Learning Activity Sheet

PERSONAL DEVELOPMENT 11, QUARTER 2

Name of Learner: __________________________________ Grade Level: _______________

Section: ___________________________________________ Date: ______________________

LEARNING ACTIVITY SHEET NO. __2__

LESSON 1

I. Introduction

Relationships are not static; they are continually evolving, and to fully enjoy
and benefit from them we need skills, information, inspiration, practice, and social
support.
Healthy relationships are a vital component of health and wellbeing. There is
compelling evidence that strong relationships contribute to a long, healthy, and
happy life.
In this lesson, you will learn different ways to become responsible in a
relationship. This will help you strengthen your personal relationship with your
family, friends, and partners.

II. Learning Competency

EsP-PD11/12PR-IIb-9.3: Identify ways to become responsible in a relationship

III. Specific Objectives

At the end of the lesson, students are expected to:

1. Identify the rights of a person in a relationship;
2. enumerate ways to become responsible in a relationship; and
3. identify the characteristics of a healthy relationship.

IV. Discussion

Personal Relationships
Personal relationships are an essential part of the human experience. These
include close connections between people that are strengthened by mutual
experience, emotional bond, and interactions. In a model by Lawson (2016), there
are three kinds of personal relationships – family, friends, and partnerships.
Brown (2020) defines family as a domestic group of people with some degree of
kinship that may be formed through blood, marriage, or adoption. Goldman (2013)
posits that friendship develops between people who are not family members or
sexual partners, and that friendships might serve as a strategic mechanism for
maintaining a support system in advance of potential future conflicts. Friends
usually have shared interests, mutual experience and emotional bond.

1
 Moreover, Lawson (2016) defines romantic partnerships as close
relationships formed between two people that are built upon affection, trust,
intimacy, and romantic love. This relationship is experienced with only one person
at a time.

Boundaries in Relationships
Boundaries in a relationship may be physical or emotional boundaries.
Physical boundaries include personal space, touching (who, how, where, and when
one can touch you), and sexual boundaries. Emotional boundaries, on the other
hand, is learning how to separate your feelings from that of your partner or other
people’s feelings. It includes knowing “your own person”, and being aware of your
choices and actions.
Establishing healthy boundaries in a relationship allows both partners to
feel comfortable and develop positive self-esteem. In order to establish boundaries,
one needs to be clear with his/her partner who they are, what they want, their
beliefs, values, and limits. Also, one must never assume or guess about the
partner’s feelings, must follow through on what he/she says, take responsibility in
one’s actions, communicate thoughts to one another, and know when it’s time to
move on. Aspects of a healthy relationship include feeling responsible for one’s
own happiness, open and honest communication, respect for differences in the
partner, and allowing friendships outside the relationship.

How to Become Responsible in Relationships

In the Family Code of the Philippines, the husband and wife are obliged to
live together, observe mutual love, respect and fidelity, and render mutual help
and support, and the spouses are jointly responsible for the support of the family.
It is their right and duty to manage the household. The United Nations Convention
on the Rights of the Child (UNCRC) defines the child as a person under 18 years of
age. It acknowledges the primary role of parents and the family in the care and
protection of children, as well as the obligation of the State to help them carry out
these duties. Philippine Republic Act (RA) 7610 or the Anti-Child Abuse Law adds
to the definition of children those over 18 years of age but are unable to fully take
care of themselves or protect themselves from abuse, neglect, cruelty, exploitation
or discrimination because of a physical or mental disability or condition. DepEd
Order No. 40 series of 2012 or the DepEd Child Protection Policy also defines as a
child the pupils or students who may be 18 years of age or older but are in school.
Hoyt and Edmonds (2020) cited Northern Illinois University psychologist and
friendship expert Dr. Suzanne Degges-White on her description of friendship – a
relationship that involves two very critical dimensions which are interdependence
and voluntary participation. Friendships require reciprocity of admiration, respect,
trust, and emotional and instrumental support.
Joshi (n.d.) discussed that being in a relationship means having faith,
freedom, and friendship; giving and getting the time; being patient; being able to
share; being the strength; being in love; being yourself and being the best version
of yourself; allowing yourselves to miss each other; and, being an individual,
having your own identity.
2
 According to the University of Washington Hall Health Center, a healthy
relationship is when two people develop connection based on mutual respect,
trust, honesty, support, fairness/equality, separate identities, good
communication, and a sense of playfulness/fondness. Smith (2018) added that all
relationships require love, nurturing and efforts in order to survive and be
successful. One must avoid blaming the partner, be capable to apologize and
forgive, and to listen to respond and not react.
In any relationship, it is necessary to understand who the vulnerable ones
are – the elderly, pregnant women, persons with disability, and the child. It is
everyone’s responsibility to protect these people from all forms of violence, abuse,
exploitation and discrimination.

V. Activities

A. Is it Right?
Directions: Read the given statements. Put a check (/) on the space before the
number if you believe that the statement is a right of a person in a relationship.
_____ 1. to say no to someone who asks me out
_____ 2. to express my opinions and be heard by my partner
_____ 3. to have my limits and values respected
_____ 4. to have friends and space aside from my romantic partner
_____ 5. to have my privacy rights respected, including rights to private
conversation
_____ 6. to keep quiet when my partner’s actions or language are unfair or hurtful
_____ 7. to refuse physical touch with anyone, at any time for any reason
_____ 8. to suggest or refuse activities
_____ 9. to be disrespected and treated not as an equal
_____ 10. to leave the relationship

B. Cognize and Choose

Directions: Read the questions carefully and encircle the letter that corresponds to
the best answer.
1. Which scenario is a sign of an unhealthy relationship?
a. parents listen to my opinion c. friends go to church with me
b. partner forces me to have sex d. sibling teaches me house chores
2. Kathryn and Daniel have built their partnership on affection, trust, and
intimacy. Which can be a way to be responsible in their partnership?
a. be extremely jealous c. hurt the partner physically
b. communicate honestly d. intimidate the partner
3. Which of the following will help build a healthy friendship?
a. respectfulness c. selfishness
b. possessiveness d. abusiveness
4. Which of the following shows being responsible in a relationship?
a. I do not respect the limits and values of others.
b. I communicate to my partner in a dishonest and unclear way.
c. I try to have power or control over my partner in our relationship.
3
 d. I check my actions / decisions if they are good or bad for my partner.
5. Which scenario is considered unhealthy in a family?
a. encouraging or forcing a child into prostitution
b. taking care of the parents and grandparents
c. going to church with siblings and relatives
d. shaking hands with a newly met relative
6. Coming too close to you may be accidental, or it could be an attempt to
intimidate you. In this instance, what boundary is disrespected?
a. physical b. mental c. emotional d. material
7. What boundary is set in this statement: “You’re responsible for how you treat
other people, but you’re not responsible for their feelings”?
a. physical b. mental c. emotional d. material
8. If you are made to feel guilty by your partner for wanting to end the
relationship, what boundary is violated?
a. physical b. mental c. emotional d. material

VI. Assessment

Directions: List five ways on how to become responsible in a relationship.

1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
4. __________________________________________________________
5. __________________________________________________________

VII. Reflection

Directions: Express your insights/realization about this lesson by completing the

paragraph below.

My journey through this lesson made me realized that…

VIII. Reference

https://buenavistanhs.weebly.com/uploads/7/2/2/8/7228051/personal_deve
lopment_reader_v13_final_apr_28_2016.pdf

4
LESSON 2

I. Introduction

The relation between leadership and followership is straight. A leader leads

whereas a follower follows. Both are complementary to each other. A leader cannot
lead if there are no followers, likewise a follower cannot follow if there is no leader.
Knowing this, it would make sense that they both share a lot of the same
ethics, values, and traits. A few examples of these traits and values are respect,
selflessness, honesty, commitment, enthusiastic, and being trustworthy, all while
being an active listener and critical thinker.
In this lesson, you will distinguish the various roles of different individuals
in society and how they can influence people through their leadership or
followership.

II. Learning Competency

EsP-PD11/12SR-IIb-10.1: Distinguish the various roles of different individuals in

society and how they can influence people through their leadership or followership

III. Specific Objectives

At the end of the lesson, students are expected to:

1. read and analyze the given article about servant leadership;
2. identify the characteristics of a servant leader; and
3. name some individuals who have great influence among other people
through their leadership or followership.

IV. Discussion

SERVANT LEADERSHIP
While the idea of servant leadership goes back at least two thousand years,
the modern servant leadership movement was launched by Robert K. Greenleaf in
1970 with the publication of his classic essay, The Servant as Leader. It was in
that essay that he coined the words "servant-leader" and "servant leadership."
Greenleaf defined the servant-leader as follows:
"The servant-leader is servant first... It begins with the natural feeling that
one wants to serve, to serve first. Then conscious choice brings one to aspire to
lead. That person is sharply different from one who is leader first, perhaps
because of the need to assuage an unusual power drive or to acquire material
possessions...The leader-first and the servant-first are two extreme types. Between
them there are shadings and blends that are part of the infinite variety of human
nature."
"The difference manifests itself in the care taken by the servant-first to make
sure that other people's highest priority needs are being served. The best test, and
difficult to administer, is: Do those served grow as persons? Do they, while being
served, become healthier, wiser, freer, more autonomous, more likely themselves

5
 to become servants? And, what is the effect on the least privileged in society? Will
they benefit or at least not be further deprived?”
Robert Greenleaf's concept of the servant-leader was stimulated by his
reading of Journey to the East by Herman Hesse. It is the story of a group of
travelers who were served by Leo, who did their menial chores and lifted them with
his spirit and song. All went well until Leo disappeared one day. The travelers fell
into disarray and could go no farther. The journey was over. Years later, one of the
travelers saw Leo again—as the revered head of the Order that sponsored the
journey. Leo, who had been their servant, was the titular head of the Order, a
great and noble leader.
In The Servant as Leader, Greenleaf said: ...this story clearly says—the great
leader is seen as servant first, and that simple fact is the key to his greatness. Leo
was actually the leader all of the time, but he was servant first because that was
what he was, deep down inside. Leadership was bestowed upon a man who was by
nature a servant. It was something given, or assumed, that could be taken away.
His servant nature was the real man, not bestowed, not assumed, and not to be
taken away. He was servant first.
If there is a single characteristic of the servant-leader that stands out in
Greenleaf's essay, it is the desire to serve. A walk through The Servant as Leader
provides a fairly long list of additional characteristics that Greenleaf considered
important. They include listening and understanding; acceptance and empathy;
foresight; awareness and perception; persuasion; conceptualization; self-healing;
and rebuilding community. Greenleaf describes servant-leaders as people who
initiate action, are goal-oriented, are dreamers of great dreams, are good
communicators, are able to withdraw and re-orient themselves, and are
dependable, trusted, creative, intuitive, and situational.
Greenleaf described a philosophy, not a theory. However, based on the views
of a number of scholars, the elements that are most unique to servant leadership
compared with other theories are:
(1) the moral component, not only in terms of the personal morality and
integrity of the servant-leader, but also in terms of the way in which a servant-
leader encourages enhanced moral reasoning among his or her followers, who can
therefore test the moral basis of the servant-leader's visions and goals;
(2) the focus on serving followers for their own good, not just the good of the
organization, and forming long-term relationships with followers, encouraging
their growth and development so that over time they may reach their fullest
potential;
(3) concern with the success of all stakeholders, broadly defined—
employees, customers, business partners, communities, and society as a whole—
including those who are the least privileged; and
(4) self-reflection, as a counter to the leader's hubris.

V. Activities

A. True or False
Directions: Write True if the statement is correct and False if otherwise.
6
 1. Leaders are responsible.
2. Leaders are to serve others.
3. Leaders should follow ethical principles.
4. Leaders don’t need to mind their subjects.
5. Leaders can follow their whims and fancies.
6. Leaders are capable to do anything they like.
7. Servant leadership puts others first before one’s own self.
8. A servant leader listens to others and empathizes with people around him.
9. A servant leader puts other’s concerns first before own motives.
10. An ethical leader is someone who works for other people’s interests and not
for his own hidden agenda or ulterior motives as guided by sound principles.

B. Connecting What I’ve Learned

Directions: Write on any one or a combination of the following:
a. The key points of the article.
b. Your comments/reactions about the article.
c. The part of the article that has an impact to you.
d. A leader that fits the description ‘servant leader’.
e. A story that would support or negate the points of the article.

VI. Assessment

On Leadership and Followership

Directions: Name five individuals in your country whom you think have great
influence among others through their leadership or followership.

Name Position Roles How They Influence People

1.
2.
3.
4.
5.

VII. Reflection

Directions: Express your insights/realization about this lesson by completing

the paragraph below.
My journey through this lesson made me realized that…

VIII. Reference

https://buenavistanhs.weebly.com/uploads/7/2/2/8/7228051/personal_deve
lopment_reader_v13_final_apr_28_2016
7
Key to Correction