Tag Archives: Methods and Theories

Today’s child – Maslow and physiological needs…

According to Maslow, a child’s first need is physiological. Children need food, water, clean air, and a safe, warm place to sleep. How can parents and teachers meet these needs?


  • Make time to meet these needs in a “family” way – no matter how big or small your family may be.
  • Set the breakfast table together the night before.
  • Ask your child to help you plan a healthy menu while teaching him or her about nutrition.
  • Pack a healthy lunch instead of buying one. Include an “I love you” note for your child to read when the lunchbox is opened.
  • Find time for a home cooked evening meal and eat together around the table to discuss everyone’s day.
  • Keep the air in your home clean. Avoid exposing your child to cigarette smoke, excessive dust, and toxic fumes.
  • Provide a clean, restful slumber environment void of technological distractions.
  • Teach your child to be responsible for his or her own physiological needs over time.


  • Allow time for snack breaks each day. Children can’t learn when hungry.  Ask parents to donate healthy snacks.
  • Allow children to drink water as needed. If no classroom fountain is available, let children bring a water bottle from home.
  • Create a warm and inviting classroom environment.
  • Provide students the opportunity to design and keep up the classroom environment.
  • Classrooms are dusty places. Try a Friday cleaning day and include students in the process. This makes for a great way for all to begin new Monday morning. If needed, bring in an air purifier. Be sure to clean the filter as required.

All of these suggestions are easy to carry out and need very little time. If you have other suggestions, feel free to comment and add to the list.  Thanks!


What’s your learning style?

Dictionary.com‘s 21st century lexicon defines learning style as an individual’s mode of gaining knowledge, esp. a preferred or best method.

What’s your learning style?  Have you taken a learning styles inventory lately?  Individual learning styles may change over time as the learner becomes acclimated to doing things in different ways through life experiences.

Teachers are responsible for meeting the needs of a variety of learners – all having a variety of learning styles.  Often, teachers teach the way they learn.   This may not however, be in the best interest of every learner.  Having a good understanding of learning styles can guide planning for successful differentiated instruction.

There are many learning style assessment sites that will help you discover your style of learning and teaching.  Curious?  Check out…





learning style. (n.d.). Dictionary.com’s 21st Century Lexicon. Retrieved July 11, 2012, from Dictionary.com website: http://dictionary.reference.com/browse/learning style

Making the case for teaching morals in the classroom…

“Living is a constant process of deciding what we are going to do.”    Jose Ortega y Gasset

The study of morals and values dates back thousands of years.  Within the United States – hundreds of years.  Its inception began with Horace Mann (1796-1859), the Massachusetts statesman and champion for morals education in the classroom.  John Dewey (1859-1952), educational reformer, followed suit stating morals education was of significant importance in schools.  Sadly, morals instruction has eluded successful drafting into a definite curriculum.  Instead, it has been “thought” intuitively learned at home, school, and church.

Although assumptions of morals learning sound good in intent, it is clear that time has come to seriously consider “making time” for morals education in schools as shown in the recent bullying of a school bus monitor in Greece, New York.

Society has changed – most children come from single parent families, one out of three teenage girls is a mother, and church memberships are down.  While bullying and character programs have been on the rise in the classroom, they do not adequately set the purpose for the learning that needs to take place, which is “learning to do what is right for right’s sake.”

Morals learning should scaffold like any successful curriculum, beginning with a foundation in the early years and emerging over time.   Unless educators provide adequate morals instruction in the classroom, our students have a slim to none chance of developing moral values on their own…

Alice came to a fork in the road. “Which road do I take?” she asked.

“Where do you want to go?” responded the Cheshire cat.

“I don’t know,” Alice answered.

“Then…,” said the cat, “it doesn’t matter.”

                                                                  Lewis Carroll, Alice in Wonderland