Humans are programmed for survival and the highest quality of life possible. They seek first physical well being, safety, and then emotional security. Abraham Maslow describes the priority of human needs in his theory of the Hierarchy of Needs. Children’s behavior reflects the needs they are seeking. It is important for teachers to understand and identify children’s needs. Once they have, teachers can help children to obtain what they need to perform and behave in school.

Maslow’s Theory:

Maslow’s theory is based on fulfilling the five levels of needs. The needs are demonstrated in the shape of a pyramid, with physiological needs as the base, safety as the second wrung, social as the third, self esteem as the fourth, and finally self actualization as the top of the pyramid.


  1. Physiological needs: Those things necessary for survival, such as food water, and sleep. If physiological needs are met, people then focus their attention upon their safety needs.
  2. Safety and security: Protection and security from violence and crime.
  3. Social Needs: Sense of belong and being loved. Such examples are friendships and inclusion in groups.
  4. Self Esteem: Respect from others and self through recognition and feeling as if they have contributed.
  5. Self-actualization: Creativity, spontaneity, internal moral code, and ability to accept the facts of the world.

Attention to Maslow’s hierarchy of needs has proved an extremely useful tool in solving classroom problems and empowering students. If students find all their needs met within the classroom, they are more confident, comfortable, and motivated to perform in school and establish healthy relationships.

Implementing Maslow’s Hierarchy of Needs:

Implementing concepts from Maslow’s Hierarchy of needs dramatically improves behavior in the classroom. When teachers are aware of students needs for physical necessities, security, and self-esteem, they are able to create an atmosphere that provides students with these things. But research and experience show that creating such an environment must include teachers and students. Involving learners in the rule-making process is highly affective in positive classroom behavior. When students feel responsible for creating the rules, they will take ownership of their ideas and carry them out.


It is ideal to initiate this process at the beginning of the year, but after breaks and holidays are also good times to introduce this new method.

Step 1: The first step is to gather all the students together. The teacher then asks the learners for a list of guidelines to make the classroom the best place they can think of.

  • Use “guidelines” instead of “rules.” “Guideline” is a positive term associated with self-control and not restriction.

  • Write down every suggestion on the board. This raise students’ confidence in participating in the process.

  • The suggestions will most likely involve:

    • Attendance (to classes and to school)

    • Asking permission (to the toilet)

    • Using classroom materials

    • Work done at school

    • Homework

    • Interacting with the teacher (respect, permission)

    • Interacting with learners (inclusiveness, sharing, kindness)

    • Acknowledge to students that these rules may not be followed in the world outside the classroom. Rather, ask “But what can we do here, in this classroom, to make it a fun, safe place to learn?”
    • Foster the spirit of community. Even if the rest of the world does not, the classroom can be a place where children have a safe, secure environment where their needs are met and they feel they belong.


    Step 2: After the teacher has compiled all the suggestions, they ask the students, “Which guidelines look similar?” “Can we combine any of these.”

    • As the teacher alters the list according to student suggestions, they come up with a working list of guidelines for the classroom.

    • The learners must understand the guidelines as a mutual collaboration between the teachers and students to make the classroom an ideal place for learning.

    • The student must see the teacher does not want to control them, but wants them to succeed.

    • This model promotes the teacher as a team leader who is still an authority figure, leading the children through open dialogue to success.


    Step 3: The third step involves asking the students “If the guidelines are broken, what should the consequences be?” After receiving suggestions, the teacher asks, “Does this seem too harsh?” “Does this seem too easy?”

    • When discussing bullying or confrontation, help the children consider both what both parties should do.

    • The key to this step is to let the students know that they are producing their own guidelines. The rules are not being imposed upon them.

    • By having the students consider the consequences, the teacher is not assigning punishments.

    • When participating in the guideline-making process, the students feel as if they have control of their own actions and consequences.

    Step 4: The teacher will post the compiled guidelines and consequences in a designated place in the classroom.

    • The list must remain visible throughout the entire year.

    • Studies have shown and teachers agree that beginning this system is very difficult. But after about three weeks, the students realize that the classroom will not work if they do not cooperate with the students and the teacher.

    • When the students violate the rules, the teacher says that he/she cannot carryout her side of the agreement if the guidelines on the other side are broken.

    • The teacher asks if the class needs to re-evaluate the rules. The students then reconsider their proposed actions and consequences and why they are established as they are. For example, the teacher may say, “I am noticing I have been yelling a lot lately, and I know that under our guidelines, I said I would not yell. Can we change something that occurs in this classroom so that I do not have to yell so much?

    • The teacher must follow through for this model to have any credibility!!!! The teacher therefore, must have the power and authority to conduct this information gathering session and then continue to hold this same power and authority throughout the year.


    Things to consider:

    • This model can apply to every age and many different types of schools, but differs according to age of the learners.

    • Do not get too picky or have too many rules.

    • The teacher must remain consistent.

    • The guidelines must be clear and descriptive, yet kept as simple as possible.

    Send a copy of the rules home. Include lines for the children, the parents, and the teacher to sign. [2]


    For administrators:
    Students and teachers need to believe in the importance of their work. Administrators must make the teacher feel capable and supported, especially when implementing this new method of classroom management. When the do not feel supported, teachers resort to negative forms of behavior management, such as yelling or hitting. Allow teachers to vent to you. Help them reassess guidelines. Are they realistic for that classroom? Help them understand that some things may not work. Tell them, “For your classroom and your style, this does not work.” Brainstorm alternatives. When people are committed to making children responsible for their own learning, they can accomplish this great goal.

[1] Sornesen, Kenneth. “Maslow’s Hierarchy of Needs and SubpersonalWork.” Pscyhosynthesis. 2006. 20 Nov. 2007. <http://two.not2.org/psychosynthesis/articles/maslow.htm>.

[2] “Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments Specialized Booklet 1.” Positive Discipline in the Inclusive, Learning Friendly Classroom: A Guide for Teachers and Educators. Bangkok: UNESCO, Bangkok. 2006.