POETRY

The Greek term “poesis” which means to create or

“to make” is said to be the derivation of the word
poetry. Poetry is indeed a majestic form of literature
for it manifests aesthetic value relative to how
carefully language is used by a certain poet. Mainly
this is an art of communicating meaning, emotions,
and values which leave an effect or impact on its
readers
It evokes emotions, aspirations, conditions
despite its shortness. This can be delivered in
both spoken and written forms. In addition, it
mainly considers the rhytmitic and other tonal
aspects which are perceived to be intricate and
complex. The creative use of these aspects
may help in establishing the beauty of poetry.
 KEY ASPECT OF POETRY
1. STRUCTURE
Most poetic works utilize few words and
these are mainly arranged INTRODUCIN
in lines in stanzas.
However, the structure mayG have MY some
different feature depending CAREERon theTREEstyle
established by a writer. For example a haiku, a
ballad, and a sonnet have peculiar structure.

MAIN
2. LANGUAGE
The writer of poetic work mainly expresses
familiar feelings, emotions, conditions and the
like in an implicit and suggestive way. Thus,
the words as they are used in certain
expressions may bear numerous meanings and
Interpretations.
2. LANGUAGE
The writer of poetic work mainly expresses
familiar feelings, emotions, conditions and the
like in an implicit and suggestive way. Thus,
the words as they are used in certain
expressions may bear numerous meanings and
Interpretations.
2. LANGUAGE
The writer of poetic work mainly expresses
familiar feelings, emotions, conditions and the
like in an implicit and suggestive way. Thus,
the words as they are used in certain
expressions may bear numerous meanings and
Interpretations.
2. LANGUAGE
The writer of poetic work mainly expresses
familiar feelings, emotions, conditions and the
like in an implicit and suggestive way. Thus,
the words as they are used in certain
expressions may bear numerous meanings and
Interpretations.
2. LANGUAGE
The writer of poetic work mainly expresses
familiar feelings, emotions, conditions and the
like in an implicit and suggestive way. Thus,
the words as they are used in certain
expressions may bear numerous meanings and
Interpretations.
2. LANGUAGE
The writer of poetic work mainly expresses
familiar feelings, emotions, conditions and the
like in an implicit and suggestive way. Thus,
the words as they are used in certain
expressions may bear numerous meanings and
Interpretations.
2. LANGUAGE
The writer of poetic work mainly expresses
familiar feelings, emotions, conditions and the
like in an implicit and suggestive way. Thus,
the words as they are used in certain
expressions may bear numerous meanings and
Interpretations.
2. LANGUAGE
The writer of poetic work mainly expresses
familiar feelings, emotions, conditions and the
like in an implicit and suggestive way. Thus,
the words as they are used in certain
expressions may bear numerous meanings and
Interpretations.
2. LANGUAGE
The writer of poetic work mainly expresses
familiar feelings, emotions, conditions and the
like in an implicit and suggestive way. Thus,
the words as they are used in certain
expressions may bear numerous meanings and
Interpretations.
The use of connotation, concrete words as well
figurative language can be perceive very
evident in poetry writing. The writer may use
variety of figurative expression to beautify and
heighten the effect of poetic work.
3. TONE, SOUNd & RHYTHM
Poem writing is mostly similar to song
writing. Various elements that may contribute
to the total effect and impact of a poetic
masterpiece should be in unity and harmony.
In most cases, poets are careful of using
various rhyming patterns and even sound
devices.
 ESSENTIAL COMPOSITES OF
POETRY
SENSE – this element involves diction or
known as the word choice, imagery that
can truly appeal to the senses, and lastly
figurative expressions. Thus, sense can be
best established by the meaning of words,
MMM
symbolisms, and images used by the writer.
SOUND – This element is
offshoot of a variety of elements
like tonal patterns, rhytmn, and
measurements. Sound devises
and repititions to create an effect
and a strong appeal
MMM.
STRUCTURE- This element
pertains to the way how words
and lines are organized ,
sequenced, and arrange and
formed to ensure unity of form.
MMM
fliptop
DIFFERENT
POETIC
FORMS
MMM
1- DRAMATIC POETRY- This is a
lyric work that exhibits dialogue and
characterization which are known to be
elements of drama. A monologue which
is specifically a speech delivered by an
individual in a dramatic performance .
MMM
2- LYRIC POETRY-. This mainly
discloses a poet’s feelings and emotions
which can be perceive to be subjective
and personal. This known to be melodic
since it was recited accompanied by a
lyre- a U-shaped string instrument
 TYPES OF LYRIC
POETRY
Simple lyric- includes pastorals that
describe scenes and objects of
nature
Songs- which are emotional verses
sung during special occasions
Odes- this are extended lyric poem
ascribed to be more serious and
complex in form than a simple lyric
Sonnets- which are
commonly composed of 14
lines
Elegy- which mainly laments
the death of a person or group
of individuals
3.NARRATIVE POETRY- is main
a poem that is non-dramatic in
which the prime goal of the author is
to narrate a story. It has a variety of
length and of complexity. Examples
are epics, metrical tales, romances,
MMM
and ballads
Examples of Narrative Poetry

1. EPIC- it tells a story about a hero or about

exiting events or adventures.
2. TALES- a story about imaginary events
and it can also be someones actual
experience
3. ROMANCES- A medieval tale based on
legend, chivalric love and adventure, or
the supernatural.
4. BALLAD- is a form of verse, often a
narrative set to music,
 HAIKU

SONNET William Shakespeare

HAIKU- IS A TRADITIONAL
JAPAN
 ESSENTIAL COMPOSITES OF POETRY
SENSE – this element involves diction or known as
the word choice, imagery that can truly appeal to
the senses, and lastly figurative expressions. Thus,
sense can be best established by the meaning of
words, symbolisms, and images used by the writer.
Processing Questions
1. How do you feel writing your career
ambitions from the past to present?
2. How did you cope with some challenges as
you grew and bore fruits of your labor?
3. Can you name some if not all of your most
important fruits of your labor? Why do you
consider them important fruits in your
present career?
 
 Lecturett
e:

GUIDANCE

CAREER GUIDANCE is a developmental process

that facilitates the acquisition of attitudes; skills and
knowledge to help students better understand
themselves while exploring viable education and
career options that eventually result into making
informed decisions with developed plans to achieve
their career aspirations.
 The Role of a Career
Guidance Advocate and
Career Guidance Counselor
By Helen M. Flores (The Philippine Star) | Updated August 29, 2013 - 12:00am 2
 26 googleplus1  6
MANILA, Philippines - The Department of Education will allow high school
teachers to act as counselors to help students choose their careers under the K to
12 Law.
  Republic Act 10533 or the Enhanced Basic Education Act of 2012 requires
high schools to have “career and employment guidance counselors” who will
properly guide the students in choosing their career tracks.
The draft implementing rules and regulations (IRR) of RA 10533 provided for
“career and employment guidance advocates” who are not registered and licensed
guidance counselors.
  The draft IRR allows schools to appoint personnel other than licensed school
counselors to run their career guidance advocacy activities for high school
students.
  “Career guidance advocacy, information and advising may be done by non-
registered counselors, career guidance advocates, teachers and peer facilitators,
among others,” it said. 

Homepage ( Article MRec ), pagematch: 1, sectionmatch: 1

CAREER ADVOCATE
- is a non-registered counselor, a peer facilitator or he/she
may be a teacher guidance designate who is appointed by the
School Principal. Republic Act 10533 or the Enhanced Basic
Education Act of 2012 requires high schools to have “career and
employment guidance counselors” who will properly guide the
students in choosing their career tracks.

ROLE OF CAREER ADVOCATE

- is to to work with students and parents to help guide
students' academic, behavioral and social growth, but does not do
career counseling. Individuals in this field work in elementary,
high schools, senior high schools.
CAREER COUNSELING

It is the process of helping an individual come up with

a personal career plan by collecting, collating and
evaluating various information about the self and the
world of work to help the client meet his/her life goals
and take the necessary steps to implement the plan.
 
General Goal of Career Counseling

Is to assist the individual in the development, planning and

implementation of a personal life-career, with focus on his/her
personal aspirations and qualities vis-a’-vis the nature and
requirements of the worker role in the selected area and how the
latter interacts with other life roles.
 CAREER GUIDANCE COUNSELOR
A GUIDANCE COUNSELOR is a natural person who has been registered
and issued a valid Certificate of Registration and a valid Professional
Identification Card by the Professional Regulatory Board of Guidance and
Counseling and the Professional Regulatory Commission (PRC) in accordance
with this Act and by virtue of specialized training performs for a fee, salary or
other forms of compensation, the functions of guidance and counseling under
Section 3 (a) of this Act. (RA 9258)

CAREER GUIDANCE COUNSELOR ROLE

- is to work with students and parents to help guide students'
academic, behavioral and social growth. Can do career counseling
with students, parents and other professionals. Individuals in this
field work in elementary, high schools, senior high schools,
Colleges and Universities.
CAREER GUIDANCE
PROGRAM

- will help students in secondary

schools to see a variety of available
academic options that would help them
through their preferred learning styles,
and be helped to find how to develop
plans to reach their educational and
occupational goals.
CAREER GUIDANCE SERVICES

Educational institutions
may or may not offer
formal and extensive
career planning or career
counseling activities. Some
offer basic career guidance
services, although such
may be only a small part of
the guidance or school
counseling program. It is
useful to know how much
services may be maximized
to respond to the career
needs of the clientele.
 m a t io n
Infor
S er vic e
– provides information to help client get to know more about
the world of work and the factors that impinge upon it. This
includes career week; job fairs; seminars and workshops mainly to
provide knowledge that will orient people to the different kinds of
possibilities available, their nature and their requirements. It also
includes printed materials – career brochures, newspaper clippings
on job trends, websites to open, posting on job openings,
corporate practices, and the like, as well as books or magazines on
biographical sketches of possible career models. Film clips or
documents that expound on jobs or occupations are also very
useful.
 Individual Inventory Service

– involves helping the client get to know more of

himself/herself through varied assessment
instruments – psychological tests, rating scales,
health records academic history, sociogram reports,
socioeconomic data, interview, observations and
other forms of assessments.
 Career Counseling
– helps the individual make a
personal career plan and a plan of
action by discussing the
relationship between discoveries
about the world of work and the
self vis-à-vis personal aspirations
and circumstances. It also helps
the client overcome the obstacles
in making the appropriate career
moves. It also ensures that the
client is able to take the
appropriate actions to enter the
world of work or to make the
transitions necessary. This can be
done individually or in groups.
 SHS

t Se r vic e
emen
Plac

– facilitates the entry into the proper setting, with due consideration of the
outcomes of counseling. Proper setting can include selection of appropriate
training or educational institution – music or dance school; martial arts or
gymnastics; art, etc. it also includes the selection and entry into the appropriate
high school setting – technical vocational, science, regular basic education; and
post high school course – technical-vocational, certificate programs; degree
program. It also involves the selection and entry into a postgraduate course or
institution. Finally, it includes the selection and employment in the work setting
most compatible to the individual and his/her traits, aspirations, etc.
 – assess the client’s
Follow-up Service performance and
satisfaction in the setting
pursued. It tries to iron out
difficulties to work out
certain adjustments
required. It also involves in
helping the client make
decisions necessary with
regard to the training
program, institution,
course, occupation and
work setting pursued.
Research and Evaluation service
– seeks to determine the success
rates of graduates in the educational or
occupational setting entered and decide
on the modification or strengthening of
certain programs or activities used for
preparing the clientele. It also seeks to
determine whether strategies or
techniques employed for career guidance
and planning are appropriate, effective,
and satisfying in bringing about the goals
of the Career Program and the
individuals who underwent them.
 WHY IS CAREER GUIDANCE AND
COUNSELING KEY TO THE DELIVERY
OF VOCATIONAL-TECHNICAL
EDUCATION?
 Career guidance and
counseling programs
-help individuals acquire the
knowledge, skills, and
experience necessary to
identify options, explore
alternatives and succeed in
society.
THESE PROGRAMS BETTER PREPARE INDIVIDUALS
FOR THE CHANGING WORKPLACE OF THE 21ST
CENTURY BY:

 TEACHING LABOR MARKET CHANGES AND

COMPLEXITY OF THE WORKPLACE
 BROADENING KNOWLEDGE, SKILLS, AND ABILITIES
 IMPROVING DECISION MAKING SKILLS
 INCREASING SELF-ESTEEM AND MOTIVATION
 BUILDING INTERPERSONAL EFFECTIVENESS
 MAXIMIZING CAREER OPPORTUNITIES
 IMPROVING EMPLOYMENT MARKETABILITY AND
OPPORTUNITIES
 PROMOTING EFFECTIVE JOB PLACEMENT
 STRENGTHENING EMPLOYER RELATIONS
WHO BENEFITS FROM CAREER
GUIDANCE AND COUNSELING
PROGRAMS?
 Everyone benefits--youth and adults, male
and female, disabled, disadvantaged,
minorities, dropouts, single parents, displaced
homemakers, teachers, administrators, parents
and employers.
 WHERE ARE CAREER
GUIDANCE AND COUNSELING
PROGRAMS BEING OFFERED?
 Everywhere--elementary, junior and senior high
schools, community colleges, technical institutes,
universities, career resource centers, correctional
facilities, community-based organizations, human
services agencies, community and business
organizations, skill clinics, employment and
placement services.
WHAT ARE THE KEY COMPONENTS OF SUCCESSFUL
CAREER GUIDANCE AND COUNSELING PROGRAMS?

 A planned sequence of activities and experiences to achieve specific

competencies such as self-appraisal, decision making, goal setting, and
career planning
 Accountability (outcome oriented) and program improvement (based
on results of process/outcome evaluations)
 Effective management needed to support comprehensive career
guidance programs
 A team approach where career advocates and registered counselors are
central to the program
 Adequate facilities, materials, resources
 Strong professional development activities so career advocates and
counselors can regularly update their professional knowledge and skills
 Different approaches to deliver the program such as outreach,
assessment, counseling, program and job placement, follow-up,
consultation, and referral.
 HISTORY OF CAREER GUIDANCE

Before 1940s – women did not need to go to college was

gradually obliterated, “gender-related” courses
persisted until the early 1990s.

• Before 1950’s – most parents aspired for their

children to become professionals.

• Before 1960’s – when the Philippine economy was more secure

and predictable, there was some appeal for
pursuing careers primarily to allow self-
expression, the satisfaction of personal
interest, or the development of talents.
 • When the National Entrance Examination was introduced in the
early 1970s, to distinguish between those qualified to take a
degree course from those who must be channeled to a
vocational-technical course, both parents and students
protested.
• Gender-related issues also affected the selection
of courses and careers.

• In 1980s, an exodus became evident when women who had

education degrees opted to become domestic helpers or
chambermaids in different parts of Asia and Europe.

• In the 1990s, new courses, mostly involving computer work –

computer science, computer technology, management
information system, computer programming, web-designing-
gained popularity.
 Focal Points of Career Planning and
Counseling

The World of Work

nd i vi d u al
The I
• Braches of the Occupational Field
• Need, Goal, Value, Interest
• Nature of the Job
• Aptitude, Social Interest,
• Job Requirements (Physical,
• Attitude, Emotional
Social, Cognitive, Emotional,
Intelligence
Spiritual, Educational and
• Personal Background
Work requirement)
• Physical Attributes
• Job Outlook
• Work Experience
• Benefits and Challenges
 f C A R E ER
s e o
A glimp I E S
THE O R
1. Differential Psychology-
interested in work and
occupations
2. Personality- view individuals
as an organizer of their own
experiences
3. Sociology- focus on
occupational mobility
4. Developmental Psychology-
concerned with the “life
course”
Career Development Theories for the
past 75 years fall into four categories:
1.Trait Factor - Matching
personal traits to
occupations-Frank
Parson’s (1920’s)
2. Psychological –
Personality types
matching work
environment- Holland
(1980’s)
3. Decision - Situational or
Sociological- Bandura
(Self Efficacy-1970’s)
4. Developmental - Self
Concept over life span-
Super (1950’s)
 There are six basic types of work
environment, which correlate directly to the
personality types. Holland emphasizes that
people who choose to work in an environment
similar to their personality type are more likely
to be successful and satisfied. This idea is
important as it shows Holland’s theory can be
flexible, incorporating combination types.
 Holland’s theory is centred on the notion that most
people fit into one of Six Personality Types:
Realistic - work with hands, machines, tools,
active, practical, adventurous
High traits - practical, masculine, stable
Low traits - sensitive, feminine, stable
Occupations - construction, farming,
architecture, truck driving, mail carrier
Investigative – thought, analytical approaches, Sees
explore, knowledge, ideas, not social
High traits – scholarly, intellectual, critical
Low traits – powerful, ambitious, adventurous
Occupations – biologist, chemist, dentist,
veterinarian, programmer
Artistic – literary, musical, artistic activities,
emotional, creative, open
High traits – expressive, creative, spontaneous
Low traits – orderly, efficient, conventional, social, activities
masculine
Occupations – artist, musician, poet, interior
designer,
writer
Social
Likes to do things to help people -- like, teaching,
nursing, or giving first aid, providing information;
generally avoids using machines, tools, or animals to
achieve a goal; Is good at teaching, counseling, nursing,
or giving information;
Values helping people and solving social problems; and
self as helpful, friendly, and trustworthy.
Enterprising
Likes to lead and persuade people, and to sell things and
ideas; generally avoids activities that require careful
observation and scientific, analytical thinking;
Is good at leading people and selling things or ideas;
Values success in politics, leadership, or business; and
Sees self as energetic, ambitious, and sociable.
Conventional
Likes to work with numbers, records, or machines in a set,
orderly way; generally avoids ambiguous, unstructured
Is good at working with written records and numbers in a
systematic, orderly way;
Values success in business; and
Sees self as orderly, and good at following a set plan.
Holland Types are usually expressed
in 3 letters- Ex: RIA
 Super’s Life-Span, Life-Space Theory

One of Super’s greatest

contributions to career
development was his emphasis on
the importance of developing a
self-concept, as well as his
recognition that this self-concept
can change with new experiences
over time. Before this, career
development was mostly seen as a
singular choice; however, Super
viewed career development as a
lifelong activity.
 Super’s self-concept is
the belief that our
identities and by extension
our career identities are a
product of how we see
ourselves. Our vocational
choices put this concept
into practice in the real
world.
 Super’s Five Life and Career Development
Stages

When Super developed his model, people's lives

tended to move through five clearly defined "Life
Stages", which were a major feature of the model.
Today, people's careers tend to follow a less
predictable pattern, so if you want to use the Life
Stage idea (which may or may not be appropriate)
we recommend you adjust them to fit the pattern of
your own life.
Finding a Better Work/Life Balance Using the
Model
 We do this with three pie charts.
With the first, you'll look at your
current work/life balance. With the
second, you'll look at what you want it
to be right now, while with the third,
Finding a Better Work/Life you'll think about what you want it to
Balance Using the Model be in five years time.
The Life Career Rainbow helps Where you identify
fliptop
you think about your work/life imbalances between your current
balance now, and how you can and desired pie charts, we'll look
adjust it to better suit your needs. at how you can address these,
It then helps you think about how developing goals that will help
you want your work/life balance you move towards your desired
to change over the next five state.
years.
STE
P
Draw Your Current
Work/Life Balance Pie
Chart
 Using the first blank pie
chart on our
Life Career Rainbow Wor
ksheet
, mark out the time you
currently spend in the
eight different Life Roles.
Figure 2: Sample of a Current Work/Life Balance Pie Chart

Tip:
Try to be objective when you do this. It's all-too-easy for people to let
emotion cloud their judgment here, and think that they routinely spend
more time on roles they dislike than they actually do.
 STEP
Develop your Ideal
Work/Life Balance
Pie Chart

Using the Life Career Rainbow diagram in figure 1 as a starting point, reflect on
your values and the things that you hold to be important in your life, as well as
thinking about your current satisfactions and dissatisfactions as you develop this
ideal. As an example, people who intensely value professional achievement may
spend much more time in the Work Role than people who predominantly value
nurturing a healthy family. The latter will emphasize the Parent or Spouse Role.
 On the second blank pie chart, mark the amount of time you
would like to allocate to each of the roles right now.

Figure 3: Example Ideal Work/Life Balance Pie Chart

STE
P Develop your
Five-Year Ideal
Work/Life
Balance Pie Chart
 Again, look at the Life Career
Rainbow, and think about changes in
the pattern of your life that you can
reasonably expect to occur. Then
think about how you would like your
life to look in five years time.

On the third blank pie chart, mark the

amount of time you would like to
allocate to each of the roles in five years'
time.
 STE
Look at P
Discrepancies and
Identify Barriers and
Challenges

menz
 Compare your ideal charts from
steps 2 and 3 with the current chart
from step 1.

Identify the discrepancies, and list the

reasons for them. Have you become
complacent and let yourself get swept away
by events. Or are there real factors that are
preventing you from achieving your ideal
work/life balance? If so, identify those
factors.
STEP

This is where you

Develop Goals to
identify specific
Meet the Challenges strategies to achieve
in Step 4 the ideal work/life
balance you want.
 Look at the discrepancies and barriers you identified in step 4
and set appropriate goals to move yourself from your current state
to your desired state. Just be aware that if you want to make a
substantial change to your work/life balance, you'll need to think
this through carefully, including understanding and reconciling
yourself to the trade-offs that will result from the change.

Taking a simple example, if you're a hard-working male

manager and your wife is pregnant with your first child, now is a
great time to develop great time management and delegation
skills! And taking this further, if your paramount goal is to be a
great father, you may need to slow down at work and accept the
trade-off that unless you're particularly astute, you probably won't
earn as much over the next five years as the career-focused person
who's currently your peer.
Key Points
 The overall message of Super's Life
Career Rainbow is that CAREER
DEVELOPMENT is a lifelong process
that is influenced greatly by other areas
of life. There is no one-way to develop a
career and one of the most important
aspects of career planning is finding the
balance between work and the rest of life.
 The Life Career Rainbow is a useful
tool for thinking about how the demands
on your time change depending on life
circumstances. It helps you understand
why you might be overloaded or
experiencing stress, and helps you
understand what you can do about it and
the trade-offs you should expect as a
consequence.
 Once you see how you split up your
work roles and your life roles, it will be
easier to identify where your work and
life is out of balance and begin the
process of creating the harmony you
need.
Reflection
Video presentation:
CAREER
GUIDANCE
 Evaluation
1. How did you feel about the
topic?
2. What is your realization about
career guidance?
3. How can you apply career
guidance in your own
profession? family? community?
 References:
Flores, Helen M., The Philippine Star,
( Updated August 29, 2013 - 12:00am),  2  26
googleplus1  6
Homepage ( Article MRec ), pagematch: 1,
sectionmatch: 1
 
Bandura, A. (1997). Self-efficacy: The exercise of
control. New York: W.H. Freeman.
http://www.instructionaldesign.org/theories/soci
al-learning.html
 Super, D.E. (1990) A Life-Span, Life-Space
Approach to Career Development in Brown, D.
Brooks, L. & Associates (2nd edn) Career Choice
and Development San Francisco: Jossey-Bass,
pp197-261.
Super, D.E., Savickas, M.L., & Super, C.M. (1996)
‘The life-span, life-space approach to careers’, in
Brown, D., Brooks, L, & Associates (Eds) Career
Choice & Development, (3rd Edn), San Francisco,
California, Jossey-Bass, pp121-178.
http://www.careers.govt.nz/educators-practitione
rs/career-practice/career-theory-models/supers-t
heory/
The Calgary Board of Education,
(www.cbe.ab.ca/).
The University of Hawai’i System,
(www.hawaii.edu).
 Books:
Bollee, Richard N., What Color is Your
Paracheute? 2009, A Practical Manual for Job-
Hunters and Career-Changers Ten Speed Press,
Berkley, California

Santamaria, Josie O., Ask Your Career

Counselor, 2013, Inquirer Books, Philippine
Daily Inquirer, Inc., Chino Roces Ave., corner
Yague and Mascardo Streets, Makati City,
Phippilines
 Books:

Villar, Imelda Virginia G., Career Counseling in

the Philippines, 2009, Alined Transformations
Publications, 3423 Guernica St., Makati City
1235, Philippines