Personal Development

Knowing the Self

Week 2

SELF
● It is being, which is the source of a person's consciousness.
● It is the agent responsible for an individual's thought and actions.
Psychology:
● Personality refers to as the set of behaviors, feelings, thoughts, and motives that identifies an
individual.
PERSONALITY
● Nature - Inherit
● Nurture - Depression, Experiences, Trauma, External factor
● Personality - Bad personalities of a person, from bad influence friends

Big 5 Personality Traits

Openness
● (High Score) Imaginative and creative, but prone to boredom. Need a constant supply of new
ideas and experiences.
● (Low Score) Down to earth. Prefer to turn an existing idea into reality. Prefer small steps to
radical change. Follow well-established patterns and rules
Conscientiousness
● (High Score) Methodical. wel. organized and dutiful. Perform at their best in highly
structured and predictable environments
● (Low Score) Laid back. Find it easy to enjoy life but require help when it comes to matters of
self-discipline
Extroversion
● (High Score) Energized by the company of others. More alert in the Evening (owl) Motivated
more by carrots than by sticks
● (Low Score) Happy working alone and in quiet surroundings. More alert in the morning
(Lark). Motivated more by fear of punishment that the promise of rewards.
Agreeableness
● (High Score) Trusting, friendly and cooperative. Need to avoid situations when others might
take advantage of their giving nature.
● (Low Score) More aggressive and competitive. Achieve in environments requiring tough
thinking and straight talking.
Neuroticism
● (High Score) Prone to insecurity and emotional distress. They avoid situations they find
upsetting. Negative feelings take time to fade.
● (Low Score)Relaxed. less emotional and less prone to distress. Operate well in situations
others find stressful

Myer -Brigg T Indicator

Extroverts - are energized by people, enjoy a variety of tasks, a quick pace, and are good at
multitasking
Introverts - Often like working alone or in small groups, prefer a more deliberate pace, and like to
focus on one task at a time
Thinkers - Tend to make decisions using logical analysis, objectively weigh pros and cons, and
value honesty, consistency, and fairness
Feelers - Tend to be sensitive and cooperative, and decide based on their own personal values and
how others will be affected by their actions Sensors - Are realistic people who likes to focus on the
facts and details, and apply common sense and past experiences to come up with practical solutions
to problems
Intuitives - Prefer to focus on possibilities and the big picture, easily see patterns, value innovation
and seek creative solutions to problems Judgers - Tend to be organized and prepared, like to make
and stick to plans, and are comfortable following most rules
Perceivers - Prefer to keep their options open, like to be able to act spontaneously, and like to be
flexible with making plans

Johar Window Mode (Jep Lu & Harr Ingha )

Open Blind spot
Area
Hidden Unknown
Area Area
Open Area - represents the things that you know about yourself, and the things that others know
about you.
Blind Area - represents things about you that you aren’t aware of, but that are known by others.
Hidden Area - represents things that you know about yourself, but others don’t know.
Unknown - represents things that are unknown to you, and are unknown by others.

Developing Whole Person

Week 3
HOLISTIC DEVELOPMENT
- SPIRITUAL
- SOCIAL
- PHYSICAL
- EMOTIONAL
- MENTAL

A. Intellectual Development
● Individuality is never measured by external factors alone.
● Mental ability forms part and parcel of one's persona. People differ in several ways.
Intelligence is one element that separates one from all others of the same demographic
people.

What is "intelligence"?
● Is defined as the global capacity to act purposely, to think rationally and deal effectively with
the immediate environment.
(Socrates)
● "I know that I am intelligent, because I know that I know nothing
(Einstein)
● "The true sign of intelligence is not knowledge but imagination"
(Coon)
● He stated that Charles Spearman proposed
intelligence is the single factor that enables problem solving and doing well in all areas of
cognition.
(Louis Leon Thurstone 1938)
● proposed that there are 7 primary abilities such as verbal, memory, numerical abilities and etc.
(Raymond Cattell 1963)
● described intelligence as crystallized and fluid and includes knowledge and skills measured by
tests and vocabulary.
(Sternberg 2004)
● today, it is defined as the global capacity to act purposely, to think rationally and deal
effectively with the immediate environment
B. Psychosocial Development
● The totality of an individual according to Erik Erikson (a
German-born psychoanalyst) emphasized on the influence of the society on the developing
individuals.
● He stated that every
uniqueness is a result of an individual's relationship with the significant others as he goes
along performing his everyday tasks.

Erik -Erikson ' Psychosocial

Development
 C. Physical Development
● Our image is a reflection of our lifestyle and the kind of lives we lead.
● Young people now have become more susceptible to stress and have become physically
weaker considering that their daily activities and work now does not entail much physical
exertion.
● The fast food products and preserved foods they consume as well as their lifestyle have
largely shortened their life expectancy.
D. Moral Development
● A holistic understanding of human development includes not only an understanding of what
our senses can perceive.
● What underlies is an individual's decision should be scrutinized to have a better
understanding of his persona.
● One's behavior is determined by his mind which in turn is motivated by his "'spirit".

Factors that a ect the process of decision-making;

●Morality (moralitas manner, character & proper behavior)
● Values - an abstraction that is manifested in our actions.
Some values include the ff. ● Perseverance
● Loyalty ● Cheerfulness
● Sincerity ● Optimism
● Kindness ● Respect
● Compassion ● Volunteerism
● Courage ● Integrity

Challenge during late and middle adolescence

Week 4

The 󰈠󰉃󰈹󰈩s󰈻󰈢󰈹s a󰈝󰇶 Ch󰈀󰈗󰈘󰇵n󰈇e󰈼 󰈡f 󰇼󰇵i󰈞g 󰈀󰈝 󰇽󰇶ol󰈩󰈻󰇸󰇵n󰇹e

● Adolescence is a period of ' storm and stress', a time of turbulence whether it is a physical or
psychological.
● The decisions they make and their engagement in varied activities
may influence the rest of their live
 1. Transition from Dependence to Autonomy or Individuation
● Adolescence demands gradual independence from their parents while ties with the
family weakens.
● An adolescent at this point focus on the self and establishes a distinct persona from
those with whom he or she has attached himself or herself since childhood.
● This is a challenge of separating one's self from the dominant family security and
slowly leaving one's comfort zone.
2. Shifting relationship with Parents
● The once dependent and submissive child begins to assert his or her as a knowledgeable,
thinking and reasoning individual.
● One tries to show ' grow up' characteristics and traits that parents on the other hand are not ready
to handle yet radically, as they themselves begin to wean their child.
● This possibly can result to conflict, arguments and stress.

3. Finding one's place in the future world of work

● Adolescents confronted with the reality that sooner or later there is a need to be on their own.
To pay for bills, cook and fend for themselves.
● And so the reality that they need to find work becomes a point of argument.
● Confusion, enters one's mind with the questions of how, where and when they can find a job
that can sustain their needs?

4. Increased responsibility in the Family and Community

● Being a child is a BLISS.
● Changes happens when we enter adolescence stage when we are expected to begin
participating in the accomplishment of tasks at home and even in our communities.
● One needs to get out of their shell and start becoming a Doer. That is how one's sense of
responsibility is gauged

5. Managing one's Sexuality

● Adolescent is the period of the unfolding of sexuality which begins from the onset of puberty
● Among girls it is marked by the beginning of 'menstrual cycle' also known as the 'menarche'
which among boys it is marked by the first release of sperm in ejaculation known as
'spermarche'
● At this juncture a girl starts to become a 'lady' while a boy becomes a
"man'
● Attraction to opposite sex will be initiated and triggered formation of intimate relationships
after stages of

6.Formation of identity
● The journey of
self-discovery requires continuous adjustments and learnings.
● These processes gear them to self-determination understanding of their interests, goals and
individuality.
● Achievement on given tasks if successful can provide Self-concept and a higher degree of self
esteem. But if this does not attained it will manifests negativities in the future.

7. Need for Higher Cognitive ability for decision-making

● Adolescent can understand and formulated logical, rational and abstract strategies.
 ● They are conscious about cause and effects and can logically resolve problems by testing
hypotheses before coming up with the conclusions.
● At this point they can appreciate that people are unique from each other.

8. Mood Changes caused by Hormonal Changes

● Biological changes affects an adolescent's hormone. These may lead to anxiety and mood
swings that eventually manifests in their behavior.
● Learning to control and handle their emotions
and developing a higher level of self-esteem is a necessity in this stage of human development.

9. Accountabilities brought about by expectations

● Adolescence marks the beginning of the development of a more complex cognitive skill and
mental processes.
● Critical thinking skills will equip them for real life situations. Reasoning skills are expected to
be upgraded as they begin to delve on daunting and challenging situations in their lives.
● Reasoning skills are expected to be upgraded as they begin to delve on daunting and challenging
situations in their lives
tough business for adolescents. It creates stress, and it can create serious depression for them
who are ill-equipped to cope, communicate and solve problems.
Adolescence Stress
Week 5

● Teen years are crucial by their own selves or by years as it can 'make or those expectations
and break' the adolescents. pressures that emanate The inevitable changes from their social
undergone by the environment adolescents create this
● Growing, up and period of turmoil. The negotiating path between challenges they confront
independence and are either brought about reliance on others is a

- Relationships, Peer
Pressures, Fitting In,
School, Decisions, Exams,
Expectations,
Competition, Career
Choices, Bullying

STRESS
● Stress is defined as a state of extreme di culty, pressure or strain. It is a way by
which the body responds to the pressures from the external environment.
● Stress is unpleasant as it puts the mind and the bodyin a dilemma where it is threatened or
challenged.
● The concept of stress was developed by Hans Selye (1936) which brought forth the theory of
stress reaction known as the "General Adaptation Syndrome" this states that a body under
stress generally undergoes response stages: Alarm,
Resistance and Exhaustion. Some Stressors include the ft:
- Illness in the family
- Loss of a love one
- Quitting school
 - Divorce/ separation
- Failing in school
- Getting into trouble
- Sibling rivalry
- Hunger
- Financial
- constraints
Types of Stress

POSITIVE STRESS "EUSTRESS"

● This is experienced by the body as an unpleasant stimulus becomes a source of motivation.
Such happens when attainment of the goal is being expected. And so despite the provision
of effort and extreme sacrifice whether psychological or physical,
the individual is motivated to push more to achieve the goal.
literally sick. This is brought forth by the helplessness and hopelessness created by the stressor on the perso

NEGATIVE STRESS "DISTRESS"

This type of stress not only causes pain in the mind but also

in the body as it makes the individual

EFFECTS of Extreme Emotions and Stress

> Stress is your body's way of responding to any kind of demand or threat. When you feel
threatened. Your nervous system responds by releasing a flood of stress hormones, and including
adrenaline and cortisol, which rouse the body for emergency action

> This is known as the "fight or flight" stress response and is your body's way of protecting you.
When working properly, stress helps you stay focused, energetic and alert. In emergency situations,
stress can save your life-giving you extra strength to defend yourself for example, or spurring you
slam on the brakes to avoid an accident
> Stress can also help you to rise meet challenges. Stress is what keep you on your toes during a
presentation at work, sharpens concentration your when you're attempting the game-winning free
throw or drives you to study for an exam when you'd rather be watching TV.

FIGHT
● Stand your around,
detend vour position, attack, dig in, persevere
or FLIGHT
● Give way retreat. discard remove yourself, giveup, move on
Responses of the body to extreme emotions and stress overload include
the :
Physical Impact
● Increase in the rate & depth of breathing
● Blood becomes more concentrated
● Heart and pulses rate increases
● Senses become extremely keen
● Butterflies in one's stomach
● Goosebumps
● Cold sweat
● Dry mouth
● Adrenaline rush Health Problems
● Pain of any kind
● Heart disease
● Digestive problems
● Sleep problems
● Depression
● Weight problems
● Autoimmune diseases
● Skin conditions, such as eczema
Cognitive Symptoms
● Memory problems
● Inability to concentrate
● Poor judgment
● Seeing only the negative
● Anxious or Racing
● thoughts
● Constant worrying
Emotional Symptoms
● Moodiness
● Irritability or Short Temper
● Agitation or inability to relax
● Feeling overwhelmed
● Sense of loneliness and isolation
● Depression or General
● Unhappiness
Behavioral Symptoms
● Eating more or less
● Sleeping too much or too little
 ● Isolating yourself from others
● Procrastinating or neglecting
● responsibilities
● Using alcohol, cigarettes or
● drugs to relax
● Nervous habits

Adolescence can be broken into 3 stages which include early adolescence which is 12 to 14 years;
middle adolescence at 15 to 17 years and late adolescence at 18 to 20 years of age.

Milestones are achieved during these periods which are evident in the point of transition.

Basic Maturation during Adolescence

1.Emotional Development
- develop low self-esteem due to hormonal changes
- idealism and
high-expectations
- deactivation of the
‘thymus’ or gland of
childhood hence becomes generally concious especially in the presence of the opposite
sex
- much concern about being physically and
sexually attractive
2.Physical Development
- physical changes are achieved by girls pertaining to puberty until age 15
- boys physically mature, gains muscles and strength as well as
greater height
- Completion of the development of sexual
traits
- ‘Growth Spurt’ for both sexes
3.Social Development
- Desires friends of same views, ideals and interests
- Peers become essential part of their lives
- intellectualizes and philophizes
- becomes romantically attached
- highly influenced by peers such as in joining gangs, engaging in risky behaviors
4.Mental Development
- higher cognition in the face of life’s realities
- understands points of concerns and issues pertaining to the family and society
- develop moral insights
Coping With Stress
- looks up to people of interests and achievements
Week 6
STRESS
● defined as a reaction of the mind and body to a stimulus that disturbs the well being, state of
calm or equilibrium of a person.
● FAMILY DEMAND & EXPECTATIONS
 ● SCHOOL DEMAND AND EXPECTATIONS
● ROMANTIC RELATIONSHIP OR LACK OF IT
● SELECTING A SCHOOL, COLLEGE COURSE OR CAREER
● SEPARATION ANXIETY
● DEMANDS OF SOCIAL LIFE
● HEALTH CONCERNS
● BULLYING

WAY OF COPING
● As we are showered with pressures in our daily confrontation with life, we are challenged
and motivated to resolve these issues in several manners. As we resist, we choose to either
Fight or
Fly".
● It is matter of deciding as to how the same can be faced.

Effective approaches which can be considered as efficient ways to confront stress

A.AGGRESSIVE REACTION
● A response to a certain stimulus in a harmful or unpleasant manner.
● The act has the intent of hurting or causing pain to something or someone else.
● Exemplified by : punching a wall; kicking a chair or even slapping a person on the face

DISPLACED AGGRESSION
● directing the aggressive act towards another person or to the obiects that is causing the stress
or maybe the cause of frustration.
● (ex: hammering a buffering desktop)
SCAPEGOATING
● An aggressive behavior where one blames another person or objects for his failures or fault.
● (ex: pointing an accusing finger to an innocent classmate)
FREE- FLOATING ANGER
● An aggressive response which is prolonged as a sign of extreme anger.
● (e.g. continually becoming aggressively emotional every time you are reminded of a past)
Suicide
● An aggressive response which is self-destructive as a result of hatred on oneself or to another
which resulted to extreme frustration.

B.Withdrawal Reaction
● Defense Mechanism - are unconscious responses developed by Sigmund Freud
● (Psychoanalysis) -
aimed to reduce one's anxiety caused by life pressures and inevitable stressors.

DENIAL
● Refusing to accept an
external reality to protect the 'self, an unconscious way to resolve emotional conflict.
●Ex: After the unexpected death of a
loved one, person might refuse t
accept the reality of the death and
deny that anything has happened
DISPLACEMENT

● Shifting one's aggression towards something or someone that is a lot weaker and
uncompromising.
● Ex: A person who is angry at their boss may "take out" their anger on a
family member by shouting at them.
INTELLECTUALIZATION
● Use of reasoning to effectively avoid confrontation with an emotional stress thereby
protecting the self.
● Ex: if person A is rude to person B, person B may think about the possible
reasons for person A's behavior. They may rationalize that person A was
having a stressful day.
RATIONALIZATION
● Providing a logical
justification for a decision made or an act earlier performed to make an excuse for mistake or
erratic decision done thereby preventing ridicule from others.
● Ex: Failing a test and blaming it on the subject matter or the teacher rather
than not studying.

REACTION-FORMATION
● A defense mechanism in which an unacceptable emotions are being replaced by its opposite
to prevent rejection from others.
● Ex: A person who is with a colleague actually ends up being particulary
courteous and friendly towards them.
PROJECTION
● Attributing one's fault or negative emotions into others to express the sentiment though not
recognizing it.
● Ex: Someone who bullies another for being anxious and insecure may be
doing so to avoid acknowledging they exhibit those same tendencies.
REGRESSION
● In the face of hurts we use ‘imagined time machine’ to revert to a more pleasant past where
we are more safe and secure
● Ex: Someone who get divorce may become clingy to parents again like they
were as a child
REPRESSION/SUPPRESSION
● Defense mechanisms where one pushes the unwanted thoughts onto the unconscious which
however may manifests in the future unknowingly.
SUBLIMATION
● Refocusing or
rechanneling one' s energy to something more acceptable and productive.
FANTASY
● Utilizing imagination as a way to escape from life's real problems and stress.

THE ROLE OF SELF-ESTEEM IN COPING

● Self-esteem is a regard of the self and its worth. It is an evaluation of one's abilities,
characteristics, traits, and other unique qualities.
● Self-esteem equips one
to confront efficiently the pressing realities of life.

SIGNS OF HIGH & LOW SELF-ESTEEM

HIGH SELF-ESTEEM
● Trusts own perception
● Accepting one's uniqueness
● Responsible for one's actions
● Open-minded
● Proactive
LOW SELF-ESTEEM
● Allow others to make decision
● Insecure ● Reactive
● Close-minded
● Worried and anxious

How to Develop High Self-Esteem?

1. DEVELOP HARDINESS - A disposition marked by commitment, challenge
and control that is directly
related with strong stress resistance.
2. BE POSITIVE - Positive thoughts attract positive people and positive events.
3. BE GRATEFUL - One should start from an attitude of gratitude so he may see things that
he possesses rather than his deficiencies.
4. USE MANTRA - Practice deep breathing while doing this and start believing in yourself
through positive talk.
5. BE HUMOROUS - This can be done by finding happy thoughts in everything that is done
and encountered.
6. BE PRODUCTIVE 7. BE EMPOWERED

How to improve your Intelligence and Cognition?

● Education provides an
individual a license that will equip him/her to achieve his future goals.
● As it is a fact that individuals have the ability to maximize their abilities in any venue.
● Thus, developing study habits can aid well in an individual as a learner
whether in his current studies of future endeavors.

Power of Mind
Week 7
● Spatial - Visualizing the The Types of INTÈLLIGENCE (Mark world in 3d Vital)
● Naturalist - The Brain
Understanding living
 ●
"Human body's things and reading nature command center"

● Musical - discerning ● It is a 3-pound organ sounds, their pitch, tone, encased in

the human timbre, and rhythm skull and filled with the
● Logical-mathematical - CerebroSpinal Fluid quantifying things,(CSF).
making hypothesis and ● The brain requires 20% of proving them the total blood
supply as ● Existential - tackling the it cannot hold its own questions of why we liveoxygen
supply.
and why we die ● It is also a organ that
● Interpersonal - sensing serves as the center of people's feelings and the nervous
system in all
motives vertebrate and most
● Bodily kinesthetic - invertebrate animals. coordinating your mind ● The brain is located in
the with your body head, usually close to the
● linguistic - finding the sensory organs for right words to express senses such as
vision. what you mean
● Intrapersonal -
Understanding yourself, what you feel, and what you
want

Cerebrum
● is the largest part of the brain and is composed of right and left hemispheres.
● It performs higher functions like interpreting touch, vision and hearing, as well as
speech, reasoning, emotions, learning, and
fine control of movement.
Cerebellum
● is located under the cerebrum.
● Its function is to coordinate muscle movements, maintain posture, and balance.
Brainstem
● acts as a relay center connecting the cerebrum and cerebellum to the spinal cord.
● It performs many automatic functions such as breathing, heart rate, body temperature,
wake and sleep cycles, digestion, sneezing, coughing, vomiting, and swallowing.

Frontal Lobes
● are located in the front of the brain.
● They are very large and have many functions.
● The frontal lobes are considered to be our emotional control centre.
● They play a central role in our personality and how we act.
● They are also involved in attention skills and controlling movement.
Temporal Lobes
● are located on the side of your brain just above your ears.
● One of their important functions is to help us process and understand sounds such as
musical notes and speech.
● Other functions include managing our emotions and recognising faces.
● A part of the temporal lobe, called the Hippocampus, also plays an important role in
memory.
Parietal Lobes
● are located behind the frontal lobes and above the temporal lobes.
● One of their main
functions is to allow us to make sense of things we touch – for example, whether an object
is smooth or sharp, firm or soft.
Occipital Lobes
● are located at the back of the brain.
● They have an important role in vision because they allow us to make sense of
information that comes from our eyes.
● This process is known as Visual Perception.

The brain is divided into three basic units:

FOREBRAIN
● Processes sensory
information, helps with reasoning and problem-solving, and regulates autonomic, endocrine,
and motor
functions
HINDBRAIN
● Helps to regulate autonomic functions, relay sensory information, coordinate movement,
and maintain balance
and equilibrium
MIDBRAIN
● Helps to regulate movement and process auditory and visual information

Left Hemisphere
● Sensory stimulus from right side of body
● Motor control of right side of body
● Speech, language and comprehension
 ● Analysis and calculations
● Time and sequencing
● Recognition of words, letters and numbers
Right Hemisphere
● Sensory stimulus from left side of body
● Motor control of left side of body
● Creativity
● Spatial ability
● Context / perception
● Recognition of faces, places and objects

RIGHT BRAIN
● CREATIVITY
● IMAGINATION
● HOLISTIC THINKING
● INTUITION
● ARTS (Motor skill)
● RHYTHM (Beats)
● NON-VERBAL
● FEELINGS
● VISUALISATION
● TUNE OF SONGS
● DAYDREAMING
LEFT BRAIN
● LOGIC
● ANALYSIS
● SEQUENCING
● LINEAR
● MATHEMATICS
● LANGUAGE
● FACTS
● THINK IN WORDS
● WORDS OF SONGS
● COMPUTATION

Fun fact #1361

● Our brain overlooks the flaws of a person we are in love with, That makes us harder to leave
them after they have hurt us.
 ● The male brain is 10% bigger than the female's but the female brain works more
efficiently. Fun fact #1986
● When a person dies, they have 7 minutes of brain activity left. It's the mind playing back
the persons memories in a dream sequence.

90% of a child's brain development happens before age 5

- This allows more
efficiency on the brain such that:
- Unnecessary connections disappear
- Message travels faster in the brain
- Information are localized whether it is on the
left/right
- The connection between the left and right hemisphere which is the corpus callosum thickens.

The Mind
● It is one's cognition and mental process that gives meaning to the stimuli from the external
environment.
● The mind is an abstraction that has the abilities and characteristics measured through
test.
● It encompasses the
learnings that results in the multiplication of neurons and nerve cells in the brain.
● The mind's innate
aptitude is within its
genetic makeup which can be attributed to the
heritability of intelligence
and the pre-programmed capacity of the individual.

How to improve your Intelligence and Cognition?

Developing Effective "STUDY HABITS”
● Education provides an
individual a license that will equip him/her to achieve his future goals.
● As it is a fact that individuals have the ability to maximize their abilities in any venue.
● Thus, developing study
habits can aid well in an individual as a learner whether in his current studies of future
endeavors.

Following are Ways to Deal with the Everyday Physical, Emotional and Intellectual
Requirements in the School:
● Have the right mindset
 ● Practice 'Zero navigation' when preparing for the coursework
● Choose the proper venue for studying
● Make a Reviewer
● Bring Only the Things that you Need
● Be Smart, Use devices such as Mnemonics

Following are varied ways to use

Mnemonics (Willingham 2013)
Peg Word
● This is useful for memorizing lists of unrelated words in order by creating a visual image
with a 'peg' word.
● Example: 'one is bun' or 'two is a shoe' etc.
● If your need to remember to call someone and to return a book then relate the 'bun with
someone' and the 'book with a shoe

Method of Loci
● Useful for memorizing
lists of unrelated items in order.
● This is done by creating a 'mental walk' to memory and creating a visual image
associating each item on the list with a location on the mental walk.
● MAKING A MEMORY
PALACE, DEFINING A
PATH, ENCODING THE LIST,
RECALLING THE LIST
Acronym
● By using the first letter of each item that you desire to remember like G for Groceries and W
for Withdraw money.
Acrostics
● This is done by creating an easy-to-remember statement to which you can associate the
first letter of each word PEMDAS (Parenthesis,
Exponent, Multiplication,
Division, Addition and Subtraction) to solve mathematical problems efficiently.
Music or Rhymes
● The to-be-remembered item is set to a familiar tune, set to rhythm or made into a rhyme.
Mnemonic Associations
● The material is associated with the features of the material that is hard to remember.
Keyword
● Most of the time is used for foreign word by
associating it to a close English word then creating a visual image
to connect it.

- Choose the Best Time to study

- Never be dependent on the Worldwide
- Web & your personal computer
- Reward Yourself - Have a sense of
Accomplishment