chapter 1 - planning Flashcards
physiological needs
food, water, shelter, clothes, warmth, they come first in a person’s need for satisfaction
safety needs
personal, financial, health + wellbeing, safety net, the need for social security
love and belonging needs
to receive and give love/affection, to feel valued and appreciated in a group
esteem needs
self esteem + esteem from others, feels confident and valuable in the world
self actualisation
all other needs met, they are doing what they were “born to do”
problems with Maslow’s hierarchy
- Individual behaviour seems to respond to several needs - not just one
- The same need (e.g. the need to interact socially at work) may cause quite different behaviour in different individuals
- There is a problem in deciding when a level has actually been “satisfied”
- The model ignores the often-observed behaviour of individuals who tolerate low-pay for the promise of future benefits
- There is little empirical evidence to support the model. Some critics suggest that Maslow’s model is only really relevant to understanding the behaviour of middle-class workers in the UK and the USA (where Maslow undertook his research).
teachers and instructors role in maslows
*Teachers create an outdoor program that meets the skill requirements for each level of Maslow’s hierarchy.
*Teachers need to teach at the level of the student’s rather than the level in which they believe they should be achieving.
*Being well prepared enables the teacher to set up lessons in which they are familiar with the setting and minimise issues for students.
students role in maslows
*Students partake in learning the skills from the teacher.
*Once a level is achieved, individuals are motivated to move towards achieving the needs at the next level.
*Students take responsibility for learning the skills related to each level.
*Student does not move onto learning skills of a higher need until they have met the requirement of the lower needs.
teachers role in achieving physiological needs
*Teach planning and preparation for expedition
*Give information about the area, route, emergency plans
*Always teach at the level of the student
students role in achieving physiological needs
*Plan and prepare for expedition
teachers role in achieving safety needs
*Make students feel safe, use formal and informal settings
*Establish appropriate guidelines
*Provide environments that match students level of learning
*Teach risk assessment, management and emergency response.
students role in achieving safety needs
*Know your skill level and act accordingly.
*Follow safety procedures
*Practice activity and self-management skills.
*Follow expectations and rules for the group
*Assist others to feel safe
teachers role in achieving love and belonging needs
*Organise activities for students to build relationships and feel acceptance.
*Provide opportunity for students to conduct communication activities
*Challenge by choice
students role in achieving love and belonging needs
*Practice personal skills
*Develop interpersonal skills
teachers role in achieving esteem needs
*Arrange activities for students to demonstrate personal growth and challenge
*Teach goal setting and introduce leadership skills
*Teach evaluation of strengths and weaknesses and give constructive criticism
