Republic of the Philippines

Department of Education
REGION VII – CENTRAL VISAYAS
Schools Division of Cebu Province

QUARTER 2, WEEK 3
2020-2021

0
Name _______________________________ Grade/Section _______________ Date_________
School __________________________________________ District ______________________

MELC
COMPETENCY CODE
Compare one’s perception of himself/herself and how
EsP-PD11/12SR-IIc-10.2
others see him/her

A. Readings/Discussions

1. “We judge ourselves by our intentions and others by their actions.” – Stephen R. Covey
One of the biggest differences in how we perceive ourselves versus how others see us is
context. When you are perceiving yourself, you have a lot of background into the situation. You
are pretty clear on your intentions, and know why you made the decision you did. If something
goes wrong, you are likely to blame the situation, and give yourself a break. You aren’t a jerk;
you just were placed in a bad situation.
However, when perceiving other people and their behavior, you can only judge based on
your often very limited background and context into the situation. And because you often really
don’t know much about the other person’s intentions, or their situation, you are likely to interpret
their actions as indicating their personality.
This difference in how we perceive ourselves versus how others see us is referred to as
the Fundamental Attribution Error. It describes the tendency to overestimate the effect of
personality and underestimate the effect of the situation in explaining other people’s actions.
For instance, if you are in a huge rush, and cut someone off on the freeway because you
have to get to the hospital to care for a loved one, you will interpret cutting the person off as
totally justifiable. You are not a jerk; in fact, you are trying to help someone! The person you cut
off, however, will have no idea you are going to the hospital, and will likely think you are a jerk.
So to really perceive someone as they perceive themselves, you really need to step back
and take a look into their intentions and their situation. Don’t think about the consequences or
your perceived meaning of their actions, but rather think about what circumstances led them to
act in that way.

2. WHAT IS THE FUNDAMENTAL ATTRIBUTION ERROR?

The fundamental attribution error refers to an individual's tendency to attribute another's
actions to their character or personality, while attributing their behavior to external situational
factors outside of their control. In other words, you tend to cut yourself a break while holding
others 100 percent accountable for their actions.
For instance, if you've ever chastised a "lazy employee" for being late to a meeting and
then proceeded to make an excuse for being late yourself that same day, you've made the
fundamental attribution error.
The fundamental attribution error exists because of how people perceive the world. While
you have at least some idea of your character, motivations, and situational factors that affect
your day-to-day, you rarely know everything that's going on with someone else. Similar to
confirmation and overconfidence biases, its impact on business and life can be reduced by
taking several measures.

1
B. Exercises

Exercise 1: The Commercial of Me

Directions: Try to make an advertisement of yourself. Do it in a form of a persuasive text
emphasizing your strengths.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_________________________________________________________________________.

1. How much (use percentage) do you believe in yourself?

____________________________________________________________________________

2. What are you achieving with that percentage?

____________________________________________________________________________

3. What would happen if you believe in yourself 25% more?

____________________________________________________________________________

4. What do you think are the two concepts that need to be developed?

____________________________________________________________________________

5. How do values and morals fit into the two concepts?

____________________________________________________________________________

Remember: Knowing yourself is a prerequisite to a good self-image. To know yourself, first, you
must discover your values – A value is something you strongly believe in. Secondly,
live by what you value – the closer your values come to your actions the happier
you will be.

2
 Exercises 2: Create or Ruin My Positive Self-concept

Directions: Using the YinYang symbol below, list methods for building your positive self
concept using the white portion, on the dark portion of it write the circumstances
that can destroy your positive self concept.

Processing Question:

1. Explain ways self-concept can be destroyed and built.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________.
Remember:
• Accept yourself: Stop worrying about the things you can’t change. Be more accepting of
others and the things they can’t change.
• Try not to compare with others. It’s unfair. You may compare their strengths with your
weaknesses. Judge yourself in terms of your own growth.

3
C. Assessment / Application / Outputs

Directions: Try this12 simple activities you can do to start building self esteem.
1. Make Yourself a Priority - From the time we are young, we are taught that putting other’s
needs before our own is a virtue, while prioritizing your own needs is selfish. However, you
can’t have a good sense of self-esteem if you don’t make your own needs a priority.
So what does prioritizing your own needs look like in the real world? It means meeting
your own needs instead of ignoring them for the sake of others. This can be easier said than
done, especially if you are a parent or work in a demanding work environment, but when you
recognize that your own needs have value, you begin to realize that you yourself have value.
2. Stop Being a People Pleaser - As Aesop once said, “He who tries to please everybody
pleases nobody.” This includes yourself — if you spend your whole life trying to please
everyone, you won’t find personal happiness. That is because people pleasers have an
unfortunate habit of making everyone else a priority over themselves and pretending to be
someone other than their authentic selves.
As you can imagine, pretending to activities that you actually can’t stand or pretending to
possess certain qualities you don’t actually have in order to get others to accept you can have a
negative effect on your self-esteem. You are, in essence, telling yourself that you aren’t good
enough. The next step towards boosting your self-esteem, then, is forgetting what others want
you to be and being your own authentic self.
3. Find Yourself - If you’ve spent your whole life ignoring your own needs and pretending to be
someone else in order to please others, you may not know what your authentic self actually is.
This is your chance to figure that out! Turn your gaze inwards and analyze what really drives
you and brings you joy. It may feel strange at first, but there is no wrong emotion in this
scenario — all are an important step towards authenticity and increased self-esteem.
4. Watch Your Self Talk - Part of developing a healthy self-esteem requires analyzing how you
talk to yourself. We all talk to ourselves in some way, whether out loud or just in our heads, and
the language we use can be a significant insight into how we view ourselves. Negative self-talk
(i.e. calling yourself ugly or unlikeable) creates a feedback loop where your self-esteem drops,
which leads to more negative self-talk, and so on.
The most effective way to break the cycle is to counter that negative self-talk through
being kind and positive towards yourself. Anytime something negative pops into your mind,
counteract those thoughts by writing down something positive (i.e. a list of your positive
attributes) until positive self-talk becomes a habit.
5. Don’t Beat Yourself up over Your Mistakes - As humans, we are frequently harder on
ourselves than we are on our loved ones. Unfortunately, many of us view our mistakes as
personal or even moral failures. The thing is, we are all human, and all humans make mistakes.
Instead of dwelling on your mistakes as some sort of personal punishment, try to view
these mistakes as opportunities to improve yourself. Just by changing your way of thinking, you
can boost your self-esteem.
6. Acknowledge Your Successes - On the flip side, you should also recognize your
achievements. It is common for many of us to downplay our successes. We say “It wasn’t that
big of a deal. Anyone could do it.” This leads to feelings that we haven’t achieved much with our
lives, hurting self-esteem.
If you want to boost your self-esteem, you should celebrate your successes. Think
about the person you were just a few years ago, and recognize how much you have grown and
changed. Write your successes down and as time goes on you’ll be amazed at how much you
have accomplished.

4
7. Be Grateful - Cultivating a healthy sense of self-esteem also involves the ability to be grateful
for what you have. Some individuals tie their entire sense of self-worth in what they have, but
someone else will always have more than you do, whether it’s more money, better looks, etc.
Instead of getting caught up in what you don’t have that others do, focus on what it is
that you do have. Be grateful. When you focus on being grateful for the things that you do have,
you start to feel happier with your life and more self-assured.
8. Nurture a Positive Attitude - A lot of changing your self-talk, emphasizing your successes
over your failures, and being grateful has to do with maintaining a positive attitude. Such an
outlook can be difficult to cultivate, as our brains naturally tend to dwell on the negative instead
of the positive.
The first step towards nurturing a positive attitude is to associate with positive people.
Negative people can only bring you down to their level. Positive people can help you improve.
9. Commit to Your Decisions - Another way to cultivate positivity in your life is to fully commit to
your decisions. Once you have decided on a course of action, don’t waste your energy on self-
doubt and second-guessing yourself. Use that energy to do the necessary research and work to
see your task through. When you give in to self-doubt and second thoughts, you are telling
yourself that you don’t view yourself as a competent adult capable of making the right decisions
and successfully completing a task.
As such, committing yourself to your decisions boosts your self-esteem by eliminating
those doubts and insecurities.
10. Learn How to Say No - Another aspect of making yourself a priority and committing to your
decisions is learning how to say NO in a decisive yet respectful way. When you learn how to say
no, you teach others that your boundaries are to be respected and that you won’t be taken
advantage of. By teaching others to respect your boundaries, you affirm to yourself that you are
allowed to have needs and boundaries. You also avoid getting stuck with tasks that drain your
energy and sense of positivity.
11. Be Generous to Others - Making your needs a priority and learning how to say no to the
things you don’t want to do doesn’t mean that you have to shut others out in order to build up
your own self-esteem. In truth, humans are social creatures and a lack of meaningful human
connections can severely impact your self-esteem.
For many people, helping others gives them a sense of meaning and purpose in life.
If you have the time and the means, give to charity, volunteer your time to a cause you feel
passionate about, or even give blood at the local blood bank.
12. Love Yourself - At the end of the day, a person with high self-esteem is a person who loves
himself. This doesn’t mean loving yourself as Narcissus loved his reflection, but rather loving
yourself as a person who has value and worth. When you love yourself, you lead a healthier life.
You take care of your body by exercising regularly, eating the right food, and you take care of
your mind with positive talk and a healthy social life.

In short, even if you currently don’t have a high sense of self-esteem, there are simple
steps that you can take to start developing a strong sense of self-esteem today. Some of these
twelve activities might not be easy at first due to ingrained habits developed over a lifetime, but if
you consistently practice these actions every day they will start to become second nature and
you will start to see an improvement in your self-esteem.

D. Enrichment / Reinforcement Activity/ies

Directions: Compose a free verse poem to boost your self esteem entitled “My Self Esteem”.

5
Name _______________________________ Grade/Section _______________ Date_________
School __________________________________________ District ______________________

MELC
COMPETENCY CODE
Conduct a mini-survey on Filipino relationships (family,
EsP-PD11/12SR-IIc-10.3
school, and community)

A. Readings/Discussions

1. Family-School-Community Partnerships
Family-school-community partnerships are a shared responsibility and reciprocal process
whereby schools and other community agencies and organizations engage families in
meaningful and culturally appropriate ways, and families take initiative to actively supporting their
children’s development and learning. Schools and community organizations also make efforts to
listen to parents, support them, and ensure that they have the tools to be active partners in their
children’s school experience.
Partnerships are essential for helping students achieve at their maximum potential and,
while parent and community involvement has always been a cornerstone of public schools,
greater recognition and support of the importance of these collaborative efforts are needed.
Research shows that – at both the elementary and secondary level – when schools, parents,
families, and communities work together, students will earn higher grades; attend school more
regularly; stay in school; and, are more motivated. This is true for students of all ages, all
backgrounds, and across race and ethnicity. Furthermore, a variety of supports cutting across
the spectrum of social, health, and academic needs may be necessary for school success. High
quality schools have demonstrated track records connecting with community resources and
families to improve student outcomes in all domains of development.

2. The Power of Family-School-Community-Partnerships

According to Dr. Joyce Epstein in a training resource manual of the National Education
Association that, “When parents, teachers, students, and others view one another as partners in
education, a caring community forms around students and begins its work.”
The resource manual emphasis on creating community partnerships to support the growth
and development of children and families to make their lives better. Collaboration and coalition
building at the community level may be the most important process in school reform efforts.
Research over the past 20 years has suggested that developing family- school community
partnerships can improve students’ academic achievement, school programs, and school
climate; provide family services and support; increase parents’ skills and leadership; connect
families with others in the school and in the community; and help teachers with their work. The
main reason to create such partnerships is to help all children succeed in school and in later life.
The recognition that families and communities are a critical ingredient in successful
reforms, particularly in priority schools, is forcing many schools to look for strategies to reach out
to them as partners in the education of children. Collaboration is the most intense level of
community partnership. It involves programs working together toward common goals that could
not be achieved by any program acting alone. Resources, information, and activities are shared
by the collaborative partners to turn the goals into reality.

6
 The process of building collaborative partnerships with families and the community
involves: 1) Recognizing opportunities for change; 2) Mobilizing people and resources to create
changes; 3) Seeking support and involvement from diverse and nontraditional partners; 4)
Choosing an effective group structure; 5) Building trust among collaborators; 6) Developing
learning opportunities for partners. For the National Education Association and its affiliates,
collaboration poses both an opportunity and a challenge to get people and organizations to work
together in new ways. The road to collaboration is neither straight nor easy. It involves changing
the way people work and think.

B. Exercises

Exercise 1: Me as the center of their Collaboration

Directions: Using the diagram below, recognize by enumerating the efforts extended for you,
by these respective institutions especially during this time of pandemic.

MY FAMILY
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________

MY SCHOOL
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
MY COMMUNITY
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________

Reflection:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

7
 Exercises 2: Create or Ruin My Positive Self-concept

Directions: In relation to exercise 1, make a self resolution on how you can payback the efforts
they have extended to you especially during this time of pandemic.

TO MY FAMILY
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
TO MY SCHOOL
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
TO MY COMMUNITY _______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________

Remember:
Children are the priority. Change is the reality. Collaboration is the strategy.
-Judith Billings, Washington State Superintendent

8
 C. Assessment / Application / Outputs

Directions: Visualize yourself as parents, teachers, or community leaders in the future. What
activities that support collaboration will you propose? Make it specific.

As parent, ____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

As teacher, ___________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

As community leader, ___________________________________________________________

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

D. Enrichment / Reinforcement Activity/ies

Directions: Make a letter proposal addressed to the Secretary of Education to augment the
quality of education that you experienced to be more useful and fitted for the
future generations.

References:

Personal Development. Learner’s Manual. Department of Education Republic of the

Philippines. First Edition 2016.
Personal Development. Teacher’s Guide. Department of Education Republic of the
Philippines. First Edition 2016
https://www.quora.com/What-is-the-difference-between-how-we-perceive-ourselves-and-how-
others-see-us
https://online.hbs.edu/blog/post/the-fundamental-attribution
https://psychcentral.com/lib/12-simple-activities-you-can-do-to-start-building-self-esteem-today/
https://safesupportivelearning.ed.gov/training-technical-assistance/education-level/early-
learning/family-school-community-partnerships
http://www2.nea.org/mediafiles/pdf/FSCP_Manual_2012.pdf
9
Prepared by: Edited by:

FRANJHIELYN PELONIO-GOLVIN ________________________

Reviewed by:

___________________

GUIDE

For the Teacher:

The activities given in this Self-Learning Home Task is designed for the
learners’ personalized answers based on their real experiences,
observations, and knowledge. In doing so, the teacher has the options on
how to give merits to their respective answers.

For the Learner:

The readings were chosen which is suited to the most essential learning
competency in the subject. Read and comprehend this Self-Learning
Home Task carefully in order for you to have a better understanding of the
topic and you will be able to do the activities at your own pace.

For the Parent/

Home Tutor:
This Self-Learning Home Task was crafted to facilitate your child’s learning
at their own pace. Please guide them especially in handling their time
properly in order to attain success of the whole learning process.

10