HUMANISTIC THEORY:

ABRAHAM MASLOW

BY:RUBATARSHNE A/P VASU

HOW TEACHERS COULD APPLY THIS THEORY IN SCHOOL

HUMANISTIC THEORY

American Psychologist

Born in 1st April 1908 –

Brooklyn, New York

Father of Humanistic

Theory

Died in 8th June 1970

Abraham Maslow

(1908-1970)

HUMANISTIC THEORYBased 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

HUMANISTIC THEORY

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

HUMANISTIC THEORY

LEVEL 1: PHYSIOLOGICAL NEEDS

• 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

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

LEVEL 2: SAFETY

• 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

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

• 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

LEVEL 3: LOVE/BELONGINGS

• 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

LEVEL 4: ESTEEM

• 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

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

LEVEL 5: SELF-ACTUALISATION

• 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

• 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

• 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

CONCLUSION

THANK YOU