The Intersection of Maslow’s & Coaching

Written by Brooke Conklin

 Remember Maslow's hierarchy of needs? That pyramid we all learned about in our undergrad Psychology classes? I motion that we bring it back to consider how it might help us better understand the needs of our teachers. In working with coaches from all corners of the United States & Canada- I hear the same sentiments on a loop alluding to the generalization that teachers aren’t in a state to engage in coaching. From maxed out schedules to escalating student behaviors- there is no shortage of challenges when it comes to carving out time and energy for coaching. So how do we move the masses forward and develop instructional skill sets? - (Re-)Enter Maslow’s hierarchy of needs. 

This theory, developed by Abraham Maslow, suggests that human needs can be organized into a pyramid, starting with basic physiological needs at the bottom and culminating with self-actualization at the top. The idea is simple: lower needs must be met before we can even begin to think about fulfilling higher ones.  

Sure, we all understand that basic needs like food and shelter need to be met before we can pursue higher goals. But have you ever stopped to think about how this applies to the teachers you coach? When their needs aren't being met, it's tough for them to focus on improving their teaching practices.

Think of Maslow's pyramid as a lens through which you view your educators:

Physiological Needs

Think about the basics. Do your educators feel physically comfortable and safe during your coaching sessions? Are they well-rested, have access to refreshments, and a comfortable environment that promotes learning?

Example Scenario: You walk into a coaching session only to find your teacher looking exhausted & visibility drained. You're excited to dive into new teaching strategies, but they can hardly string a sentence together. 

Suggested Response: Prioritize their well-being. Reschedule the session for a time when they're more rested. Offer to cover the first ten minutes of their next class so that they can eat a snack or take a minute to reset.

Safety Needs

Building trust is key! Can you create a safe haven where educators can openly share their challenges without the fear of being judged? This means maintaining confidentiality, actively listening, and offering non-judgmental feedback.

Example Scenario: A teacher is hesitant to open up about  their challenges. Everything is always “fine” and they never need your help. They tell you that “today is not a good day” anytime you ask to pop into their classroom. 

Suggested Response:  Build trust. Emphasize confidentiality, active listening, and a non-judgemental approach. Make it clear that your goal is to support their growth, not to criticize or “catch” them. 

Love and Belonging

How can you foster a sense of connection and community? Encourage collaboration among educators, create opportunities for them to learn from each other, and celebrate successes as a team. Remember, recognizing and appreciating individual contributions goes a long way in strengthening your relationship with each educator.

Example Scenario: One of your teachers always seems isolated, working in their own little bubble. They rarely participate in collaborative activities, and mention feeling unsupported by their team. 

Suggested Response: Foster a sense of community. Facilitate opportunities for collaboration, peer learning, and shared celebrations. Connect them with other individuals beyond their immediate team (maybe crossing grade levels or content areas). Incorporate creative grouping into PD activities. 

Esteem Needs

Boosting educators' confidence and competence is essential! This can be achieved through personalized feedback, highlighting their strengths, and creating opportunities for them to showcase their expertise. Offering professional development can also help them feel more empowered and in control of their growth.  

Example Scenario:  A teacher downplays their successes or expresses self-doubt. They are hesitant to try new things and don’t like speaking up in group settings.

Suggested Response: Celebrate their wins, no matter how small. Do this privately if you sense that they don’t enjoy extra attention. Provide specific positive feedback. Invite them to share their experiences with others.

Self-actualization

Supporting educators in reaching their full potential is the ultimate goal. How can you inspire them to dream big, set ambitious goals, and embrace new teaching strategies? Facilitating opportunities for creative problem-solving and reflection can also ignite their drive for self-actualization.

Example Scenario: One of your teachers is already doing an amazing job- they are one of your highest achievers. They are constantly asking for something more and enjoy innovating, risk taking, and making a real difference. They want to do so many things, they don’t know where to start. 

Suggested Response: Encourage them to set ambitious goals. Support their exploration of new strategies and technologies and challenge them to reflect on their impact. 

By viewing your educators’ needs through the lens of Maslow's hierarchy, you can gain a deeper understanding of their needs and motivations, enabling you to tailor your coaching in a way that truly empowers them to thrive.