The art of creating and maintaining successful schools is, simply, the task of satisfying needs. However, those who truly understand the complete nature of this task realize the word simply is drenched in sarcasm. Since it is fundamentally impossible for a lone administrator to solicit the needs of an entire staff, student body, and community, this monumental task must be tackled collectively.

I believe that all components of any given school community (parents, teachers, students, and administrators) are innately willing to work within the confines of a system as long as they are able to attach significant meaning and purpose. This was most clearly stated by author Thomas J. Sergiovanni while pointing out the inevitable: "Teachers, parents, and students need answers to questions such as these: What is school about? What is important here? What do we believe in? Why do we function the way we do? How are we unique? How do I and others fit into the scheme of things? Answering these questions provides a framework for understanding one's school life, and from this understanding is derived a sense of purpose and enriched meaning" (Sergiovanni, 2000, p. 2). We should, also, consider another expert observation, such that "What many people seem to want from schools is that (they) reflect the values that are central and meaningful in their lives....only in such forms do they have faith in them; only in such forms can they participate comfortably in them" (Greenfield, 1973, p. 570). Thus, a shared vision must be established.

However, upon achieving partnership between all components of the school community, the task of satisfying needs sufficient for success is not complete. In fact, no thorough discussion of human needs can be complete prior to mentioning Abraham Maslow. Rightfully, Maslow's infamous Hierarchy of Needs has often been referenced in educational theory. Remember, the premise is that ambition for higher needs will not emerge, unless those lower or basic needs have been satisfied. Maslow grouped human needs into five categories, with the most basic represented by the foundation of a symbolic pyramid. Interestingly enough, as important as Sergiovanni's questions for building understanding are, they are questions that would never occur to school community members who have not at least satisfied their physiological and safety needs.

So what does that mean? Should schools be feeding families before buying chalk? Well, Cortland College in New York has cleverly assembled Suggestions for Application of Maslow's Theory to Education. Here is a look at their suggestions as found on PSI Cafe, a web site created and maintain by Nicole Sage, a former Portland State University doctoral student.
  
Suggestions for Application of Maslow's Theory to Education

Physiological
* reduced & free lunch programs
* correct room temperatures
* bathroom breaks
* drink breaks

Safety
* well planned lessons, carried out in an orderly fashion
* controlled classroom behaviors
* emergency procedures well planned, discussed & practiced
* fair discipline
* consistent expectations
* attitude of teacher: accepting & nonjudgemental, pleasant,nonthreatening
* provide praise for correct responses instead of punishment for incorrectresponses

Love & Belonging
With regard to teacher-student relationships:
* teacher personality: empathetic, considerate & interested in theindividural, patient, fair, able to self-disclose, positive attitude, goodlistener
* use one-on-one instruction
* use teacher conferencing
* provide positive comments & feedback rather than negative
* get to know students (likes, dislikes, concerns)
* be available for students in need
* listen to students
* be supportive
* have personal helpers on rotating basis
* show that you value students thoughts, opinions & judgments
* show trust of students by providing situation where it is necessary (ex.running errands, classroom leader)

With regard to student-student relationships:
* class meetings
* class discussions
* peer tutoring
* provide situations requiring mutual trust
* show&tell, sharing

Esteem
Self-esteem
* develop new knowledge based on background knowledge so as to helpensure success (scaffolding)
* pace instruction to fit individual need
* focus on strengths & assets
* take individual needs & abilities into account when planning lessons and carrying them out
* teach to the multiple moded of learning
* teach & model learning strategies
* base new teaching, strategies & plans on learning outcomes
* be alert to student difficulties & intervene as soon as possible
* be available & approachable so students having difficulties feelcomfortable coming for help
* involve all students in class participation & responsibilities
* when necessary to discipline a child, do as privately as possible

Respect from others
* develop a classroom environment where students are positive &nonjudgmental
* star of the week
* award programs for jobs well done
* providing deserved positions of status
* recognition programs for special effort (ex. helpful citizens of the week)
* develop & carry out a curriculum to encourage children to be empathetic& good listeners
* employ cooperative learning in such a way as to develop trust between groupmembers
* involve students in activities of importance & worthiness (ex. cleaningup the environment, carrying out a food drive for the needy)

Self-actualization
* expect students to do their best
* give students freedom to explore & discover on their own
* make learning meaningful--connect to "real" life
* plan lessons involving metacognitive activities
* get students involved in self-expressive projects
* allow students to be involved in creative activities & projects

So far, we have discussed the simple task of employing partnership for the creation of a safe, supportive, environment capable of satisfying the physiological, social, and emotional needs of an entire school community. However, when graduating to the task of meeting the academic and higher level needs of a varied student body, you better have a sound strategy that recognizes individual differences and uncovers unique talents and intelligences. Simple, right?

Perhaps the most effective route toward developing a sound strategy is an acknowledgement of multiple intelligences. We all know people who did not particularly excel in school, but have a knack for getting along with and/or leading others. Howard Gardner, who introduced the theory of multiple-intelligence (Gardner, 1983), would describe this person as having high interpersonal and intrapersonal intelligence. However, too often, this talent goes unrewarded in our schools and we miss an ideal opportunity to build self-esteem. I believe successful schools must make a conscience effort to construct a curriculum and pedagogy under which all intelligences have an opportunity to strive. Simple, right? This means a departure from the steady diet of traditional instruction. Don't get me wrong, traditional instruction is not bad, it's sort of like orange juice. Many people enjoy orange juice, not to mention it's an excellent source of vitamin C. Others don't care for orange juice and find the nutrient elsewhere. Of course, even those that like orange juice could drink too much and not feel well. Certainly, variety in instruction style is ideal.

Personally, I believe active learners are more likely to develop into life-long learners. Let's face it, life-long is forever, so you better love it. Adults and students alike rarely love being lectured. I agree that "Teaching is mostly listening, and learning is mostly telling" (Meier, 1995).

Subsequently, I oppose 'curriculum by coverage', as I like to call it. What's the point, if the student has no ambition for the knowledge or cannot make applicable connections. John Dewey, often called the father of democratic education, asked "What avail is it to win prescribed amounts of information.....if in the process the individual loses his own soul: loses his appreciation of things worth while, of values to which these things are relative; if he loses desire to apply what he has learned and, above all, loses the ability to extract meaning from his future experiences as they occur?" (Dewey, 1963, p. 49)

Now that we know which needs to satisfy before we can teach and the style in which we would like to teach, the only remaining question is what to teach. Consistent with my earlier recommendation for a shared vision, I believe it is important that the identification of what to teach take place at the local level. After all, if parents, teachers, and students are omitted from this process, they will have difficulty answering Sergiovanni's questions for building understanding. To the cynics, I declare there exists sufficient motivation for these parties to develop a sound curriculum. Armed with a curriculum goal and a sense of empowerment, the result will be a more comprehensive and achievable curriculum than that mandated by any detached governmental entity.

An effective curriculum is one that, once completed, offers knowledge and know-how applicable to achieving the satisfaction of personal needs. While modern society is ever-changing, an individual's ability to problem-solve, communicate, and decision-make within that society remains a constant key to success. With that in mind, we can avoid the trap of substituting facts and vocabulary for understanding.

Finally, to assess our schools, we must measure their ability to stimulate community participation, self-worth, motivation, and a life-long commitment to self-enhancement. We must also assess that our students possess the necessary skills to self-enhance and regularly set personal goals. Yes, we do need testing, but testing is like orange juice. We also need alternative, authentic assessments such as projects, presentations, problem-solving activities, and more. Simple, right?

The use of the word simple is, indeed, sarcastic. However, it's not meant to place an 'impossible' tag on the philosophy. It, rather, highlights the need for multiple participants in the creation and implementation of a school's mission. There are no lone rangers. You show me a truly successful school, that is having a positive impact on nearly all of its students, and I'll show you a school that is a function of its community; a product of teachers, parents, students, and administrators.

Dewey, John (1963) "Experience and education" New York: Collier.

Gardner, Howard (1983) "Frames of mind: The theory of multiple intelligences" New York: Basic Books.

Greenfield, Thomas B. (1973) "Organizations as social inventions: Rethinking assumptions about change" Journal of Applied Behavioral Science, 1973, 9(5).

Maslow, A. H. (1954) "Motivation and personality" New York: Harper & Row.

Meier, Deborah (1995) "How our schools could be" Phi Delta Kappan, January 1995: 369-73

Sergiovanni, Thomas J. (2000) "The lifeworld of leadership: creating culture, community, and personal meaning in our schools" San Francisco: Josie-Bass