Maslow's Hierarchy Of Needs Analysis

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Register to read the introduction… According to adult learning theory, people entering education as adults are self motivated, however they each have different factors that intrinsically or extrinsically motivate them. Using Maslow’s model I am aware of trying to help students to fulfil their individual basic needs in order for them to access further hierarchical levels on their road to self-actualisation. This includes creating a comfortable and safe learning environment, creating opportunities for team work, rewarding achievement and providing students with challenges and opportunities for personal …show more content…
Equal opportunities legislation has been developed to ensure that no individual is discriminated against, irrespective of gender, marital status, sexual orientation, disability, race, ethnic origin, age, religion or belief. In practice this means that our teaching materials are free from bias, none of our students are disadvantaged by our teaching methods and also our teaching environment is accessible and meets learner’s needs. This links well with Maslow’s hierarchy of needs as we are creating a safe environment for our learners to learn.
Every Child Matters has evolved in recent years to encompass not just every child but everyone and covers five outcomes of being healthy, enjoying and achieving, making a positive contribution, staying safe and achieving economic well-being. For me this legislation also links well with Maslow’s hierarchy of needs as to encourage the above outcomes we need to understand what motivates our learners and also be aware of their circumstances and
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This is a very important feature as in Knowles principles of Adult learning it suggests that adult learners desire to be respected as individuals. Her lecture was clearly introduced and aims and objectives outline and explained, this meant that the students were informed and understand the relevance of the lecture to their current and future learning, therefore reinforcing the student’s goals and increasing motivation. The lecture was well paced and had a good mix of activities including practical elements and opportunities for self-directed learning to keep variation. There was very little group work; however the student profile indicates that the students dislike group work. This is very important for managing their behaviour as it is clear that the lecturer knows them well and understands how to encourage those students to achieve their full potential. If the lecturer included too much group work it is likely that the students would be less engaged in the lecture. Students were engaged throughout the sessions and the lecturer used directed questioning to keep the pace of the lecture and check learning over the course recapped of the

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