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Abraham Maslow's Hierarchy of Needs pyramid. The bottom two levels reflect basic needs, the next two reflect psychological needs, and top reflects self-f lfillment needs. !mage "redit# $. %in&elstein via 'i&imedia "ommons . !n the mid-()*+s, h manistic psychologist Abraham Maslow created a theory of basic, psychological and self-f lfillment needs that motivate individ als to move conscio sly or s bconscio sly thro gh levels or tiers based on o r inner and o ter satisfaction of those met or nmet needs. As a parent and ed cator, ! find this theory eternally relevant for st dents and ad lts, especially in o r classrooms. After st dying it over the past co ple of years, my grad ate and ndergrad ate st dents have decided that every classroom sho ld display a wall-si,ed diagram of the pyramid, as st dents and teachers ali&e place pins and post-its on the varying tiers based on their own feelings, behaviors and needs. 'hat do act al brain-compatible strategies loo& li&e on this pyramid-
2. How m ch water have ! had over the past .2 ho rs- !s it eno gh*. 'hat reso rces 5people, activities or experiences6 co ld assist me in reaching my small and larger physiological and psychological goals-
Tier Two
Sta ility' Safety and Security' #reedom from #ear
(. Attitude: 7ometimes it is eno gh to have a personal affirmation that creates feelings of safety and sec rity. %or example# 89ight now in this moment ! am safe. ! am breathing, ! am aware, awa&e and ! can thin& and feel48 .. Worry dro$ o(: As yo enter the room, drop a written concern in a box sit ated by the door. 9esearch shows that writing o t o r concerns and worries frees p the wor&ing memory and relieves anxiety. 1. Pin)u$s: The class assigns vario s st dents to physically post a compliment or affirmation each day. 'e all need to feel validated and often lose sight of o r strengths and talents beca se the brain is wired with a negative bias. These pin- ps help s foc s on positive experiences and behaviors instead of fa lts and mista&es. 2. Common e($eriences: :evelop class g idelines together. "reate a class blog. !nvite o tside spea&ers that promote service and safety# police officers, co nselors, former st dents who have risen above diffic lt sit ations, etc.
Tier Three
*elonging and Lo+e
(. Classroom ser+ice $ro,ect" .. Partnered wor!" 1. Cele rations: "reate special and celebratory days all year long# birthdays, ;!3 days, strength day, progress days, colorf l days, etc. 2. Wor!ing together: Assign these roles within the class# o <istener o 9ecorder of feelings and tho ghts o 7mall gro p of decision-ma&ers o 7t dent who 8cares for8 the teacher, office staff and other st dents o 3oetry reader o :esigner of classroom decorations o =ate&eeper who chec&s for disp tes and conflicts *. Community circle: %or 1-(+ min tes at the beginning and ending of class, share a time where empathy is defined, disc ssed and bro ght to life. >o might also share movie clips, personal narratives, or a story to / mpstart the day. ?. %dentity: A classroom theme, flag, song, flower and animal totem.
Tier #our
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Tier #i+e
Self)Actuali0ation and Self)#ulfillment Needs
This is level of self-eval ation related to service. 'e begin to explore and model, designing, eval ating and analy,ing information o tside of o r own basic needs, serving others. To become creative thin&ers, we have to begin discovering the problem, not / st coming p with a sol tion. !n this tier, st dents become self-assessors and self- reflectors. They are able to see and nderstand how their actions, tho ghts and feelings affect all lives.
Have yo ever enco raged self-examination and self-reflection among yo r st dents- 3lease share yo r experiences in the comments section below. 1