for them to have at home as well as in your classroom. Children have a strong need of affection from their teachers. These relationships that they seek love from affects their development emotionally, physically and cognitively. How teachers relate to them affects their achievement level as well as their behavior. As a class, teachers can talk about classroom manners that help them learn as a class, which allows them to know the proper boundaries
and rules. Teacher-child interactions are
is also important to respond quickly, giving
extremely important in providing a classroom setting that supports children's social, academic and affectional needs. Children will generally
seek affection from their teachers. You can satisfy this with eye contact, smiling, hugs and
closeness. It them consistent and constant feedback and being a strong support system
for their academic and social skills. As Dr. Morrison talked about in class,
recognition and approval are crucial in a child's self-esteem development. Independent and responsible children that feel like they are achieving will have a higher self-esteem. Encouragement rather than praise is an extremely important in that is fosters the effort, not the end product as the important part. Both are important in building your students' self-esteems. Teachers should work towards words of encouragement rather than praise when talking about student's schoolwork to allow students to understand the importance of the work they put into it, not the end product. Teachers should also be sure to give students activities that allow them to be and feel successful. Teachers should apply having the children work collaboratively and allow recognition in each student's contribution to the final product. This is important because it allows students to build up self-esteem and self worth. This is a video on helping children build self-esteem. Children appreciate pretty things just as much
as the next person. Therefore it is important for them to be surrounded with beauty, be it in art, music, plants, flowers or colors. This way, they enjoy their learning environment and it has a feeling of safety and homey. By filling this last need in Maslow's Hierarchy, teachers and parents alike supporting them will promote self-actualization. Children become enthusiastic
about learning and have a sense of satisfaction. What teachers can do for aesthetic needs It is important to decorate the classroom in an appealing way. Allowing it to be colorful, fun and interactive will spark the students' enthusiasm to learn and enjoy the environment. Teachers can do this by including interactive activities in the room, having plants for the students to help take care of, and allowing music to be played that the students enjoy and can have discussions about. This gives the room a sense of comfort and acceptance. http://k6educators.about.com/od/classroomorganization/a/Classroom-Procedures-And-Routines.htm Resources http://k6educators.about.com/od/classroomorganization/a/Classroom-Procedures-And-Routines.htm

http://theselfesteemblog.com/self-esteem/self-esteem/your-self-esteem-its-vital-to-getting-what-you-want/

http://www.youtube.com/watch?v=e7WiWe05zd8 Morrison, G. (2012). Early childhood education today. (12 ed., pp. 137-141). Pearson Education Inc.
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