Republic of the Philippines

CAVITE STATE UNIVERSITY

Tanza Campus
Bagtas, Tanza, Cavite
(046) 414-3979
www.cvsu.edu.ph

2nd Semester, A.Y. 2021-2022

MODULE ON UNDERSTANDING THE SELF

By Mr. Roman P. Jacinto III, MA, MM.

LESSON 12: PART III: MANAGING AND CARING FOR THE SELF

A. Learning to Be a Better Student

B. Setting Goals for Success
C. Taking Charge of One Self

LESSON OBJECTIVES:

1. Understand the theoretical underpinnings for how to manage and care for different
aspects of the self.
2. Acquire and hone new skills and learnings for better managing of oneself and behaviors.
3. Apply these new skills to oneself and functioning for a better quality of life.

A. LEARNING TO BE A BETTER STUDENT

INTRODUCTION

It is only when a student looks back as he reaches college that he realizes just how
much time he had already spent in school. In the Philippines, a college freshman devotes
approximately thirteen years of his life to primary and secondary education. Yes, that much time
studying and learning. Having an education is an essential part of life and even if schooldays
are over, people still continue to learn. Thus, one should take advantage of every opportunity to
learn and become a better person.

WHAT IS LEARNING?

In the field of human behavior, learning may be defined as relatively permanent changes
in behavior brought about by practice and experience (Coon, 2001). As implied by the definition,
learning involves acquisition of information or mastery of skills that brought about changes not
only in how the person thinks and feels but more importantly in how he behaves.

Learning does not always happen automatically for there are many factors that affect the
process of learning. Some of these factors are: the characteristics of the learner (i.e. the
learner's level of intelligence, physiological condition, mindset, and interest), the information/
material to be learned (how interesting and comprehensive the material is) and the situation in
which learning should take place (conduciveness of the learning venue, the teacher and
availability of materials/resources). Hence, if these things are considered, learning should
proceed smoothly. This may seem quite simple and clear cut but in reality people are different
and these differences make teaching students a learning task quite challenging. Imagine a class
of at least twenty students, each one with different levels of intelligence, mindset, interest and
acquisition rates.How can a teacher be sure that he got through to the students? A good
teacher should at least make the students realize that learning is fun and that knowledge is
empowering.

PHYSIOLOGICAL BASIS OF LEARNING

The human brain is simply amazing. For a long time, scientists have tried to unravel and are still
unraveling the powers of the human brain. Human beings have reached this stage of evolution
because of brain power. Parts of the brain, specifically the cortex, the cerebrum, amygdala and
hippocampus are in-tune with reality and everything else that happen in the external world and
internal world of the learner (Carlson, 1995). The following are some functions of each one:

Cerebrum and its Cortex

LIMBIC SYSTEM

1. The cerebrum, which is the biggest part of the brain (approximately 75%) is the most
highly developed part of the human brain. Its functions involve mental processes like
thinking, perceiving, producing and understanding language. Most information
processing happens in the higher brain center, the cerebral cortex.

2. The cerebral cortex, which covers the cerebrum, is involved in several functions
associated with learning including: determining intelligence, planning and organization,
and processing sensory information.

3. The hippocampus which is a part of the limbic system is responsible for processing and
storing short-term memory.

4. The amygdala, also of the limbic system, is responsible for emotions, survival instincts
and memory.

The sensory apparatus (eyes, ears, nose, tongue, skin and kinesthetic senses) serves as
gateways for the brain to take notice, understand and retain significant sensory data. Relevant
information stored will be used by the person in time. Although specific brain areas account for
specific learning tasks, the brain with its brain chemicals and its billions of neurons function
together to make learning possible for the individual.
Physiological Process of Learning

TYPES OF LEARNING

Psychologists have discovered through experiments conducted on animals and its applicability
to human beings, that learning may occur in two ways:

a) by association or associative learning and by

b) cognition or cognitive learning

An Example of Classical Conditioning

An example of Operant Conditioning Model

1. Associative learning is a type of learning that takes place by associating or connecting

a stimulus to a response or a response to a reinforcement. The processes involved in
such learning technically are known as Classical Conditioning by Ivan Pavlov and
Operant Conditioning by B.F. Skinner respectively. Conditioned responses/behavior can
occur unconsciously or consciously within the individual.

Examples of learning through Classical Conditioning:

The aroma of your mother's cooking makes you happy.

(The aroma reminds you of your loving mother.)

Hearing a certain song makes you feel sad.

(The song reminds you of a past relationship.)

Examples of learning through Operant Conditioning:

Studying hard for the quiz because you expect good grades.

Taking your vitamins everyday so you won't get sick.

2. Cognitive learning is defined as learning through conscious mental activities like

thinking, understanding and remembering. In the cognitive approach, learning may occur
in two ways:
a) Latent learning and
b) Observational learning.

a.) Latent learning by Edward Tolman is

the acquisition of data that is then stored
in memory for later use. Most of the
learnings that happen in school may be
considered as latent learning. An
important aspect of this learning is the
memory process and the formation of
cognitive maps (e.g. Tolman's maze). The
ability to screen and encode data in the
brain, analyze and assimilate new and
stored data and retrieve it for use in a
specific situation is a cognitive process.

Examples of Latent Learning:

Learning the 3Rs is of utmost significance to be successful in an industrial society.

Learning the disaster drills may prove useful when real disaster strikes.

b.) Observational learning was

proposed by Albert Bandura.
According to Bandura, people can
also learn by observing and imitating a
model (Feldman, 2010). Most
importantly, the learner should also
know the consequence of the model's
behavior for the behavior to be
imitated. If the model's behavior
results in a negative consequence
(e.g. a reprimand or some sort of
punishment) then it is unlikely that the
learner will imitate the behavior.

Four factors should be present for learning through modeling to take place.
These are:

a. Attention. The learner should focus on the behavior of the model.

b. Retention. The learner should store what he observed in memory for recall.
c. Motor Reproduction. The learner should be able to perform the model's
behavior from memory.
d. Motivation/reinforcement. The learner's behavior should be reinforced for the
imitated behavior to be repeated.

Examples of Observational Learning:

Carlos saw his friend studying and got a high grade so Carlos studied hard too.
(Carlos imitated the behavior because of the positive results.)

When Susan saw the traffic officer issue a ticket to the driver for beating the red light,
she made sure that she slowed down when the traffic light turned yellow.
 (Susan did not imitate the behavior because of the negative result)

Aside from the factors discussed that would influence learning, other factors to be
considered for behavioral changes are: the characteristics of the stimulus, motivation,
reinforcement, retention or memory and transfer of learning or application of what had
been learned.

METACOGNITION

Metacognition was a concept that was introduced by John Flavell (1979). Metacognition
according to Flavell is the process by which a person is thinking about, monitoring or observing
his own thinking process. This involves mental strategies like planning, organizing and adapting.
Meta means 'beyond,' therefore metacognitive skills involve thought processes that are beyond
ordinary thinking. Metacognitive thinking skills are employed when an individual faced with a
problem would analyze the problem by breaking it down into parts. This person would likewise
establish goals, observe his own progress, improvise his techniques and make corrective
changes along the way. Metacognition can be learned and can help the person to smoothly
adapt to situations in an intelligent way (Coon, 2001).

The metacognitive process is important for learning to be a success. Typically, it

involves self-regulation, the awareness of one's strengths and weaknesses and the strategies a
person would use to overcome and handle life difficulties.

There are three components of metacognition (saylordotorg.github.io):

1. Metacognitive knowledge. This component is about knowing how the person learns and
his beliefs about learning in himself and others. It also includes awareness of how the
person processes information and the strategies he uses to optimize his learning.

A. 2 . Metacognitive Experience. The component refers to the effective aspect of the

learning process. Feelings provide a feedback system to help the person understand hid
response to the whole process of learning. Positive emotions can motivate the person to
continue learning and a positive attitude directs the person to accomplish the learning task.

2. Metacognitive strategies. These are techniques used by the person to monitor his
learning progress. The aim of these strategies is to discipline the person by controlling his
thinking activities and keeping him on track towards the completion of his learning goals.

STUDY STRATEGIES

Study strategies also known as study skills are approaches or techniques used to
maximize learning to get high grades, be successful in school and are useful in every aspect of
life. There is not one set of fool-proof study strategies that will benefit everybody. People and
especially students vary in their learning styles. Individuals learn differently using as basis their
strengths, weaknesses, interests and preferences.

Based on research data, there are seven learning styles: visual, physical, aural, verbal, logical,
social and solitary. People can belong to more than one style and generally there is one make
or two his styles learning that easy predominate. and comfortable. Knowing the learning style of
a person will make learning easy and comfortable.

The following is a brief description of each learning style (learndash.com).

1. Visual involves ease in learning that is presented with pictures, images and colors.

2. Physical involves motor movements like drawing, building, and role-playing.

3. Aural involves listening, uses sound like music, and recordings.

4. Verbal creates ease in learning through the use of spoken or written words.

5. Logical involves using reasoning, arguments to explain and understand concepts and ideas.

6. Social involves ease in learning with people and preference for study groups.

7. Solitary is preference to learning by himself apart from any form of social distraction.

Being aware of the learning styles can aid the student in the in coming up with the
studies that will help him get through the challenges of college life in particular and life in
general. The following discussions will provide students with an overview of some study
strategies that they can use.

Students can choose which ones complement their unique learning style/s:

1. Have a plan as to when is the best time to study and stick to this plan. A disciplined
learner knows his priorities and allots ample time for each of these priorities. This will
allow balance and time management. It is not wise to cram especially if an above average
score is targeted for a quiz or an exam. At the same time, family and social life and alone
time should never be sacrificed. Though spontaneity is desired, discipline in learning
should be the rule.

2. Start reviewing the most difficult subject first. This, however, depends on the student's
learning style. Some would like to be done with the easier subjects first so they can devote
the rest of the time to the difficult subject. Their choice would be what is most convenient
for them.
 3. Have a specific place for studying. This place should allow the learner to concentrate
and not be distracted. If music is an aid in studying then there should be music. The study
area should be free from unnecessary noise, NO cellphones and NO internet access.

4. Outline and write notes. Just doing this task allows for attention and familiarity with
words and concepts. At times it is easier to remember and understand data when the
learner himself writes it down. Borrowing the notes and outline of a classmate may not be
good for each have their own way of making sense of written data.

5. Use mnemonics (memory aids). This technique will make memorizing data fun. Making
funny stories to connect ideas or forming sentences from first letters aids in the recall of
any material. This technique also allows the learner to use his imagination and be
creative.

Example:

ROY G BIV (for the colors of the visible spectrum)

ABC (for Airway, Breathing and Circulation/for First Aid)

6. Take notes during lectures and review notes during weekends or if possible read
through them every day.

7. Study in groups. This, of course, depends on the students' learning style. Solitary
learners prefer to be alone. For others, however, studying in groups can make learning a
socially interactive experience.

Students should remember that no matter how well they choose their study strategies, if
they are not in the proper state of mind for the study task, then the exercise will be a waste of
time. Learning still is dependent on the attitude of the learners to make learning smart, fun and
worthwhile.

MANAGING YOUR LEARNING: SELF-REGULATED LEARNING

Self-regulated learning is a form of self-empowered learning wherein the learner is active

and self-guided in monitoring his own study. The study strategies discussed can help a lot and
be a start in the self-regulated learning process. The following techniques can further guide the
self-regulated learner (Coon, 2001):

1. Have a specific learning goal in mind. Learners should know what the topic they are
studying aims to accomplish and how it can help in their learning future topics.

2. Have a learning strategy. Learners can refer to the strategies discussed and make them
their own.

3. Be your own teacher. Learners should take charge of their own learning by anticipating the
significant points and learnings from the topic.

4. Monitor progress. Learners should find ways to assess their progress. They may ask
themselves questions, test themselves or use study guides to determine their understanding of
the topic they had studied.
5. Reinforce yourself. After a successful learning task, learners should praise themselves and
find ways to reward themselves for the patience and for a task well done.

6. Evaluate your progress and goals. Learners should check their progress. Are the
strategies chosen effective for meeting the goals?

7. Take corrective action. If the learners' goals are not being met, they should look back and
check what had gone wrong and make the necessary changes.

8. Boost motivation. Learners should find ways to motivate themselves. For example, a
learner may allow himself to watch his favorite TV show, spend an hour playing his favorite
video game, go the mall and do a little 'window shopping' or just relax after a study session.

If the learner still finds himself wanting of academic help, he should look for ways to
augment his knowledge through school programs that offer tutorial remedial classes. A self-
regulated learner takes charge of his learning.

Work Sheet 12.1

Learning to Be a Better Students

Directions:
 Copy and paste this Worksheet on other Document
 Answer it, then save it on PDF Files
 Upload your work, in your respective folders which found in the Final Activities Files of
our G class
Name: ___________________________________________ Date: __________________
Course/Year and Section: __________________________ Work Sheet 12.1

Learning to Be a Better Students

I. Think Back: Now that you are aware of the different ways by which learning makes place,
recall behaviors that have resulted from each type of learning one behavior for each type.

Type of Learning Behavior

Classical Conditioning

Operant Conditioning

Latent Learning

Observational Learning
II. Tap Your Thinking Skills: Do your best to solve the problems on your own (Coon, 2001):

1. Water lilies growing in a pond double in area every 24 hours. On the first day of the rainy
season, only one water lily is on the surface of the pond. Thirty days later, the pond is
entirely covered. On what day is the pond half-covered?

2. Cross out six letters to make a single word out of the following: CSRIEXLEATTTERES

3. What one mathematical symbol can you place between 7 and 8 that results in a number
greater than 7 and less than 8?

4. Rearrange the letters NEWDOOR to make one word.

5. Some months have 30 days, some have 31. How many months have 28 days?
III. Challenge Yourself: Apply your metacognitive skills to the following life situations. The
teacher may choose to have the students' answer shared with the class.

1. Your Mom puts you in charge of your five-year old sibling's birthday. You are told that there
will be approximately thirty people (fifteen kid and 15 adults). Plan the event with a budget of
Php. 5,000.00. You are lovingly told by your mom to make sure that everybody is invited and
leave happily. How are you going to do it?

2. Your family of four booked for a vacation of three days and two nights at a resort in llocos
Norte (via road trip). How much extra money should your family have for souvenir shopping
and incidental expenses and how many clothes (including underwear) are you going to bring
for the duration of the trip. Justify your answer.

3. It's your best friend's debut. You are invited and it's first time for you to attend such event.
Though excited, you have some concerns: the event will be in a deluxe hotel and the attire is
formal wear. Your parents gave you 6,000.00. How will you budget your money for the
clothes, shoes, make-up (if you are a female), transportation and gift?
B. SETTING GOALS FOR SUCCESS

IMPORTANCE OF GOALS

According to Coon (2001), a goal is a target or objective of a motivated and directed

chain of behaviors. Goals come in all forms and sizes; for a some can be reached quite easily
while others to have entail more effort, careful planning and a longer for a time to achieve.
Goals vary and depend on the achieve values and priorities of the individual. Goals are that he
important for behavior to make sense otherwise goals to behavior would just be random for it is
without purpose.

The anatomy of a goal-directed behavior all begins within the individual a need which is
a lack or a deficit. The presence of this need creates tension. This tension is the drive that
builds up and directs the individual towards the goal. When the goal is reached the need is
satisfied and the tension/drive is reduced. In short, the need and the drive motivate the
individual towards the goal.

Since all behavior is goal-directed, it is important for the individual to set challenging, attainable
goals.

The following are some reasons why setting goals is important:

1. Setting goals direct the individual's behavior. When the individual becomes aware of
his needs, all of his behavior will be directed towards satisfying this need, thus his goal.
Behaviors that will not bring him closer to his goal are then lessened or are totally
disregarded.

Examples:

When aiming for a healthy lifestyle, the individual should know what having a
healthy lifestyle is and the means to achieve it. Otherwise, he would choose options that
are quick-fixes and not beneficial for his health at all.

When students go to school, they should have a clear idea of their goal, which
supposedly is learning. When students attend school for any other reason, most of them
usually end up failing the course or dropping-out entirely. Thus, knowing what is needed
is important.

2. Goals once set, can determine the individual's progress towards accomplishing it.
is the individual taking his time or devoting too little effort to reach the goal? in the other
words, goals serve as a measure of the of individual's progress toward attaining it.
 Examples:

When the individual who is 5'6" is aiming to lose weight to reach his ideal 150
lbs mark, the weighing scale can inform him of his progress from 200 lbs which indicates
how much effort is still needed for him to reach his target weight.

When a student aims for a grade of not lower that 90% average to qualify for
scholarship, his scores in the quizzes, exams and project will inform him if he is on track.

3. Goals serve as guide to discipline behavior. This will make sure that the person does
not divert from the right track. Behavior that do not contribute to attaining the goal are
scrapped to make way for behavior that do.

Examples:

Losing weight means no BUFFETS, no EXTRA RICE and no SODA and

commitment to regular EXERCISE and healthy DIET.

Qualifying for the scholarship means no PROCRASTINATION, no CRAMMING

and no CHEATING and commitment to longer READING and STUDY HOURS and good
STUDY STRATEGIES.

4. Goals keep the individual busy so no time is wasted. To procrastinate is to achieve

nothing. The individual should realize that time is precious and that every moment
should count. If the individual is really bent on achieving his goal, every thought, every
action taken is towards accomplishing it. The significance of something is usually
measured by the amount and quality of time spent doing it.

Examples:

Losing weight means the individual spends time doingregular exercises and
planning his diet and activities. There is no magical way to lose weight overnight
NATURALLY.

Qualifying for a scholarship and maintaining the scholarship takes time from
friends, social media and other activities. Reaching goals entails some sacrifices but the
rewards once reached can be quite satisfying.

5. Goals motivate the individual because it provides a purpose/reason for his

behavior. Goals keep the individual on his feet, challenging him and giving meaning to
his existence. Using the examples above, what may be reasons for losing weight and
having a scholarship?

SELF-EFFICACY

Self-efficacy is another concept in Albert Bandura's social-cognitive aspect of

behavior. If students will recall Bandura's Triadic Reciprocal Determinism which is composed of
the interaction among three factors: the environment, the person and the person's behavior, the
concept self-efficacy is part of the person factor.
 As defined by Bandura, self-efficacy refers to the person's beliefs about his capacity to
exercise some measure of control over his behavior and over events that take place around him
(Feist & Feist, 2009). Hence, self-efficacy forms the basis of the human agency. This means
that if a person believes that he has some control over events as they unfold, that he can in
some ways influence the course of events, he will take action and most likely, he will succeed.

The level of self-efficacy in a person is not constant. There are times when it is high and times
when it is low in the same individual. The changing levels of self-efficacy depends on factors
like: specific competencies required for an activity, the presence or absence of other people and
their competencies and the physiological and psychological condition of the individual (e.g. his
health, presence of illness or fatigue, mindset)

Self-efficacy is a concept that is neither biological nor hereditary. Rather, it is an attribute that
can be learned and enhanced through the following (Feist & Feist, 2009):

1. Mastery of Learning and Skills. Practice is necessary for the individual to have
mastery. Pitfalls may happen along the way, but for each one that the person
overcomes, he becomes better at his craft.

2. A Good Social Model. Learning through observation is best achieved when the model
is credible and trustworthy. Models inspire the person to do well and be the best that he
can be

3. A Persuasive Environment. A social environment that is supportive elevates the

morale of the individual and encourages him to perform at his best every time thereby
achieving his goals.

4. Physical Fitness. Competence for a physical skill initially requires that the person is
in good health. Any sign of fatigue or physical weakness, disease or disability limits the
activities/areas to be competent in. BUT in many cases, a person's disability serves as
the driving force that makes the individual achieve more. People are admired more if
they manage to reach their goals DESPITE their limited physical abilities. Hence, the
triumph of the Human Spirit.

The following is from Martin Heidegger (1889 - 1976) , a famous existential

philosopher:

"Anyone can achieve their fullest potential, who we are might be

predetermined, but the path we follow is always of our own
choosing. We should never allow our fears or the expectations of
others to set the frontiers of our destiny. Your destiny can't be
changed but, it can be challenged. Every man is born as many
men and dies as a single one."

5. Emotional Maturity. This prepares the individual for the challenges and failures
encountered on the way to his goal. Emotional stability helps the person endure and
persevere until the desired goal is reached. It gives him the hope and the strength to try
and try again. For in the end, it is the winner that says, when all odds were against him,
he did not quit,
 Thus, a high level of self-efficacy together with information about the extant
social and physical environment would give the individual enough confidence to proceed
smoothly towards reaching his desired goals

With this information of what self-efficacy is, it is easy to understand how it may
influence goal-setting behavior. When a person sets goals and focuses his efforts to
achieve them, he has to be realistic lest his dream of even achieving them is wasted.
Although the person may read or hear inspiring words like: DREAM BIG or AIM
HIGHER, he should first determine if he has what it takes to achieve his goals. The
goals he aims for depends on his level of self-efficacy and the other important factors
that he has to undertake to achieve them. Even if an athlete has trained so hard for a
competition BUT has no idea about who his opponent is and how his opponent
competes, he may find himself surprised and unprepared. Over confidence in one's
abilities and discounting all other factors can have negative results. Self-efficacy is
important but being prepared for any eventualities defines what it takes to be a winner.

MINDSET

Carol Dweck is a Stanford psychologist who wrote the book, Mindset: The New Psychology of
Success (2006). This book is all about the power of beliefs and how it influences people's lives.
It also tackles how changing these beliefs alters every aspect of an individual's existence. In her
research, Dweck discussed that a person may be classified as belonging to one of two types of
mindsets which is a manifestation of his beliefs: (brainpickings.org/2014/01/29/carol-dweck-
mindset/)

1. Fixed Mindset. A person with a fixed mindset believes that their character, intelligence
and creativity are innate/ inborn and cannot be changed or altered. In this mindset,
success means affirmation of these so-called inherited traits. It is further believed that
man's qualities whether positive or Fixed vs. Growth: The Two Basic Mindsets That
Shape Our Lives negative are permanent. Thus, no matter what, there is no changing
the person because that is exactly how he is and society would just have to accept it. If,
however, the qualities are positive like intelligence, personality and moral character, the
person would have to prove that he has these qualities over and over to validate to
others and himself that he really has them.

2. Growth Mindset. A person with this mindset does not bank on given qualities for them
to be successful but instead he/she wanted to be challenged. This person knows that
initially he/she may not be successful, that he/ she might fail. The person, however,
welcome failures as opportunities for growth and for honing their abilities and tapping
hidden potentials.

The growth mindset believes that the person's basic qualities can be learned or
cultivated through hard work/effort of the person. Application of abilities and experience
contributes to the person's overall growth. People with this mindset are realistic. They
know that they have potentials, they only have to discover and tap it, whatever it may be.

Dewck further discovered through research that the growth mindset creates in
the individual a great passion to learn, to know and to continue learning. In this mindset,
intelligence, creativity, relationships including love and friendships can result from
learning and can be cultivated through effort and practice. They are aware that they will
 encounter failures but they see each failure as avenues for learning thus will bring them
closer to success.

The table below is a comparison between the two mindsets in terms of important
categorical realities in people's lives:

Category Fixed Mindset Growth Mindset

Success  Focuses on establishing  Focuses on learning something
superiority and behavior is new and works hard to become
aimed at proving that they are the best to be successful.
smart and talented.

Failure  Does not tolerate failures and  Takes failures as challenges for
consider them as setbacks. growth and learning

 May resort to dishonesty to save  Considers failures as

face about their real capabilities. opportunities to tap their
potentials

Effort  No need for effort because  Sees effort as part of the

qualities are inherent and need learning process to make them
not be developed. smart and talented.

Love  Ideal mate is somebody who  Prefers a partner who

makes them feel that they are recognizes their faults, helps
perfect. them improve and encourages
them to learn and grow.

Dweck further stated that these two mindsets manifest themselves early in the
developmental stages. A person's mindset influences how he behaves, how he handles
success and failures and his capacity for finding love and happiness. These mindsets, therefore,
impact strongly on the person's goals whether it be wanting to be somebody famous or
acquiring things of value.

LOCKE'S GOAL SETTING THEORY

Professor Edwin Locke of the University of Maryland and Professor Gary Latham of the
University of Toronto proposed the Goal Setting Theory. In this theory, goals are seen as
important. But what is more important, however, for this theory is the process and the means by
which the goal is realized. This means that YES the person is able to achieve his goal but there
is still the question of what has become of him in the process of reaching it. Did reaching the
goal make him happy? What happened to his family and friends? Did he learn and grow to
become a better person? These are the real measures of success.
 From Locke's theory came the popular mnemonic of having S.M.A.R.T. objectives.
The letters stand for Specific, Measurable, Attainable, Relevant and Time-bound.

Goal Setting
S Specific
M Measurable
A Attainable
R Relevant
T Time-bound

Though these characteristics may set a person's goal in its proper perspective, there are
other things according to these two researchers that should be considered for people to
actualize their goals.

These are the five goal-setting principles that can increase the person's chances
of reaching his goals: (mindtools.com > Time Management > Goal Setting)

1. Clarity. The first thing that should be considered in setting a goal is to determine what
the person is really trying to achieve. Here the S.M.A.R.T. mnemonic is useful. If the
person knows what it is that he is trying to accomplish then he can set his mind on his
target and start working. A good technique is for the person to put his goal on paper.
This exercise will help him think through his goal. He should include in this written
version of the goal details and specifics and the possible ways for him to be able to
monitor his progress. This exercise should positively motivate the person and can serve
as a tangible contract between him and his goal.

2. Challenge. Goals should challenge the person's ability to make him exert more effort in
learning something new and growing along the way. A challenging goal, however,
should be attainable NOT impossible. If the challenge is so great and beyond the
person's ability to accomplish it then it will be unrealized.

Challenge motivates behavior and overcoming it makes all the tears and hard
work worthwhile. Needless to say, easy goals though achieved does not give the same
satisfaction as challenging ones. Which gives more satisfaction finishing a 25-piece
jigsaw puzzle of the world or a 100-piece jigsaw puzzle of the world?

In setting goals, the person should make sure that the level of challenge is
enough to sustain interest to make the person persist in finishing the challenging task.

3. Commitment. This means owning the goal and making it one's responsibility to make
sure that behaviors are undertaken to achieve it. If the goal is set by the person himself
because he thinks and feels that it is important to him then he owns it and since he owns
it, the responsibility of fulfilling it is his alone.

4. Feedback. Although the goal belongs to the person who sets it, it is not wrong to ask
people about what they think just to have a gauge of his progress from another person's
perspective. It never hurts to look back, make adjustments to techniques because they
 are not effective. Suggestions should be welcomed and wisdom from the experts should
be given due consideration.

5. Task Complexity. An important thing to be considered when setting challenging goals is

the level of complexity. Complex goals can overwhelm the person and will take a longer
time to accomplish. When the goal is a bit complicated, it is always wise to learn a little
more about it. Doing this increases the level of confidence to accomplish the goal as the
person becomes more competent.

It is also more practical to breakdown complex goals into manageable

components or sub-goals and deal with the components one at a time. These mini-
accomplishments will keep the person motivated as he accomplishes the sub-goals one
after the other. Taking the whole complex goal project at once oftentimes leads to
frustration. It is like eating an ELEPHANT, one cannot swallow an elephant whole. The
only way to do this is to take one BITE at a time!

It is also important for the person to set his sight on accomplishing goals one at a
time and not to have too many goals on his PLATE. Though a person can have more
than one goal, he should learn to prioritize so as not to sacrifice the valuable things in his
life like his family and friends.

Worksheet 12.2
Setting Goals for Success

Directions:
 Copy and paste this Worksheet on other Document
 Answer it, then save it on PDF Files
 Upload your work, in your respective folders which found in the Final Activities Files of
our G class

Name: _____________________________________________ Date: __________________

Course/YR/Sec: _____________________________________ Worksheet 12.2

Setting Goals for Success

I. I Can Do This: Rank the competencies that you have (both natural an learned) from highest
competence level in the table below:

Natural (e.g. singing) Learned (e.g. painting)

II. My Goals: Make a list of your Short-term and Long-term Goals. Write at least three for each.

Short-term Goals Long Term Goals

1. Choose one short-term goal that you think you can accomplish within the semester and
make a step-by-step plan on how you can accomplish it.

My Short-Term Goal:

2. Choose one long-term goal and make a step-by-step plan on how you plan to accomplish it.

My Long Term Goal:

My Timeframe:
III. Mindset: Read the following cases and write FM if it illustrates the Fixed Mindset and GM if
Growth Mindset. Write your answer on the space provided.

1 Sarah is secretly reviewing and preparing for the MCAT (Medical College
.
Admission Test). She does not want anybody to know, especially her
classmates, that she is going to take the exam. They might laugh at her if she
does not meet the quota grade required.

2 Angelo wants to learn how to bake delicious cupcakes. He does not care
.
what his friends would say, he really just wants to have a bakeshop of his
own. With his earnings he took short courses in baking, bought baking
equipment and started practicing his chosen craft. At first, he burned his
cupcakes, in his second try, his cupcakes were like pudding. But in his
third try, his cupcakes tasted pretty good. Now he is more confident.

3 Bea loves art. Her drawing skills are above average but she wants more
.
than just draw. She wants to be savvy for other art materials and
techniques. Short in cash, she surfs the internet for art lessons and
watches art videos. With money saved, she buys affordable art materials
and practices. She spent two years to honed her abilities until she is ready
to exhibit her works.

4 Kyle chooses his friends carefully. He makes sure that he will be identified
.
with intelligent, successful friends. He sees himself as being one of them.

5 Jane is invited to a fine dining restaurant for the first time. Excited about
.
it, she researches and asks friends about how to conduct herself in such
an event. Though nervous, she is happy to have experienced something
new.

IV. What kind of Mindset you have?

Are you happy with this Mindset?
If not, do you think you can still change your belief systems? Why?
Write your answer here below.
C. TAKING CHARGE OF ONE'S HEALTH

STRESSORS AND RESPONSES

Life is a challenge. Each day people wake-up and face these challenges. This is no easy
task but that is how it is to survive and exist in an everchanging modern world. Unfortunately, as
people carry-on with their tasks and routines, they experience stress. Stress is defined as a
mental and physical condition that people encounter when they have to adjust or adapt to
environmental events. Stress is always accompanied by some kind of physiological reaction that
is triggered by the automatic nervous system (ANS) Such responses include changes in the
functions of the major internal organs like heart, lung, kidney and liver which usually ate life
threatening.

Although all stressors arouse physiological responses, not all stress is negatives
Eustress or positive stress is that type that challenges and motivates individuals to perform and
to do their best. Eustress or positive stress is that type that challenges and motivates individuals
to perform and to do their best. Eustress is what is usually present in fun competitions and work-
out physical activities. Eustress is a form of short-term stress that does not cause any
psychological or physiological damage to the person.

The stress that is experienced for some time is physically and psychologically harmful.
Long-term stresses impact strongly on people's physical and mental health and their well-being.
Events, people and even objects that give stress are called stressors. A stressor is a condition
in the environment that is perceived by the person as threatening to him and whatever he is
associated with (e.g. schoolwork, family, and relationships).

When people are faced with something they see as a threat or potentially harmful, two
things happen according to Richard Lazarus (1991):

1. Primary Appraisal. In people's mind, they figure out the event first in order to determine
how it may affect them or if it is harmful or threatening to them in any way. If it is not then
the event is not a stress of.

2. Secondary Appraisal. If the event is seen as initially threatening then what follows is an
assessment of resources in order to come up with the best possible way to handle and
face the stressor. Events identified as stressors meet any one or more of the following
criteria:

a. Unpredictability of the event. The stressor occurred without warning and the
person is unprepared for it. Examples are natural disasters, fire or sudden death of a
loved one.
 b. The event is intense and may happen again. The level of the threat cannot be
denied and it is bound to be repeated. Examples are theft, physical assault, bullying.

c. Uncontrollable. People have no information about when the threat is going to

happen again and how intense it will be and this lack of control makes it all the more
frightening. Examples are natural disasters like earthquakes, floods and storm
surges.

d. Linked to pressure. Since people perceive that a threat will happen (they just do
not know when and how), they would just have to be prepared for it to at least
lessen its impact. Examples are illnesses, disease, unemployment, and violence.
People exposed to stressful situations for some time manifest signs of their struggle
with the stressor/s. Below are the tell-tale signs of stress (Coon, 2001):

Emotional Signs
 Anxiety - always tense and apprehensive
 Apathy - NO response to situations that normally entail some form of emotional
reaction
 Irritability - quick to anger and rapid mood changes
 Mental Fatigue - inability to plan and creativity suffers

Behavioral Signs
 Avoidance of Responsibilities and Relationships - procrastinates a lot, attributes
blame to others, cannot maintain relationships.
 Self-Destructive Behavior - engages in high-risk emotional release like gambling,
smoking, drugs and alcohol.
 Self-Neglect - poor grooming and hygiene, stops doing activities that are usually
enjoyed.
 Poor Judgment - difficulty in making decisions or coming up with intelligent, practical
solutions.

Physical Signs
 Excessive Worrying - unnecessary concern about things that are irrelevant or trivial
 Frequent Illness - poor health habits and unhealthy lifestyle
 Exhaustion - decreased stamina and drive
 Overuse of Medicines - to relieve physical and psychological pain
 Physical Ailments and Complaints - physiological manifestations of prolonged
stress

SOURCES OF COPING AND STRENGTH

 Stress is a reality that people have to deal with. In doing this, some form of mechanism
to help people cope is used. These coping mechanisms are the techniques/strategies people
employ to adapt to these life stresses. They may be conscious or unconscious choices that aim
to help people gain/establish some measure of control over their emotions and behavior to
achieve physical and psychological comfort. These mechanisms generally help people adjust to
the stress and at the same time keep intact their physical and mental wellbeing.

Coping strategies are of different types: some would focus on the cognitive aspect or the
manner in which people think about the stressful situation; another would focus on the
source of the stress and still another would focus on their emotions or feelings towards
the stress. There is actually no one best way to deal with the stress for how effective the
coping strategy is depends on three factors:

1. The Individual. People differ in their personalities, their past experiences and in how they
interpret a stressful situation. This means that the same kind of stressor will get different
reactions from different people. Seemingly, some people would just flow with the stress
situation, making the most of the resources they have, while others may get stuck with the
stressor all their lives. The bottom line is, it is the individual himself who controls how he
will react to these stressors.

2. The Type of Stress. Stressors may be found in the family environment, at school, at work
or in relationships. The effects of the stress on people would depend on what to them is
most valuable. The more valuable to the person the source is, the greater the level of the
stress is experienced. Although stress can come from one source, how the person deals
with it affects other aspects of his life. For instance, problems in the family may also affect
school work and relationships.

3. The Circumstances. No matter how weak or insignificant the stressor may be (e.g. being
stuck in traffic, or forgetting one's wallet at home) if it hits the person at a time when he is
most vulnerable then as the saying goes, 'it would the straw that broke the camel's back.'
A person can handle only so much stress by himself. This is where the social environment
plays a vital role in supporting the person at a time when he needs it most.

Since it is now realized that existence is not stress-free. It is then up to people to decide to
do whatever they can to handle and deal with whatever life throws at them. For it is their lives
after all. Many self-help books offer techniques and strategies. People can read as many of
them as they want, but still it is the human agency (Bandura) factor that will determine what they
will do.
 Whatever coping strategy each of them chooses, the following may modify their
behavior toward stress (Coon, 2001):

1. Slow down. There are times when a person is faced with more than one life challenge.
These challenges may be considered as stressors by the person depending on how he
interprets it. Stress is self-generated. If the person perceives the challenge as a stressor
then it will be. Maybe the most practical way to handle stress is to slow down, move back
and look at the situation from an objective perspective.

2. Organize and Prioritize. Disorganization, no matter what form it may take, creates stress.
An organized and clean environment in the home and at the workplace can do magic in
the promotion of productive thoughts. Setting priorities based on importance and
deadlines is a significant aspect of being organized. To manage time better, it is always
best to keep it simple. Simple, practical attainable plans usually work best. The S.M.A.R.T.
acronym applies here.

3. Live a Healthy Life. Life goals should not be based on quantity, for chances are the
person may not accomplish most of them. Rather, focus on quality of goals set and make
sure to strike a balance and have enough time for self and family. Spending time alone, is
part of having a healthy lifestyle. 'Me Activities' allows the person to look at his life and find
his center.

4. Recognize and Accept Limits. Although a person can dream big, he still is human and
human beings have limitations. A person can only do so much in the time that he is given.
Great and amazing things were accomplished and new ones will still be accomplished by
man. But a person cannot be all things: Intelligent, strong, healthy, rich and artistic. He can
only be best in one or two characteristics but rarely in all of them. His abilities may be
menial e.g. he is a street sweeper but he is the best street sweeper in his barangay. A
person cannot be the best in everything but he can be best in one thing.

5. Seek Social Support. It is important to be reminded that strong family ties strengthen the
person's resolve enabling him to handle stressors better. Simply talking it over with a parent
or a sibling is often enough to regain the person's confidence, making him stand and 'fight'
again. There are, however, gender differences. Females frequently open up to family and
would not be shy to ask for help. Males, on the other hand, rarely disclose to family, they
would try to handle the stress by themselves and if they cannot would often resort to high
risk behaviors as a way to cope (e.g. smoking, alcohol and drugs). This is a form of
negative coping behavior.

6. Writing it down. Oftentimes talking about problems leaves one emotionally drained and
exhausted. Usually, one hesitates to share problems with loved ones because of not
wanting to add to their burden. If this is the case, it often helps to write it all down.
Expression of thoughts and feelings in writing offers a form of release and lets the person
see the problem in a new light.

People should realize that yes, life is hard but it's not all that bad. For just like a diamond
that is hardened by pressure, so are human strengths and endurance. People should always be
positive, see the good, learn to laugh even if all roads seem to lead nowhere, learn to cry to
cleanse the spirit and most importantly, learn to PRAY to God, the universe or to whatever they
may believe in. How people live their lives is basically how they choose to live it.
STRESS AND THE FILIPINOS

Filipinos are a close-knit people. They usually consider family to be the main purpose of
existence. Not unlike other Asian countries, Filipinos usually have extended families: the father,
mother, children, grandparents and cousins usually reside in compound homes or in places
close to each other.

They love to be together and would usually get together for small celebrations or during
weekends just to share the latest news or the latest gossips. They sing out loud with their
videokes unmindful of what their neighbors would say, laugh out loud about trivial things, drink
beer and gin with 'pulutan' (of grilled food like isaw, mussels and fish) or as simple as peanuts
and 'chicharon.' Some family members too drunk to walk home would just lay on a bench and
sleep-over while others would continue drinking or simply talking (because there's nothing more
to drink) until the wee hours of the morning. That is, if the partying does not end up in a fight or
brawl. This is typical of the Filipino culture usually observed in barrios and middle to lower class
communities.

For the elite and wealthy members of the Filipino society, similar behaviors are
observed. The difference lies in the venue and the classy manner by which family get-together
are done. But no matter what the social strata, what characterizes Filipinos is their being
resilient-like a bamboo that bends when the wind is strong.

Merriam and Webster dictionary defines resilience as the ability to become strong,
healthy, or successful again after something bad happens. YES, Filipinos are resilient and may
be this trait comes from self-preservation for the good and betterment of himself and his family.

Resilience is a positive trait, but for the Filipinos, is it really resilience? Or is it learned
helplessness? Learned helplessness, according to Martin Seligman (1965) is the perceived
inability to do something to make a situation or a task better. It is accepting that no matter what
one does, it won't improve the present conditions or state of affairs. Did the Filipinos learn to be
helpless?

A quick overview of the history of the Filipino people would show that the Filipinos are a
people who had experienced lots of hardships from the time Ferdinand Magellan landed on the
shores of Cebu, to the Japanese and American Occupations, Martial Law, coup d'etats, and the
present system of government. And yet, Filipinos are still hospitable to foreigners, and they
continue to smile and laugh despite everything, then move on. Filipinos have always found
themselves in similar predicaments, maybe because they still have not learned from history. As
proof of this: they elect the same leaders, practice the same corrupt routines and continuously
PRAY FOR CHANGE. Though deeply religious, Filipinos should have already realized that
change is a product of learning. The learning is provided by history, and unless the people get
the learning, history will keep on repeating itself. Change is not from without; it is something that
begins from within each Filipino.

For decades, since the Martial Law years, people have always clamored for change, are
being promised change but still nothing seems to have changed. As a result, when bad things
happen, Filipinos react strongly, then accept quickly to be able to move on. So how do Filipinos
handle stress? They will feel sad for a while, smile, make fun and laugh about it through social
media then carry on with their lives. Resilience or learned helplessness?
TAKING CARE OF THE SELF: THE NEED FOR SELF-CARE AND COMPASSION

THE NEED FOR SELF-CARE

Most of the time people wonder why they seem to have lost the zest and the drive to get
up each morning and face another day. May be the stress of merely surviving the day is getting
to them. For life is more than just surviving, it is thriving, changing, Empty becoming better
each day.

Often older people keep looking back at their life with regrets instead of moving forward
with the wisdom of past undertakings. The young on the other hand are stressed-out, impatient
to grow old, bored of the many limitations imposed by adults and wanting to soon be free.

What both of them usually fail to realize is that they look back and forward a lot without
giving much thought to what they can control and change. The present, today, at this moment is
all that everybody has and can do something about. So instead of looking back or looking
forward, people should focus on the NOW. What can one do with his life now is to care for
himself for only then can he have enough of himself to share with others.

What does it mean to take care of oneself? The present society moves fast and is quite
stressful. In the hustle and bustle of life there should always be room for 'breaks' to prevent
overload that oftentimes leads to burnout.

The following are some ways by which a person can care for himself:

1. Listening to one's body is a good way to connect to one's physical being. Understanding
one's body can inform its owner of what are its needs. Fatigue always leads to bad
health consequences (psych.central.com).

2. Always make time. Good time management helps the person prioritize. To take care of
oneself, take time to know the correct diet so one will not only eat well but eat healthy.
Take time for regular exercise. Simply walking around the block three times is fine as
long as it's done regularly. When an exercise routine is chosen, sticking to it and
enjoying it does wonders for one's well-being.

3. Recognize and express emotions properly. This is emotional hygiene. The individual
should recognize and acknowledge his emotions, whether it be joy, anger or grief and
express or channel it in the manner that releases him and does not insult others.

4. Reflect on what things are important for these are the things that matter. Spend time and
money on them. This lessens if not eliminates wasted time and unnecessary debts and
spending (lifehacker.com).

5. Never ever stop learning. Every day, there's always something new to learn. The person
should not put a limit to what he can still do and how creative he can be. He may have a
career or a profession in engineering but it does not mean that he can't also be an artist
or a cook. Man's capacity for learning is endless.
 6. Never let a day go by without smiling, laughing, hugging somebody or uttering a word of
love or thanks. This does wonders for the spirit. It makes him feel his
interconnectedness with the rest of humanity.

THE NEED FOR COMPASSION

This interconnectedness that man has with his fellowmen also entails a deep
understanding of the other's suffering and an intention to do something that would somehow
lessen if not totally eliminate what the other is going through. This is compassion.

Compassion literally means 'to suffer together' (greatergood.berkely.edu). It is

characterized by kindness, caring and sincere actions to help others. It is not compassion if it
stays on the feeling level rather true compassion is taking the necessary actions to help. One
may not have the cash or the goods to help the person in need but if he has the time and the
strength to facilitate the deliverance of the need, it is compassion.

Communities in the Philippines, schools, churches, and even business establishments

have outreach programs as part of their yearly development plans. The main objective of these
programs is to make the sheltered sectors of the community aware of the other realities in the
society. Though the experience of being involved and giving may be forced in some people,
others would wholeheartedly volunteer. Volunteerism is the feeling of wanting to help those in
need willingly without expecting anything in return.

Man is a social being. Normally, he exists with others in the society. Whether he admits
it or not, he is connected to others and every thought, every action he does ultimately affects
others. What he does to other people therefore, he does to himself. If the person is mean and
snooty, he gets from others the same response. If the person is kind and caring towards others,
they will be to him also. ACTION and REACTION.

Nothing in life is permanent. Even people's presence is all but temporary. One person
may enjoy all the luxuries of life today but what about tomorrow? Nobody is sure what the next
day may bring. The only assurance perhaps is that whatever good you do to others goes back
to you. And as Robert Fulghum wrote, "when we go out into the world, it is always best to hold
hands and stick together."

Worksheet 12. 3
Taking Charge of One’s Self

Directions:
 Copy and paste this Worksheet on other Document
 Answer it, then save it on PDF Files
 Upload your work, in your respective folders which found in the Final Activities Files of
our G class

Name: ___________________________________________ Date: ________________

Course/Year and Section: ____________________________ Worksheet 12. 3

Taking Charge of One’s Self

I. Rate Your Stressors: The following are a list of items that YOU may perceive as stressors.
Check the space that best describe the level of Stress given in the list.

Stress Level
Stressors Somewhat Moderately Highly
No. Stress
Stressful Stressful Stressful
At Home
Parents
Siblings
Pets
At School (OL)
Teacher
Subject Course
Classmates
School System
Yourself
Personally
Physical Appearance
Health
Social Environment
Friends
Boyfriend/Girlfriend
Social Media
Community
Security
Sanitation
Neighbors
Others

II. Coping: Now that you have objectively rated your stressors, write in the table below
stressors from the list that are of moderate and high intensity and indicate how to cope with
each of them, the answer the following questions.

Stressor/s Coping Style

1. Are your coping style effective in reducing the level of your stress?

2. If yes, why? If no, why not?

3. What do you do when you feel you’re near your ‘breaking points?’

III. Self – Care Plan: in the boxes below, make a list of the things you will do to properly care of
yourself.

1.

2.

3.

4.
5.

End

Thank You