Maslow before Bloom

It’s a wonderful play on words that brings together two important theories in psychology; one is Abraham Maslow’s Hierarchy of Needs and the other Benjamin Bloom’s Taxonomy. During and after the COVID-19 crisis it’s a saying we need to remember more than ever.

Bloom’s theory is a hierarchy of learning objectives increasing in complexity as the pyramid rises. It is a fantastic tool used by educators across the world to plan their units of work and assessments.

You can plan for the basic levels of knowledge and comprehension to be reached before expecting students to apply, analyse, synthesise and evaluate information. Of course when students can achieve success at these higher levels of the taxonomy, they are ‘blooming’ into their full potential. It is a wonderful achievement for them and their teachers to see this level of success. But there is a lot of work to be done before such accomplishments and that work is even harder during a global pandemic.

The COVID-19 crisis changed the world as we knew it. It has especially changed one of the most important parts of the modern world: the formal education system. Students and teachers around the globe were forced to leave their classrooms and retreat to their homes for their own safety. Once at home, they were expected to continue their teaching and learning. Students may have been expected to bloom, as they did in the classroom, but now at home. Before you continue teaching, however, remember that students must Maslow before they can Bloom.

One of the basic tenets of education is that a learner has to be ready to learn. The theory of Maslow’s Hierarchy of Needs argues that people, such as our students, are unable to reach their full potential, also known as ‘self-actualisation’, until they have satisfied their needs at the other four levels in the hierarchy. Many teachers are excellent at ensuring all their students’ needs are being met when they are at school, so they can get on with the job of teaching and learning. However, the COVID-19 crisis has turned our practices on their head and it’s time to think again about how we can ensure students are ready to learn before teaching them.

Physiological

The foundational level of the hierarchy is the all-important physiological needs. It seems obvious that students will need their basic human needs met before they can be educated. They must have access to food, water, shelter and adequate sleep. Unfortunately, some families have lost their main source of income due to the mass closures and lay-offs during these tumultuous times. These families may be struggling to put food on the table. It is important to be mindful of these very real challenges that our students and families are experiencing due to the COVID-19 crisis before relaying any learning expectations.

Ensure all your suggested learning activities and resources are accessible by all students or provide alternatives to ensure equity. Be flexible in your demands on families doing it especially tough at this time. Even those families that are well stocked with resources would have felt concern for their personal safety during this crisis, and this brings us to the next level in the hierarchy.

Safety

The global pandemic presented us with an invisible, fast spreading and deadly disease, with no one 100 per cent safe. Safety is a need that is second only to physiological needs in Maslow’s hierarchy. If students don’t feel safe and secure they will not be able to learn. Creating a safe and secure classroom for your students seems like a walk in the park compared with ensuring their safety during a global pandemic. But there are things you can do. Ensure your students and their families are armed with up-to-date and accurate information about the pandemic and how to stay safe. Teach your students skills and strategies; such as washing their hands correctly and social distancing when in public, to give them tools to stay safe. There’s no need to cause panic but a calm, caring and informed teacher can help many students and families through a crisis. Self-isolating at home has been one of the best ways to ensure the safety and security of families during the pandemic. However, human beings were not made for isolation and this has posed a whole new set of challenges, which brings us to the next level in Maslow’s hierarchy.

Love and belonging

Students usually belong to a class. As soon as they walk in the doors of their classroom, even if they don’t participate, just by being there, they belong to that class. Great teachers foster amazing class cultures behind their classroom doors and students can even feel a sense of loyalty and pride for being part of their class.

Remote learning during the COVID-19 crisis took that sense of belonging away from our students. Students who once learnt collaboratively in their classrooms, were alone in their homes learning by themselves. It became your job, as the teacher, to recreate that same sense of belonging for your students through remote learning.

All students are different. Some may be fine during a crisis and still find ways to connect with their teachers, friends and family, while others may become completely isolated and lose their sense of belonging and connection to their school community. However, all students need to feel they are valued class members before they can really reach their full potential in their learning. You can always help students achieve a sense of belonging by finding ways to connect with each one of your students in a more personalised way.

Some students are very fortunate and have access to great technology, they can participate in Zoom class meetings and have Google classrooms set up online. However, we mustn’t forget those who do not have access to such technology. A phone call or a letter home will remind them they still belong to this group.

Another of my favourite sayings in teaching is “students don’t care how much you know until they know how much you care”. During a crisis is the perfect time to show them you care about them as humans and not just as students and check in on their wellbeing. This may be harder for teachers who teach across multiple classes and may have hundreds of students. It’s important to work as a team and ensure there is at least one teacher in your team checking on the wellbeing of each group of students.

During the pandemic and its aftermath, if the only thing you achieved as a teacher was fostering a sense of belonging with your students, it is the most important thing you could have done during this crisis. They will forever remember the name of their teacher during the COVID-19 crisis because you made them feel like they belonged.

Once students are fed, safe and feel they belong, it is all the easier for them to learn. They can then reach their esteem needs and gain the confidence to face challenging times. Only then can we reach the top of the hierarchy. Of course, students can learn during these times; however, if we ensure they Maslow before they Bloom, they will be able to strive to reach their full potential and thrive during testing times. Check in with your students to see if their needs are being met before placing educational expectations on them. If they aren’t being met, change your expectations and see what you can do to help. It is a time for flexibility for everyone and especially for teachers.

By Shabanum Buksh

Instagram:@teachwithshab

Shab is an Australian primary school teacher with experience across all grades, K-6. She is passionate about maximising teacher impact, while also taking care of teacher and student wellbeing. Shab is currently researching how recent developments in psychology, neuroscience and education can be used by teachers in their classrooms every day.