The starting point for this is to understand Arthur Maslow’s hierarchy of needs. Maslow lists five categories of needs in order of their assumed priority:

1. physical (biological) needs – air, water, food and the like

2. safety needs – assurance of survival and of continuing satisfaction of basic needs

4. esteem needs – by self and others

5. self-actualization or self-development needs

Maslow did not say that these are all the needs we all have, but that all people potentially have all these needs. He regarded this hierarchy as instinctual and universal. Thus ‘higherâ

€™ needs may not become activated unless the ‘lower’ ones have been reasonably well met previously. That is, human needs arrange themselves in hierarchies of prepotency. The strength of motivation to move onto the next level in the hierarchy of needs will, in most cases, be according to how much the preceding category has been satisfied.

The personality of the individual student will also effect how the teacher assesses motivational requirements. A shy, quiet student, for example, may require more encouragement to join in class activities, but need no motivation to read and study. An older, bigger student may have a higher level of confidence and self-esteem than a smaller, much younger student. It is also the case that different individuals will require different amounts of each hierarchical level in order to be satisfied. Just as one child may have a larger appetite f

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