Senior High School

Personal
Development
Quarter 1 – Module 7:
Emotional Intelligence
Personal Development – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 8: Emotional Intelligence
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Hannah Grace F. Tosio
Editor: Amalia C. Solis, EPS
Reviewers: Hernani D. Patches Jr. / Dr. Richmond Fructuoso B. Salao (Content)
Marieta A. Dar (Language)
Illustrator:
Layout Artist:
Management Team: Malcolm S. Garma, Regional Director
Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS In Charge of LRMS
Maria Magdalena M. Lim, CESO V, Schools Division
Superintendent
Aida H. Rondilla, CID Chief
Lucky S. Carpio, EPS In Charge of LRMS

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Office Address: ____________________________________________

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 11

Personal
Development
Quarter 1 – Module 7:
Emotional Intelligence
Introductory Message
For the facilitator:

Welcome to the Personal Development -11 Alternative Delivery Mode (ADM) Module
on Emotional Intelligence.

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:

Welcome to the Personal Development Alternative Delivery Mode (ADM) Module on

Starting Points for the Personal Development!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

3
 What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

4
 What I Need to Know

This topic will help us learn the various types of emotions, identify ways to
communicate and manage emotions in a healthy manner. It is here to help
you understand our emotions profoundly and differentiate positive and
negative emotions. The scope of this module will allow you to apply it in many
different learning situations. The language used recognizes the diverse
vocabulary level of students. The arrangement of lessons follows the standard
sequence of the course.

The module is set to discuss the following namely:

• Lesson 1 – Positive and Negative Emotions; And Ways to Manage
Various Emotions

Most Essential Learning Competencies:

After going through this module, you are expected to:

1. Explore your positive and negative emotions and how you should
express or hide them.
2. Demonstrate and create ways to manage various emotions

5
 What I Know

True or False: Write TRUE if the statement is correct, and FALSE if the
statement is wrong. Write your answer on a separate sheet of paper.
1. The Emotional Quotient of a person is not as important as the
Intelligence Quotient.
2. High IQ may predict sues in one’s social and emotional situations.
3. Emotions are attitudes or responses to a situation or an object.
4. People must understand the necessity of both positive and negative
emotions for healthy functioning.
5. An adolescent does not feel emotional highs or lows during the
adolescence stage.
6. Being dependent on his/her parents is one of the struggles of an
adolescent.
7. Jealousy is an emotion of feeling alone and that nobody cares.
8. Confusion is an emotion of feeling bad after doing wrong.
9. When feeling angry, it is important to let it out immediately to another
person or thing.
10. In managing emotions, it is important to understand what other
people feel.

6
 Lesson

1 Emotional Intelligence

You may have heard people mention “IQ” when talking about intellect
and how smart someone is. (For example, “My brother does not need to study
as much as I do because he has a high IQ.”) IQ stands for “Intellectual
Quotient”. It can predict how well someone may do academically. But did you
know that we also have what we call “EQ”? It stands for Emotional Quotient
and it is as important as having high IQ. In this topic, we are going to learn
more about emotions, its importance, and how to deal with it.

7
 What’s In

Activity 1.1 Reflection Quote

(Critical Thinking, Character Building)
Instruction: Read and reflect on the quotations below. Write your answer
on a separate sheet.

“If you don’t manage your emotions, then your emotions will manage you.”

Deborah Rozman

“Emotions makes us human. Denying them makes us beast”

Victoria Klein

Guide Questions:
1. What can you say about these quotations?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

2. Do you agree with the author’s statement? Why or why not?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

8
 What’s New

Emotions are what you feel on the inside when things happen. Emotions are
also known as feelings. Below are just some of the emotions that we are feeling
every now and then. Find out more about it!

Afraid: feeling fear and worry

Angry: feeling mad with a person, or idea

Ashamed: feeling bad after doing wrong

Confident: feeling able to do something

Confused: feeling unable to think clearly

Depressed: feeling sad, blue, discouraged and unhappy

Embarrassed: feeling worried about what others may think

Energetic: feeling full of energy

Excited: feeling happy or aroused

Glad: feeling joy and pleasure

Jealous: feeling upset when someone has something you would like to have

or they get to do something you wanted

Lonely: feeling alone and that nobody cares

Proud: feeling pleased for doing well

Relaxed: feeling at ease and without worry, calm

Stressed: feeling tense, tired, uneasy, and overwhelmed.

9
 What is It

Emotional Intelligence
Emotional Intelligence is the ability to understand, use, and manage
our emotions. Emotional Intelligence is sometimes called EQ (or EI) for short.
Just as a high IQ can predict top test scores, a high EQ can predict success
in social and emotional situations. EQ helps us build strong relationships,
make the right decisions, and deal with stressful situations.

As we know, it is not always the smartest people who are the most
successful or the most fulfilled in life. You probably know some of your
classmates or friends who are academically competent and yet are socially
incompetent and unsuccessful at work or in their personal relationships. So,
we can conclude that intelligent quotient (IQ) in itself is not enough to achieve
success in life. True enough, your IQ can help you get good grades or help you
achieve your college dream. Nevertheless, your EQ will help you manage the
stress and emotions when facing examinations. Both IQ and EQ need to work
together. It is proven to be most effective when a person has both.

There are many ways to define “emotion,” but they generally fall into one of
these:

Emotions are a state or feeling that cannot be conjured up at will; or

Emotions are attitudes or responses to a situation or an object, like judgments

(Zemach, 2001).

People have been studying emotions for many years. We know quite a bit
about them; however, we must understand the necessity of both positive and
negative emotions for the healthy functioning of our daily lives.

What Are Positive Emotions?

Positive emotions are emotions that we typically find pleasurable to

experience. The Oxford Handbook of Positive Psychology defines them as
“pleasant or desirable situational responses…distinct from pleasurable
sensation and undifferentiated positive affect” (Cohn & Fredrickson, 2009).

10
What Are Negative Emotions?

On the other hand, negative emotions are those that we typically do not find
pleasurable to experience. Pam (2013) defined negative emotions as “an
unpleasant or unhappy emotion which is evoked in individuals to express a
negative effect towards an event or person.”

If an emotion discourages and drags you down, then it is most likely a negative
emotion.

Examples of Positive and Negative Emotions

Some common positive emotions include:

• Love • Interest
• Joy • Amusement
• Satisfaction • Happiness
• Contentment • Serenity

A few of the most commonly felt negative emotions are:

• Fear
• Anger
• Disgust
• Sadness
• Rage
• Loneliness
• Melancholy
• Annoyance

11
Now the Question is, “Do We Need Both?”

Look back over the list of sample negative emotions. Do you want to feel any
of those emotions? You probably do not want it! No wonder it does not feel
good to experience any of those emotions.

Now, look at the list of sample positive emotions. It is easy to see that this list
is full of pleasurable emotions that people tend to seek out. We know that we
need positive emotions to function effectively, grow, and thrive.

Positive psychologists also argue that while there are many benefits to positive
emotional states, our negative emotions are also designed to keep us safe and
to motivate us to improve our lives, just as positive emotions do. So, do we
need them both? The answer is yes!

Improving Managing Emotions and Its Importance on Communication

Emotional Intelligence is a combination of different skills.

1. Being Aware of Your Emotions

Most people feel different emotions throughout the day, some feelings (like a
surprise) last just a few seconds. Others may stay longer, creating a mood like
happiness or sadness. Being able to notice and accurately label these
everyday feelings is the most basic of all the EQ skills. Being aware of our
emotions—merely noticing them as we feel them – helps us manage our own
emotions. It also a way to understand how other people feel. Practice
recognizing emotions as you feel them. Label them in your mind, and do not
disregard them. Do remember to make it a daily habit to be aware of your
emotions. It is okay not to be okay. So, do not be afraid to voice out what you
feel!

2. Understanding how others feel and Why

People are naturally born to try to understand others. Part of EQ is being able
to imagine how other people might feel in certain situations. Try to
understand why they feel the way they do. Being able to imagine what
emotions a person is likely to be feeling is called empathy. Empathy helps us
to care about others and to build good friendships and relationships. It guides
us on what to say and how to behave around someone who is feeling strong
emotions.
3. Managing Emotional Reactions

Everyone gets angry. Everyone feels disappointments. Often, it is important

to express how you feel. However, managing your reaction means knowing
when, where, and how to express yourself. When you become overly stressed,
you lose control of your emotions, including how you act thoughtfully and
appropriately. Thus, when you learn to understand your emotions and know
how to manage them, you can control yourself to hold a reaction that is not
appropriate for a particular time or place. Someone who has a good EQ knows
that it can damage relationships to react to emotions disrespectfully, too
intense, too impulsive, or harmful.

4. Choosing your Mood

Part of managing emotions is choosing our moods. Moods are emotional states
that last a bit. We have the power to decide what is right for a specific
situation. Choosing the right mood can help someone get motivated,
concentrate on a task, or try again instead of giving up. People with good EQ
know that moods are not just things that happen to us. We can control them
by knowing which mood is best for a particular situation.

The Emotions of Adolescence

Adolescence can be a highly emotional stage in one's life. Many of us

experience different emotions in similar situations, as well as similar emotions
in different situations. Several descriptions of adolescent’s emotions are as
follows:

• Adolescence in Western culture is characterized as a period of

emotional upheaval and confusion according to Arnett (1999), others
described youth’s inner lives using the word like “alienated,” “desperate,” and
“overwhelmed.”

• Adolescents are dealing with lots of emotional highs and lows. One
minute, they may feel great; the next day, they feel sad and tearful.

• They are experiencing new levels of emotional variability, moodiness,

and emotional outbursts. They often struggle with being dependent on their
parents while having a strong desire to be independent.

• They may also feel overwhelmed by the emotional and physical changes
they are going through. They may be facing different pressures from friends
to “fit in” plus the added responsibilities at home, and stricter grading policies
in school and expectations to do well in other activities like sports or part-
time jobs.

• They are particularly vulnerable to a roller coaster of emotions.

Pickhardt (2010) added further that the loss of childhood is so painful for
adolescents that the developmental challenges are so daunting. The
vulnerability from insecurity is high; the demands of growth are many; the
conflicts over independence are exciting.
 Given the descriptions above, we suggest that the unpredictability of
emotions is normal. A primary task during this time is to gain insight into
one’s emotionality and expand one’s capacity for empathy with others'
emotional state (Wessberg & O’Brien, 2004).

Positive Actions to Help you Manage Emotions

Did you know that you can take a number of actions that will help you manage
your emotions? Many of them are very general, but it is worth trying them
because you may find that they truly work!

• Exercise. This releases reward and pleasure chemicals in the brain

such as dopamine, which makes you feel better. Being fit also makes
you healthier, which helps in managing your emotions.
• Be kind to others. This helps to stop you worrying about yourself.
• Be open and accept what is going on around you. Learn to appreciate what
is happening and avoid giving criticisms to others as well as their
situations.
• It is good to talk. Spend time with other people and enjoy their
company.
• Distract yourself. Watching a bit of TV, reading, or surfing the internet
for a while will probably help you forget that you were feeling a bit down.
• Do not give in to negative thoughts. If you find yourself having
negative thoughts, then challenge yourself by looking at them
positively.
• Spend time outside. Breathing in the fresh air, especially around nature,
helps calm and relax your emotions.
• Be grateful. Do give thanks to people for the good things they did for
you, and always remember it.
• Play on your strengths. That means doing things that you enjoy most,
and it involves doing things that are good for you.
• Be aware of the good things in your life. An adage that means—count
your blessings!

What’s More

Activity 1.2 Exploring Emotions

(Character building, Critical thinking, Communication)
Instruction: Emotional self-awareness is the ability to recognize one’s own
feelings. In a separate piece of paper, state what was happening to you when
you felt the following emotions listed below? Cite a situation.

What do you feel? What is the situation

Emotion happening?

Afraid

Angry

Ashamed

Confident

Confused

Depressed

Embarrassed

Energetic

Excited

Glad

Jealous

Lonely

Proud

Relaxed

Stressed
Activity 1.3 Exploring Emotions
(Character building, Critical thinking)

Instruction: Let us try to dig deeper and know more about your emotions!
Answer the questions below based on your answers on the chart above. Use a
separate sheet of paper!

1. What are the three top feelings that you do like to have most? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. What are the three top feelings that you do not like to have most? Why?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

3. What do you think is the emotion that you are struggling to control?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4. What do you think the world or life will look like if people are emotionless?
Like there is no negative feeling of anxiety, depression, or revenge, but also
there is no feeling of happiness, love, or pleasure as well?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

What I Have Learned

• IQ stands for “Intellectual Quotient.” It can predict how well someone

may do academically.
• Emotional Intelligence is the ability to understand, use, and manage
our emotions. Emotional Intelligence is sometimes called EQ (or EI) for
short.
• Emotions are a state or feeling that cannot be conjured up at will.
• Emotions are attitudes or responses to a situation or an object, like
judgments.
• Positive emotions are emotions that we typically find pleasurable to
experience.
• Negative emotions are those that we typically do not find pleasurable
to experience.
• We both need positive and negative emotions as they both have benefits
to improve our lives.
• Emotional Intelligence is a combination of skills: Being Aware of Your
Emotions, Understanding How Others Feel and Why, Managing
Emotional Reactions, and Choosing your Mood.
• Adolescence can be a highly emotional stage of life. Everyone
experiences different emotions in similar situations as well as similar
emotions in different situations.
• Adolescents are dealing with different emotional highs and lows. For a
minute, they may feel great; the next day, they feel sad and tearful.
• They are experiencing new levels of emotional variability, moodiness,
and emotional outbursts. They often struggle with being dependent on
their parents while having a strong desire to be independent.
• Adolescents also feel overwhelmed by the emotional and physical
changes they are going through. Further, they are facing different
pressures from friends to “fit in.” These pressures also come from the
responsibilities they have at home, the demanding policies in school,
and the expectations to do well in other activities like sports or part-
time jobs.

Notes to the Teacher

Students may go to this site and answer the following
questions to get their emotional type!
https://psychcentral.com/quizzes/emotional-type-quiz/
Note: For learners who are using online platform
The learning module emphasizes on the 5-C skills being
developed by the learners through the activities –
(Communication, Collaboration, Creativity, Critical thinking)
 What I Can Do

Anger Management

We all know what anger is, and we have all felt it. Anger is an entirely normal,
usually healthy, human emotion. However, when it gets out of control and
turns destructive, it can lead to problems at work, in your relationships, and
the overall quality of your life.
Whenever you feel angry, try these steps.
1. Ask yourself: How does my body feel?
2. Calm down by deep breathing, counting backward slowly and think of
calming thoughts.
3. Talk to yourself. Slowly repeat a calm word or phrase such as "relax,"
"take it easy." Repeat it to yourself while breathing deeply.
4. Think about the source of your anger later. Why was I angry? What did
I do? What worked and what did not work? What would I do differently?
Did I do a good job?

Activity 1.4 Get a grip on anger!

(Character building, Critical thinking)
Instruction: Sometimes people use anger to get their way. Being assertive
does not mean getting your way. It means that you cannot express your
wishes and beliefs in a non-destructive way. Now list more ways that you
could think of for a healthy way in dealing with anger?
 ______________________________________________________________
 ______________________________________________________________
 ______________________________________________________________
Source: http://www.pbs.org/inthemix/educators/lessons/schoolyio13/
Activity 1.5 What would I do?
(Character building)
Instruction: Analyze yourself and describe your emotions about the following
situations you may experience. Remember to focus on how the situation
makes you feel and tell us what would you do!

1. You feel ignored by your favorite teacher. She always seems to have time
for other students.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. You saw your classmate trying to make fun of you with your other
classmates.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. You came home late from practice for a performance task from school.
Your mother got angry and grounded you for a week.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. You tried to confess your feelings to your crush, but it did not turn out
well because he/she already likes someone else.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. You have three long tests tomorrow, but you have no time to study since
your other subjects required you to do their projects.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
 Assessment

Instruction: Multiple Choice. Choose the letter of the best answer. Write the
chosen letter on a separate sheet of paper.
1. IQ is also known as?
A. Intelligent Quotient
B. Intelligence Quotient
C. Intelligent Quote
D. Intelligent Quality

2. This is an emotion wherein you feel alone and nobody cares.

A. Jealous
B. Lonely
C. Afraid
D. Ashamed

3. This is an emotion wherein you feel sad, blue, discouraged, and

unhappy.
A. Afraid
B. Lonely
C. Depressed
D. Confused

6 John’s parents always give his younger brother anything he wants, but
not with him. He felt unfair and sad and had a little anger inside him.
What do you think is the emotion he is showing?
A. Lonely
B. Confident
C. Jealous
D. Anger

5 What kind of emotion does a person need?

A. Positive
B. Negative
C. Both
D. None of the Above

6. When you feel stressed about your school works and started acting
inappropriately, what kind of skills do we need to improve to manage
our emotions?
 A. Understanding how others feel and why
B. Managing emotional reactions
C. Emotions of adolescence
D. Choosing your mood
7 Your friend tried to open up matters about himself, but you ignored
him and thinks he is just overreacting. He told you are insensitive and
do not want to be your friend anymore. What kind of skills do you need
to improve in managing emotions?
A. Managing your emotional reactions
B. Choosing your mood
C. Understanding how others feel and why
D. Being aware of your emotion

8 Many people feel confident when they?

A. Tell people to do something
B. Know how to do something
C. Forget to do something
D. Don’t want to do something

9 All of these are ways to manage emotions except?

A. Exercise
B. Eat Junk foods
C. Distract yourself
D.Be grateful

10 Your friend told you she has suffered depression. What would you do?
A. Allow your friend to express her feelings and show support
B. Convince her to go out with some friends and get her mind out of it
C. Give her some time to herself
D. Spend time with her but avoid talking about her depression
 Additional Activities

• Portfolio Output 7: “Read this letter when you feel…”

(Creativity, Communication, Character-Building)

Instruction: On different sheets of paper, label them the 5 emotions that

you feel most of the time. (It could be a positive or negative emotion.) You
are going to make a letter for yourself based on what you want to remind
yourself every time you feel that emotion. It’s just simply a letter to yourself
that you might want to read every time you feel these emotions. Make sure
to keep these letters with you all the time!
Look at the example and use the format below.

Write here the

emotion

If you feel Angry, read this letter.

Dear __(Your Name)_____,

 (List or write here the things you want to do or remind
yourself when you feel this emotion.)
 Ex.
I know you feel angry right now, but how about you calm
down first, take deep breaths, and think about the
situation right now? Tame your tongue so that you will
not say anything harmful to anyone. You can go through
this! Smile! 😊😊
What I Know Assessment
1. True 1. B
2. False 2. B
3. True 3. C
4. True 4. C
5. False
5. C
6. True
6. B
7. False
8. False 7. C
9. False 8. B
10.True 9. B
10. A
Answer Key
References

Books

Tomas, Paragas, Perez, Marasigan, Miranda, Cortez, . . . Espiritu. (2018).

Emotional Self. In San (Ed.), Understanding the Self.

Websites

http://www.dannypettry.com/ebook_emotions.pdf

https://positivepsychology.com/positive-negative-emotions

https://psychcentral.com/quizzes/emotional-type-quiz/

https://www.skillsyouneed.com/ps/managing-emotions.html

For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph