EDUC 340- Maslow's Hierarchy of Needs

Vocabulary flashcards covering Abraham Maslow's Motivation Theory, classroom application activities, classroom organization principles, and common classroom routines from the lecture.

Maslow's Hierarchy of Needs

A five-tier motivational model (1943, 1954) proposing that people are motivated to achieve certain needs, with some needs taking precedence over others in a pyramid structure.

Physiological Needs (Maslow's Tier 1)

Basic needs essential for survival, including air, water, food, shelter, and clothing.

Safety Needs (Maslow's Tier 2)

The need for security and protection from physical and emotional harm.

Social Needs (Maslow's Tier 3)

The need for love and belonging, including friendship, intimacy, and family.

Esteem Needs (Maslow's Tier 4)

The need for self-respect, self-esteem, achievement, mastery, independence, status, dominance, prestige, and respect from others.

Self-Actualization (Maslow's Tier 5)

The highest level of Maslow's hierarchy, referring to the realization of a person's full potential and the achievement of being what one was meant to be.

Expanded Eight Stage Model (Maslow)

An extension of Maslow's original five-tier model (1943, 1954) to include cognitive and aesthetic needs (1970a) and transcendence affective domain needs (1970b).

Teacher as a Sensitive Observer Skill Checklist

A framework (Kiehn, 2009) for teachers to assess if students' motivational needs (Tiers 1-3) are met, sense frustration, anticipate individual needs, and understand that effective learning occurs after basic needs are satisfied.

Stress Reduction Activity (Classroom Application)

A classroom exercise involving finding a calm space, controlled breathing, head/neck rolls, arm stretches, and guided meditation to help students find a quiet spot in their body.

Classroom Organization

The focus on the physical environment of a classroom, involving strategically placing furniture, learning centers, and materials to optimize student learning and reduce distractions.

Least Restrictive Environment (LRE)

A concept often associated with special education, but in a broader classroom context, it refers to arranging the classroom to accommodate diverse student needs and allow free movement, minimizing disturbance.

Physical Environment (Classroom Organization)

The arrangement of furniture, location of materials, displays, and fixed elements within a classroom.

Strategic Placement (Classroom Organization)

The deliberate arrangement of furniture, learning centers, and materials to optimize student learning, reduce distractions, and promote interaction.

Classroom Management and Organization

Intertwined processes where rules and routines influence student behavior, and classroom organization affects the physical elements, together creating a productive learning environment.

Common Classroom Routines

Standard procedures or practices implemented by effective teachers to manage time, space, and safety within the classroom, such as attendance, collecting/returning work, and emergency drills.