(Forbes, 2013) “ Neuroscience has shed light on the fact that the two-way interaction between baby and its primary caretaker constantly adjusts and modulates the baby’s exposure to environmental stimuli. This interaction serves as a regulator for the developing baby’s internal sense of balance and homeostasis, creating an early childhood blueprint of peace and safety.” The regulatory caretaker to the child is an essential ingredient to the normal development of the brain. In other words, relationship drives brain development.” In the previous post, we discussed William’s and Shellenberger’s Pyramid of Learning. Today I want us to look at another pyramid from Maslow’s framework of human motivation.
As educators, we spend so much time addressing the top of this pyramid and leave little time and attention to the important foundations that must occur before you can even put that top piece on to complete the pyramid. We addressed the physiological and sensory areas in the last post. Let’s spend some time in the middle of Maslow’s pyramid. Creating a safe environment for learning, while building rapport and facilitating relationships, can lead to the self-esteem needed to motivate the brain to learn.
(Jensen, 2005) “ It’s becoming clear that social contact affects human physiology in a number of remarkable ways.” So how can we, as teachers, create an ideal social environment to enhance learning? Small groups to facilitate more personal contact with your students and think-pair-share to help students build trusting relationships with each other. Emotional states can be affected positively or negatively, depending on how cooperative learning is set up and used in the classroom. (Jensen, 2005) “ For starters, educators can do a better job gathering information about student’s social preferences. How much time do they want to spend alone, in pairs and in groups?” Each group of students is different. Cooperative learning should be monitored, evaluated, and modified according to the outcomes you see happening at the moment. Asking yourself is this creating a successful experience for the student, improving social bonding and decreasing social stress. We are “setting the stage” for their school experience. The brain responds better when it perceives safety and pleasure. Teaching = Learning engineering.
My role as a specialist allows me the flexibility to spend 1:1 and small group time with students. Our training as Occupational Therapist working in both the medical and educational model of practice addresses meeting psychosocial and emotional needs. This is key in building rapport, breaking down barriers and creating a learning environment where students feel accepted, safe, and loved.
I would love to hear your thoughts on how you see this pyramid working in your classroom setting. What are some things that you have seen work well in addressing safety, relationship/love, and self-esteem/self-love with your students?
Before you answer these questions I will leave you with the words of Jaime Escalante, a Calculus Teacher from Bolivia, made famous by the 1988 movie, Stand and Deliver. “ You have to like to teach, you have to like dealing with students, and you have to have respect.” If you can answer yes to all of these than meeting the middle of Maslow’s pyramid will easily follow. The students know when you are being real, they can see your passion. Below is a short clip of Jaime Escalante on being a teacher.
References:
Forbes, H. T. (2013). Help for Billy: A Beyond Consequences Approach to Helping Children in the Classroom. Cork: BookBaby.
Jensen, E. (2005).Teaching with the brain in mind. Virginia: ASCD.
4 secrets to building rapport with students (even when it's hard to connect). (2017, November 06).
Retrieved from https://thecornerstoneforteachers.com/4-secrets-building-rapport-students-even-hard-
connect/
