Humanism Teaching

Theory
By: Carl Rogers
Abraham Maslow

Maslow's motivation theory

states that man's behavior is
controlled by both internal and
external factors. In addition he
emphasizes that humans have the
unique ability to make choices and
exercise free-will.

Hierarchy of Needs
Maslow ranks human needs as follows:
physiological;
security and safety;
love and feelings of belonging;
competence, prestige, and esteem;
self-fulfillment; and
curiosity and the need to

Importance of Maslows
Theory
This theory has great impact on
educational structure. In order to
maximize on the effectiveness of
school-wide and individual classroom
teaching programs, administrators
and teachers must consider student
needs and their hierarchal order. This
must be a top priority in the
development of these programs so
that students have the capability of

Teacher's Role
Jones & Jones (1990) showed that how
teachers conduct their classrooms is a major
factor directing students' motivation.
Therefore, it is the responsibility of teachers to
know what their students' needs are, to
understand the concept of Maslow's hierarchy,
and to develop their teaching programs
accordingly. Ray (1992), stated, "In the
educational scene the teacher has the primary
responsibility to develop, encourage, enhance,
and maintain motivation in the student."

Suggestions for Application of Maslow's Theory

toEducation

Physiological
reduced & free lunch programs
correct room temperatures
bathroom breaks
drink breaks

 Safety and Security

well planned lessons, carried out in an orderly fashion
controlled classroom behaviors
emergency procedures well planned, discussed &
practiced
fair discipline
consistent expectations
attitude of teacher: accepting & nonjudgmental,
pleasant, nonthreatening
provide praise for correct responses instead of
punishment for incorrect responses

 Love & Belonging with regard to

teacher-student relationships
teacher personality: empathetic,
considerate & interested in the individual,
patient, fair, able to self-disclose, positive
attitude, good listener
use one-on-one instruction
use teacher conferencing
provide positive comments & feedback
rather than negative

 Self-esteem
develop new knowledge based on background knowledge so
as to help ensure success (scaffolding)
pace instruction to fit individual need
focus on strengths & assets
take individual needs & abilities into account when planning
lessons and carrying them out
teach & model learning strategies
be alert to student difficulties & intervene as soon as possible
be available & approachable so students having difficulties
feel comfortable coming for help
involve all students in class participation & responsibilities
when necessary to discipline a child, do as privately as
possible

Self Fulfillment
organize classroom materials in a neat & appealing way
display student art work in an appealing manner
put up interesting & colorful wall hangings
replace overly worn classroom materials periodically
create varied appealing & interesting learning centers
rooms painted in pleasing colors
large window areas
well maintained physical surroundings (ex. keeping
walls painted, desks clean & repaired etc.)
clean rooms
fresh smelling rooms

 Self-actualization
expect students to do their best
give students freedom to explore & discover on
their own
make learning meaningful--connect to "real" life
plan lessons involving metacognitive activities
get students involved in self-expressive projects
allow students to be involved in creative
activities & projects

Carl Rogers
Rogers encourages the students to
develop freely, it does not mean to
encourage them to learn freedom,
it is a character which can make
people have the courage to try some
unknown, uncertain field. He thinks
that the teaching process should
contract a safe psychological
atmosphere where the student can
set out their inner potentiality.

Teaching Process
Rogers put his psychological therapy into education
and created the self-directed learning.
Rogers believes that for the students have learning
potential and the motivation to self-actualization.
Therefore the teachers task is not to teach the
students
how to learn, but to offer learning methods, and the
students learn by themselves. The teacher should
not live
as teacher but a facilitator. Only by doing so, can
we temper