Educationally and pedagogically written and reviewed by Academic Writer Maryna Polishchuk, MA, and Academic Writer & Researcher Dr. Maryam Iftikhar, Ph.D.
Maslow’s Hierarchy in the Classroom: Creating an Engaging Learning Environment for Students
Maslow’s Hierarchy of Needs is one of the main theories to illustrate the field of basic psychology. It renders a pyramidal model showing what types of people’s basic needs are. This theory, developed by Abraham Maslow in 1943, could play an essential role as a tool for teachers to comprehend student’s motivations. They further develop a learning environment that promotes students’ success.
What is Maslow’s Need and Motivation Theory?
The well-known Hierarchy of Needs theory by psychologist Abraham Maslow reveals human motivation turning into a triangle model. The theory proposes that the desires of people are explicated by the sequence of needs of human beings, which is developing from the physiological basis of survival through to psychological completeness. Needs are being met by the process, and when needs are being met at a stage, then the individuals are driven to the higher level on the hierarchical scale.
Here’s a breakdown of the hierarchy and its connection to motivation:
Physiological Needs:
They are called “needs of life,” which include food, water, sleep, and air. It is almost impossible to think about anything other when these needs are not satisfied. Motivation can happen by engaging and fulfilling these fundamental core desires.
Safety Needs:
The requirements to meet the physical necessities come first, and next they need security and stability. It manifests in the form of physical security, financial security, and psychological stability. Security is much higher when one is in comfortable conditions; one would then consider other activities that do not revolve around the issue of security.
Love and Belonging Needs:
Human beings are hardwired to take pleasure in the experience of love, which is a beautiful and uniting emotion. It relates to such things as being accepted by friends and family, as well as the social group one wants to fit into. With this, it is the aim to be alongside people and a sense of belonging to a community that serves as the motivation needed.
Esteem Needs:
These determine many things in our lives, such as self-esteem, confidence, achievements, accolades, and appreciation and respect for others. Alongside the needs they are filled, we become more and more pleased and get self-esteem for this. Motivation comes from the desire to achieve the satisfaction of competence or contribution.
Self-Actualization Needs:
This is the highest level of the hierarchy, self-actualization, or becoming the best version of yourself. The motivation is rooted in the internal power to realize oneself here.
How can Maslow’s Hierarchy benefit the classroom?
By understanding Maslow’s Hierarchy of Needs, educators can:
- Create a more supportive learning environment: When teachers respond to all students’ basic needs, they create a safe and reliable environment where students are comfortable making mistakes and growing.
- Increase student motivation: By identifying and understanding the factors that influence students at various levels, teachers can adjust their teaching to those needs and create a desire to learn and achieve.
- Promote student well-being: Enabling students to meet their social and emotional needs can be a catalyst for the formation of good relationship ties and improved self-esteem.
What are the Limitations of Maslow’s Hierarchy in the Classroom?
- Oversimplification: The hierarchy of needs by Maslow is a broad framework and can fail to capture the dynamics of individual student experiences.
- Cultural variations: The hierarchy found in different needs might be extremely variable depending on culture.
- Focus on individual needs: However, the needs of students co-exist within a class structure. Besides, teachers must be alert to the needs of the whole class too.
- Non-Linear model: The hierarchy of needs theory designed by Maslow does not have a holistic linear hierarchical nature because it is often more related to cases where the progress is not necessarily sequential. Human needs sometimes overlap and change depending on the circumstances.
How Can Maslow’s Hierarchy Enhance Students’ Engagement? Considering Strategies for Every Level
- Physiological Needs:
Cooperate with school nutritionists in making healthy snacks available to students at different times of the day and before the students undertake mentally demanding activities. On the other hand, it requires sufficient ventilation as well as regulation of temperature, which are some enabling factors for a learning-friendly classroom.
- Safety and Security Needs:
Adopt restorative justice ways of settling disputes. This, in turn, creates an environment where students can release their emotions after understanding the repercussions, and plan the means with which to solve the problem together.
- Love and Belonging Needs:
Developing assignments that concentrate on group and teamwork will assist in cultivating a bond between students and their classmates. Moreover,offer activities like cultural celebrations that make students feel they are a part of a diverse community.
- Esteem Needs:
Organize workshops where students will identify their goals and assess themselves according to how strong they think they are. Give personalized feedback that is centered on acknowledging progress, seeking more growth, and adopting a growth mindset. Encourage the students to exchange their different views by themselves which will help them feel confident and have self-esteem.
- Self-Actualization Needs:
Devote time for students to get involved in extracurricular activities and therefore build more skills, rather than being confined to classroom practice only. Tie students to mentors or professionals who share the same goal and spark their passion with invaluable advice and guidance.
Maslow’s Hierarchy: Teach Simple’s Perspective
In Maslow’s hierarchy context, one must understand other factors that affect students’ desires. Along with these factors are the learning style of the student, the background experiences they bring, and the goals they seek to achieve. Competent teachers will use Maslow’s hierarchy as a base and adjust where needed so that the student’s needs are addressed.
References
- Cohen, E. G. (2014). Designing groupwork: strategies for the heterogeneous classroom, third edition., Teachers College Press. Retrieved from: https://scarfedigitalsandbox.teach.educ.ubc.ca/groupwork-strategies-for-the-heterogeneous-classroom/
- Cropanzano, R., James, K., & Citera, M. (1993, January 1). A Goal Hierarchy Model of Personality, Motivation, and Leadership. ResearchGate. Retrieved from: https://www.researchgate.net/publication/261251052_A_Goal_Hierarchy_Model_of_Personality_Motivation_and_Leadership
- McLeod, S. (2007). Maslow’s hierarchy of needs. . Simply psychology, 1-18. Retrieved from: https://www.simplypsychology.org/maslow.html
- Wentzel, K. R., Battle, A., Russell, S. L., & Looney, L. (2010, July 1). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology. Retrieved from: https://doi.org/10.1016/j.cedpsych.2010.03.002