JOHN'S JOURNAL: Based Learning 14: NBL

NBL: Need-Based Learning

Maslow’s Theory of Classroom Needs:

In the mid-1950s, humanistic psychologist Abraham Maslow created a theory of basic, psychological and self-fulfillment needs that motivate individuals to move consciously or subconsciously through levels or tiers based on our inner and outer satisfaction of those met or unmet needs.

Physiological Needs: Every classroom needs the basics. Adequate lighting. A cool and controlled temperature in which to “think”. Resources for which learning may be enabled. These might be chalk and a board. These might be paper, scissors. This might be evidence of learning on the walls and around the classroom. There should be in the classroom, a look of a place that respects knowledge. This is a classroom’s most basic “need”. Design it so that this is apparent. It could be just a few books in a treasured spot but make sure your classroom has an appearance of a place that worships “thought”.
Safety Needs: Of course classrooms should be places that are physically safe. No sharp edges, fire extinguishers checked and ready, windows secure. However, there is a bigger “safety” concern – that of its soul. Is the classroom a place where the child trusts the teacher and feels warmth and security? Is the classroom a place where a child would come to, to feel safe and “at home”? Is the class bright and warm – not just in look but in spirit? Make your classroom into a place where students feel “safe”, every student.
Love Needs: A classroom is a place where human beings gather. As such, it needs to be a place where every member feels at home and “belongs”. Each student needs to feel ownership of the classroom – which it is his/her classroom and not just a place they have to pass so many hours or a place to drop their backpack.
Esteem Needs: Our classroom’s are about competition and “a winner”. They are about comparing and ranking and assessing each to each. How can we ever create self-esteem when there is only one king or queen and so many lowly failures? Classroom’s have to be places built upon the fundamental tenet that each student will experience success. Classrooms should not be “concentration” camps – they should be places where children feel experience the elation of achieving something and tasting their potential. If a child leaves your classroom without tasting the delicious food of success. If you haven’t reminded the students of what they’ve accomplished and achieved -- your classroom has a dark cloud hanging over it.
Self – Actualization Needs: Every classroom should be a place where students can realize their full potential and participate in their own development and creation. The only way this can occur is if the prior conditions have been met. Further, there needs to be a freedom for the student to choose for themselves, what they want to do and what they want to be. Teachers need to control less and put the onus on students to find their own path towards the goals of the classroom. If you help create one happy individual through their participation in your classroom – you are making a difference. I know Maslow would agree.

Related to Learning:

Maslow's Hierarchy is directly related to learning through motivation. In order for students to succeed in the classroom, they must be motivated to learn. When all levels of Maslow's Hierarchy of Needs are met, students are at their full potential for learning.

Students with Exceptionalities:

All children are children and all children need to feel a sense of belonging. In order for students with exceptionalities to be motivated to learn, they must have a sense of belonging. Belonging, the third level of Maslow's Hierarchy of Needs may be difficult for students with exceptionalities to obtain because they may have learning or physical disabilities that may set them apart from their peers.

Mislabeled Students:

In many schools, students suffer from difficulty in school because basic needs of Maslow's Hierarchy of Needs are not being met. These students are typically students of low socioeconomic status. Because students of low socioeconomic status are not learning at the same rate as their peers, they are often mislabeled as "learning disabled". Many times, however, these students are simply not having the lower levels of Maslow's Hierarchy of Needs met.

Segregating Students:

As an educator, it will be important to consider Maslow's Hierarchy of Needs for every student in the classroom. It will, however, be even more important to specifically link Maslow's Hierarchy of Needs, students with exceptionalities, and specific practices in the classroom. Segregating students into special education classrooms will not provide a sense of belonging for students with exceptionalities in the school. For this reason, students should be included in the least restrictive environment possible.

Applying Maslow's Hierarchy of Needs in Our Classrooms:

To support our students' physiological needs, we can ensure that all students have access to water in their rooms. Water bottles are a simple solution and research shows the many benefits of hydrated students.
To support our student's physiological needs, we can ensure that we have nutritious snacks available. Foods with slow-burning complex carbohydrates (such as granola bars) can help students sustain energy levels throughout the morning or afternoon.
To support our student's physiological needs, we can ensure that if a student is in desperate need of sleep, they are allowed to take a short nap at school. If not, research indicates that sleep-deprived students learn less and may even disrupt the learning of others.
To support our students' safety needs, we can continuously equip students and monitor the climate of our classroom to decrease bullying.
To support our students' love and belonging needs, would all students feel like our classroom has a family or close-knit feel? Are we actively making sitting arrangements and putting students in groups where they feel supported?
To support our students' esteem needs, we need to provide affirmative, concrete, and transparent feedback so that students know their specific strengths and can articulate when they've used them to succeed in our classrooms. Do we create the opportunity for peers to share specific positive feedback with each other?

NBL Resources: