Group+5

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**Abraham Maslow** (April 1, 1908-June 8, 1970) ~ Abraham Maslow was an American Psychologist and born in Brooklyn, New York. He initially went to the City College of New York and studied law. Maslow eventually attended grad school at the University of Wisconsin and studied psychology. He then continued his studies at Columbia University. He then went on to being a professor at Brooklyn College and eventually at Brandeis University. While being a professor, he continued to study and think of humans needs. He started to study the development of the concept of "self- actualization". This led Maslow to develop and create Maslow's Hierachy of Needs theory. He looked at many historical figures to help him create the Hierachy of Needs pyramid. He especially looked at Albert Einstein and Lau Tzu, the father of Taoism. Even though he connected his theories to many famous figures, he believed in the total opposite spectrum of Signmund Freud. In Maslow's book "Toward a Psychology of Begining" he stated, "It is as if Freud supplied us the sick half of psychology and we must now fill it out with the healthy half." Maslow eventually became the founder of the humanistic psychology. =====

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"Maslow’s Hierarchy of Needs (often represented as a pyramid with five levels of needs) is a motivational theory in psychology that argues that while people aim to meet basic needs, they seek to meet successively higher needs in the form of a hierarchy." Maslow presented the idea that human actions are directed toward goal attainment. Any given behavior could satisfy several functions at the same time.=====

//**Deprivation Needs**// The first four levels are considered //deficiency// or //deprivation needs// (”D-needs”) in that their lack of satisfaction causes a deficiency that motivates people to meet these needs //. Physiological needs//, the lowest level on the hierarchy, include necessities such as air, food, and water. These tend to be satisfied for most people, but they become predominant when unmet. During emergencies, //safety needs// such as health and security rise to the forefront. Once these two levels are met, //belongingness needs,// such as obtaining love and intimate relationships or close friendships, become important. The next level, //esteem needs,// include the need for recognition from others, confidence, achievement, and self-esteem.

//**Growth Needs**// The highest level is //self-actualization//, or the self-fulfillment. Behavior in this case is not driven or motivated by deficiencies but rather one’s desire for personal growth and the need to become all the things that a person is capable of becoming (Maslow, 1970).

There are five main characteristics relating to Maslow's Hierarchy of Needs. All of the needs that Maslow has set up are instinctive - similar to those of animals. These five characteristics begin as soon as a child is born and starts with physiological needs. These are biological needs. They consist of needs for oxygen, food, water, and a relatively constant body temperature. They are the strongest needs because if a person were deprived of all needs, the physiological ones would come first in the person's search for satisfaction. After these needs are met the individual then continue on to safety needs. Adults have little awareness of their security needs except in times of emergency or periods of disorganization in a social setting. Children often display the signs of insecurity and the need to be safe. After safety needs are met the individual reaches the needs of love, affection, and belongingness. Maslow states that people seek to overcome feelings of loneliness and alienation. This involves both giving and receiving love, affection and the sense of belonging. Once the first three needs are met, the needs for esteem become extremely dominant. There are two forms of esteem needs: self esteem and the esteem a person gets from someone else. As humans, we all have a need for a stable, high level of self respect, as well as a respect from others. Once these needs are met, the individual begins to feel self confident and valuable as a person. However, if these needs are not satisfied, a person can begin to feel frustrated, inferior, weak, helpless, and even worthless in society. The highest level in Maslow's Hierarchy of Needs is the need for self-actualization. Once all of the above needs are met, only then do the needs of self-actualization begin. Maslow describes self-actualization as a person's need to be and do that which the person was "born to do." According to Maslow, "a musician must make music, an artist must paint, and a poet must write." If an individuals needs are not met that person may feel restless, on edge, tense, or as if they're lacking something. Maslow also states, "If a person is hungry, unsafe, not loved or accepted, or lacking self-esteem, it is very easy to know what the person is restless about. It is not always clear what a person wants when there is a need for self-actualization." In the five levels of basic needs, a person does not feel the following need until the demands of the previous need have been met. Although there are five main levels of basic needs, there are higher levels that go beyond these basic needs. These include the need for understanding, esthetic appreciation and spiritual needs.

Physiological Needs
Physiological needs are those required to sustain life, such as: According to this theory, if these fundamental needs are not satisfied then one will surely be motivated to satisfy them. Higher needs such as social needs and esteem are not recognized until one satisfies the needs basic to existence.
 * Air
 * Water
 * Food
 * Sleep

Safety Needs
Once physiological needs are met, one's attention turns to safety and security in order to be free from the threat of physical and emotional harm. Such needs might be fulfilled by: According to the Maslow hierarchy, if a person feels threatened, needs further up Maslow's Needs Pyramid will not receive attention until that need has been resolved.
 * Living in a safe area
 * Medical insurance
 * Job security
 * Financial reserves

Once a person has met the lower level physiological and safety needs, higher level motivators awaken. The first level of higher level needs are social needs. Social needs are those related to interaction with others and may include: After a person feels that they "belong", the urge to attain a degree of importance emerges. Esteem needs can be categorized as external motivators and internal motivators.
 * Social Needs **
 * Friendship
 * Belonging to a group
 * Giving and receiving love

Internally motivating esteem needs are those such as self-esteem, accomplishment, and self respect. External esteem needs are those such as reputation and recognition. Some examples of esteem needs are: Maslow later improved his model to add a layer in between self-actualization and esteem needs: the need for aesthetics and knowledge.
 * Esteem Needs **
 * Recognition (external motivator)
 * Attention (external motivator)
 * Social Status (external motivator)
 * Accomplishment (internal motivator)
 * Self-respect (internal motivator)

Self-actualization is the summit of Maslow's motivation theory. It is about the quest of reaching one's full potential as a person. Unlike lower level needs, this need is never fully satisfied; as one grows psychologically there are always new opportunities to continue to grow. Self-actualized people tend to have motivators such as: Self-actualized persons have frequent occurrences of //peak experiences//, which are energized moments of profound happiness and harmony. According to Maslow, only a small percentage of the population reaches the level of self-actualization."
 * Self-actualization Needs **
 * Truth
 * Justice
 * Wisdom
 * Meaning

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· Since the basic concept deals with free will, there are no concrete treatment approaches aimed at specific issues. It is difficult to develop treatment when it is up to the individual to satisfy each need.=====

== Maslow's Hierarchy of Needs connection to Constructivism ==


 * When students enter the classroom, if their lower level needs such as physical, safety, love and self esteem are not met, they will not be able to meet higher order needs.
 * If students walk into the classroom feeling a lack of belongings, they will first strive to search for friends prior to seeking content knowledge.
 * The needs disposition theory will help these students be motivated in a classroom setting. It is the idea that "individuals are motivated to take action and to invest energy in pursuit of three outcome achievement, affiliation, and influence." (Learning to Teach, page 143)
 * Since the teacher can help motivate students but not teach them to be motivated, this theory is more of a constructivism approach.
 * Students need to have a desire for acheivement, and is evident when students try to learn a certain subject area, or set goals for themselves. In order to help with this, teachers will set up achievement motives. They will provide good instruction and demonstrate to students that they are very familiar with the content area.
 * Teachers also help students affiliate with their fellow classmates to promote friendship.
 * The teacher should also try to influence the student to be responsible for control over their own learning.
 * Even though a teacher can try to motivate the student, the student needs to learn from experiences and value intrinsic motivation.
 * The teacher should promote a positive learning experience, and provide plenty of time for cooperative learning.

**Technology integrated into classroom instruction that uses Maslow's Hierarchy of Needs ** == ** What would this classroom/instruction look like? ** ==

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· Consider the home life of students (If a student is not getting the required sleep and food they need at home how will they ever be able to move on to the next level within the hierarchy) · School Lunch and breakfast programs (Free and reduced lunch) · Keep classroom at an appropriate temperature · Provide time for bathroom and drink breaks || · Prepare well planned and structured lessons · Establish clear rules and expectations **· ** Fair Discipline || · Provide time for participation · Get to know all students and be supportive of them all · Be available and listen · Peer tutoring · Have show and tell in the younger grades · Have personal helpers on a rotating basis || · Provide positive feedback · Focus on strengths, not weaknesses · Be alert to student difficulties · Create a positive learning environment || · Expect students to do their best · Make learning meaningful and create chances for all students to be successful in school ||
 * **Physiological Needs** || · Keep a clean and well maintained environment
 * **Safety Needs** || · Consider the home life of students (If students do not feel secure regarding an aspect of their family life, it will be equally difficult to reach that student and help them learn in an appropriate way)
 * **Social Needs** || · Allow students to work collaboratively
 * **Esteem Needs** || · Praise students
 * **Self-actualization Needs** || · Provide opportunities for exploration

Targeted grade level.
** What are the goals for instruction? **
 * It can take an entire lifetime for an individual to meet all of the needs so it is important to follow Maslow's Needs of Hierarchy in all grade levels. If students needs are not being met both at home and in the classooms, their eagerness to learn is not going to happen. It is especially important in the younger grades for a teacher to have a classroom atmosphere that helps the students' needs to be met. When younger students needs are not met, they will start to do poorly in school and this will follow them throughout their education.
 * The goals for instruction would be to meet the needs of all students that can possibly be met in the classroom setting.
 * The teachers goals should always be to provide a safe environment for the students, make the student feel welcomed and important in the classroom setting,everyone in the classroom receives equal respect at all times, and set goals for the student to achieve tasks on their own.
 * Teachers should create opportunities for all students to feel successful.
 * Teach students to be authentic.
 * Teach students to exceed their own cultural background and be accepting of all cultures of the world.
 * Help students to discover what it is they enjoy doing in life.
 * Teach that there is joy to be experienced in life and help students experience things that bring them joy.
 * Teach to accept a person no matter how different they may seem.
 * Teach students to be good choosers - provide situations for students to make the right choice.