Mrs. B has been teaching English for the past 12 years. Until this year, she always planned interesting and creative lessons for students with a variety of different activities. This year, the quality of her lessons gradually deteriorated. She began to doubt her ability to motivate students, believing her students found her boring. " In an evaluation, the school principal mentioned that her classes appeared poorly organized " During the past year she has undergone a variety of life changes, including the death of her 82-year-old father and the departure of her only child for college out of state. She confided in a close friend that she has been feeling overwhelmed and lonely.
In the space below, analyze the behaviors of Mrs. B from each of the five perspectives (neurobiological, humanistic, psychodynamic, behavioral, and cognitive). Write sentences for each perspective.
Neurobiological perspective: Mrs. B's recent life changes, including the death of her father and the departure of her child, may have caused significant stress and emotional turmoil for her. This could have affected her neurobiological functioning, potentially impacting her ability to plan and organize creative lessons.
Humanistic perspective: Mrs. B's feelings of overwhelm and loneliness indicate a need for connection and support. She may be seeking validation and acknowledgement from her students, which could be influencing her doubts about her ability to motivate them.
Psychodynamic perspective: Mrs. B's recent life changes may have triggered unresolved feelings from her past, such as unresolved grief or attachment issues. These unresolved emotions could be influencing her self-doubt and the decline in the quality of her lessons.
Behavioral perspective: Mrs. B's declining lesson quality and doubts about her ability to motivate students could be viewed as observable behaviors. These behaviors may be influenced by external factors, such as her recent life changes, which have disrupted her usual schedule and routine.
Cognitive perspective: Mrs. B's thoughts and beliefs about her students finding her boring and her own ability to motivate them are influencing her behavior and lesson planning. Her recent life changes may have also impacted her cognitive processes, making it more challenging for her to effectively plan and organize lessons.
Neurobiological perspective: Mrs. B's recent decline in the quality of her lessons and her feelings of overwhelm and loneliness could be explained by the impact of her neurobiology. The loss of her father and the departure of her child may have triggered emotional and physiological responses, such as increased stress levels or altered neurotransmitter activity, affecting her cognitive and emotional functioning.
Humanistic perspective: From a humanistic perspective, Mrs. B's behaviors can be seen as a reflection of her emotional state and her need for support and fulfillment. Her decreased motivation and doubts about her ability to engage students may stem from her feelings of loneliness and being overwhelmed. Mrs. B may benefit from receiving empathy, understanding, and encouragement to help her regain her self-esteem and reconnect with her passion for teaching.
Psychodynamic perspective: The psychodynamic perspective suggests that Mrs. B's recent changes in behavior could be influenced by unconscious conflicts or unresolved issues. The death of her father and her child leaving for college may have triggered unresolved feelings or unresolved grief. These unresolved conflicts may have led to feelings of overwhelm, loneliness, and a decline in her teaching quality as she struggles to cope with her own emotions.
Behavioral perspective: From a behavioral perspective, the decline in Mrs. B's lesson quality and the mention of poorly organized classes in her evaluation could be attributed to external factors and environmental influences. The recent life changes, such as the death of her father and her child leaving for college, may have disrupted her routine and affected her ability to effectively plan and structure her lessons. Additionally, her feelings of being overwhelmed and lonely may have impacted her ability to devote time and energy to preparing creative and engaging activities for her students.
Cognitive perspective: In the cognitive perspective, Mrs. B's decline in lesson quality and self-doubt could be related to her thoughts, beliefs, and perceptions. The loss of her father and her child leaving for college may have led to negative thoughts and self-criticism, causing her to doubt her abilities as a teacher and feel boring. These negative thought patterns may have impacted her motivation, creativity, and overall teaching performance. Addressing these cognitive distortions and fostering a more positive mindset could help improve her teaching quality.