| A | B |
|---|
| External factors | those things outside the student that have an impact on the student. They include the home environment, family relationships, peer relationships, community situations, and the school environment. (where the student lives/learns) |
| Abraham Maslow's hierarchy of human needs | lower level needs must be satisfied before individuals can ascend to higher levels of achievement. He identifies the fulfillment of basic physiological needs as fundamental to individuals sense of well-being and their ability to engage in any meaningful activity |
| Maslows first level | students' physiological needs (have hunger/thirst satisfied, sleep needs met, warm, etc) must be met before student can perform school tasks |
| Maslows seceond level | SAFETY-students must feel safe from harm and danger before they are ready to learn |
| Maslows third level | the need for AFFILIATION (the need to belong and to be accepted by others) students need the opportunity to develop social relationships and peers is important to education |
| nature(internal) and nurture (environmental) | play equally important roles in determing the outcome of individuals growth and maturation |
| the dynamic view of human development | the interaction of the individual with their environment |
| Carol Travis | identifies ANGER as the primary emotion experienced by many students today and one that plays a significant role in shaping their academic perceptions, which in turn, forms their reality of classroom experiences |
| effective teachers | seek to create a classroom environment supportive of students emotional needs, maximize positive environmental factors and minimizing negative ones |
| effective teachers: learning environments | create environments in which all students are ready to learn-where they feel safe, accepted, competent, and productive. A climate the promotes the lifelong pursiut of learning |
