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By Bob Steere

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An abused child or one from a family about to splinter will be concerned with loss of security and the need to find and regain a sense of safety and security. This student, regardless of age, has little motivation for learningfor gaining knowledge. Once children fulfill their physical, security, and safety needs, they have the need for love and belonging. They feel that they have fulfilled this need when they are accepted by others, given attention and affection. After love and belonging comes the need for respect and self-esteem.

When there is a large hiatus between the learner's needs and the learning objectives of the teacher, then discipline problems may develop. The second plank of the pyramid is the need for security and safety. An abused child or one from a family about to splinter will be concerned with loss of security and the need to find and regain a sense of safety and security. This student, regardless of age, has little motivation for learningfor gaining knowledge. Once children fulfill their physical, security, and safety needs, they have the need for love and belonging.

If children have unclear values or values that have not been fully accepted and made a part of their conscience, they may test behaviors not congruent with the behavior advocated by the school's rules and policies. A child's home and community may also use words not permissible by the school, or a child's value system may cause him or her to Page 24 make an unacceptable response to an authority. This problem was experienced by an Alaskan teacher of Indian children when a misbehaving child refused to look him in the eyes.

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