Maslows Hierarchy of Needs Main Tenants Examples and

Maslow’s Hierarchy of Needs Main Tenants Examples and Applications in the Classroom 1. Hierarchy of Needs- human motivation is 1. The need to address and escape poverty ordered and prioritized from basic may obstruct the self-expression and physical needs to the deeper intellectual freedoms allotted by a quality philosophical needs of self-actualization. education, and so the school must attend Moreover, these needs form a hierarchy to the situation of the student to make with conditional requirements. Only when room for the loftier notions of learning. the lower needs are met do the higher needs emerge and become prioritized. 2. In short, the teacher must be made aware of student needs. Those who come to 2. Physiological needs account for the basic school hungry or those who must excuse physical drives of the human being such themselves to take medication must as food, water, and shelter. Only in dire clearly communicate these needs. circumstances will these dominate the organism. 3. The teacher must ensure a physically secure environment free of harassment or 3. Safety details the need to protect oneself abuse. They must also establish from physical and psychological harm. transparent, nurturing routines in the These include any harm done to the body, way of social norms, discipline, and even but they further cite our needs for their quality of instruction. monetary security in an “orderly, predictable, organized world” (Maslow, 4. The teacher should show care in their 1943, p. 378). students’ wellbeing and interest in their lives, and they should build an 4. Love and Belonging signal the needs for atmosphere filled with levity and affection from one’s relations and social positivity between the students circles. The human being strives for themselves to reinforce their sense of emotional assurance from loved ones and belonging. social groups. 5. To build self-esteem, the teacher could 5. Self-Esteem relates the needs to have a expand the scope of what is to be valued relatively high and stable evaluation of in the classroom by differentiating oneself and recognition of this perception instruction and sharing their metrics with from others. students to foster peer to peer recognition too. 6. Self-Actualization forms the highest rung of the hierarchy. The human being will 6. The teacher could scaffold reflective only be perpetually satisfied if they practices and comprehension monitoring pursue and fulfill their potential. into student interactions to get them more thoughtful about their future life roles. My Classroom 1. With student information sheets and with a discussion of class procedures, we will order, discuss, and revisit student needs at throughout the year. 2. I will allow students to purchase school breakfast before the bell rings, keep a box of nutrigrain bars at my desk, and I will collect all the necessary medical information from my students at the beginning of the year. 3. I will work to establish comfortable class routines and norms in concert with student led discussion, and I will model and advocate caring, humorous behavior for them to follow. 4. I could greet my students at the door as they walk into class, and make habitual inquiries into their wellbeing. I will affirm their belonging through feedback, reinforcing participation, and showing continued interest in their academic performance. 5. I will attempt to provide only illuminating, encouraging feedback to students on their assessments, offer meaningful student choices of routines and products of learning, and assert the worth of students whenever they falter. 6. I would indulge in discussions of purpose for the class and their life plans. Their student profiles could gauge their intellectual passions, and with that data, I could gently encourage students to incorporate those needs into their potentialities for a career.

Critical Race Theory of Education Main Tenants Examples and Applications in the Classroom My Classroom 1. Racism is ordinary and “endemic in the American Life, deeply ingrained legally, culturally, and even psychologically” (Ladson-Billings & Tate, 1995, p. 52). It is therefore “difficult to cure or address” (Delgado & Stefancic, 2001). 1. The segregation of schools may have been normalized with urban districts, where urban “has come to mean black” (Ladson. Billing & Tate, 1995, p. 57). 1. I can attempt to identify and act against subtler forms of ordinary racism that does not manifest as outright aggression. 2. Dominant racial and social groups have little incentive to eradicate racism because it implicitly advances their interests (Delgado & Stefancic, 2001). To them racism may also remain hidden. 3. Differential racialization- each race has their own unique, evolving history, but for an individual person, this history does not culminate in a unitary identity (Delgado & Stefancic, 2001). 4. Naming ones own reality- experiences of racial oppression invite members to offer humanizing stories as a “vehicle for psychic self- preservation” and as a means to open up the listener’s interpretation of their racialized world. 5. Social construction of reality- reality, at least for the context of human enterprise, the social realms, is not only influenced by created by interpretive experiences and the “exchange of stories” (Ladson-Billing & Tate, 1995, p. 57). We project and order these narratives on ordinary experience. 6. American society and rights are premised in property. 2. “Instead of providing…educational opportunities, school desegregation has meant increased white flight along with a loss of African-American teaching and administrative positions” (Ladson-Billing & Tate, 1995, p. 56). Somehow some efforts to end racism have advantaged whiteness. 2. I can attempt to recognize and deny institutional incentives to overlook racism like sending colored students into remediation for dubious reasons. 3. I can try to acknowledge the depth of racial heritage for the historically disenfranchised for individual students and celebrate racially significant events like MLK day or the birthday of Dubois. 3. Each student has a storied racial past, but this one type of past for them does not 4. I will be attentive to students who express constitute a sole allegiance to that identity. themselves in the tone of their narrative It exists, but does not define them. and not marginalize students whose reality does not conform to dominant 4. Students are encouraged to be honest norms. This certainly goes beyond just about potent or oppressive experiences race. and their subjectivity. How does a teacher recognize racial identity and make 5. Similarly, I will try to create an students commensurate about race environment where a plurality of social without the substantial risk of narratives may be manifest, accepted, and engagement? listened to. I will try to recognize when I am unconsciously limiting student voice 5. Teachers may recognize and empathize about race or racial oppression. that student reality is forged by narrative, and these stories are based in real 6. I will assist encourage students to take experiences: prejudiced, enlightened, or full advantage of school property: otherwise. materials, equipment, courses, facilities, and higher education, nor will I be blind 6. White students enjoy systemic access to to racial identity and how it may influence school property and higher performance access to school capital due to poverty or compared to their black and brown peers. activity at the school itself. Poverty disproportionally affects students of color.

Goal Orientation Theory Main Tenants Examples and Applications in the Classroom 1. Goal orientation theory- the basic premise is that “different goals elicit qualitatively different motivational patterns” (Ames, 1992, p. 1). 1. Teachers should plan activities that elicit a mastery orientation and gently undermine the student notion that performance and learning are about ‘saving face’. Teachers can strategize tasks, student choice, and assessment (Conlin, 2008). 2. Mastery goals and approach- The student is motivated by competence and understanding (Conlin, 2008); they believe “effort and outcome covary” (Ames, 1992, p. 2). Learning for learning’s sake encourages an approach where the student yearns for challenge and mastery. 3. Performance goals- The student is motivated primarily by their own “ability and self-worth” (Ames, 1992, p. 2). They seeks to achieve success with the least effort possible and appear competent when compared to their peers. Learning becomes an ego-centric activity. 4. Performance avoidance- since self-esteem is provoked and potentially jeopardized by learning, the student will actively avoid challenging tasks because they fear failure (and its affect on their image). 5. These goals of mastery and performance are set by the student (Conlin, 2008). They are student perceptions or views of self while learning (Ames, 1992, p. 8). 2. Teachers may cultivate a mastery orientation through meaningful, novel, diverse tasks that may distract a student from their self-consciousness. The task should be specific, manageable, and interesting. 3. The teacher can moderate competitive activities, social comparison, and grading practices that stratify student ability, and they can limit repetitive tasks with strictly linear performance standards. 4. Teachers can consistently give reasonably challenging, creative material to all students to deter student comfort zones of ability. They can help students set short term goals to break up daunting tasks, and they can set the expectation that a mistake is expected and respected. 5. The teacher can scaffold the development of a growth mindset through learning experiences and encouragement. My Classroom 1. Through informal conversation and student reaction to challenge, I can uncover their motivations for learning and adjust instruction in kind. 2. I can survey student interests to develop contextual tasks or disrupt their current mentality with dissonant situations that lead them toward curiosity away from performance. 3. I will develop a grading system that employs more diagnostic feedback, such that everyone receives their own goals to achieve, not a symbol of status. 4. I may foster an environment that lends to the expectation and acceptance of error as part of learning through my own behavior, classroom procedures, and consistently challenging tasks that prevent the toxic habit of ‘easy success, avoid challenge’. 5. I can diagnose student self-perceptions and track their progress over time to show certain students that effort is corollary to achievement and ability.

References Maslow, A. H. (1943, July). A Theory of Human Motivation. Psychological Review, 50(4), 370 -396. Ladson-Billings, G. , & Tate, W. F. (1995). Toward a Critical Race Theory of Education. Teachers College Record, 97(1). Delgado, R. , & Stefancic, J. (2001). Critical Race Theory: An Introduction. Retrieved from http: //www. odec. umd. edu/CD/RACE/CRT. PDF Ames, C. (1992). Classrooms: Goals, Structures, and Student Motivation. Journal of Educational Psychology, 84(3). Conlin, M. (2008). Chapter 3: Goal Orientation in the Classroom.