Managing and

Caring for the Self

Are you stressed right now?
Learning to
be a better
student
 1. Learning is
active.

5. It requires
learners' 2. It builds on prior
motivation and knowledge.
FIVE POINTS OF cognitive

THE LEARNING
PROCESS
4. Learning is 3. It occurs in a
situated in an complex social
authentic context. environment.
What Happens During
Learning?
BRAIN AND BEHAVIOR
CHANGES

• Information Processing
Model
• Is a simple way to
visualize how we acquire
information, store and
retrieve it.
Metacognition

• (meta = “about” and cognation

= thinking) Is a learning strategy
that you use to understand and
control your own performance
• Is about being aware of your
own thinking and learning
process.
 • Effective plan for their
learning.
Learners with
strong
• Known their limits and seek
metacognitive help when needed.
skills
• Carefully practice a skill to
gain confidence and
competence.
 1. KNOWLEDGE OF COGNITION
This involves:

Being aware of the factors that involve learning

2 Processes of Identifying the strategies, you can use to effective

metacognition: learning

Choosing the appropriate learning strategy

Three different types of
Metacognitive Awareness

• Declarative knowledge – refers to the knowledge

about oneself as a learner and about what factors can
influence one’s performance.
• Procedural knowledge – refers to knowledge about
doing things. This type of knowledge is displayed as
heuristic and strategies. A high degree of procedural
knowledge can allow individuals to perform tasks
more automatically.
• Conditional knowledge – refers to knowing when and
why to use declarative and procedural knowledge. It
allows students to allocate their resources when using
strategies.
 2. REGULATION OF COGNITION
This involves:

Setting goals and planning

Two process of
metacognition Monitoring and controlling learning

Evaluating own regulation

METACOGNITIVE LEARNING STRATEGIES

• Every student is unique especially with

regard to learning strategy. One strategy
may be effective for others but not for all.
• Students are not going to learn how to be
good learners unless engaged in activities
and discussions about how they perceive
themselves as learners—and to see what
approaches are working and not working
for their learning.
Metacognition
• Involves both an attitude or
disposition and a set of skills and
strategies.

➢ Attitudes/disposition– is
about being interested,
intentional about one’s own
thinking and learning.
➢ It is about the willingness to
take a closer look at one’ s
own succeed at the
challenging tasks of learning.
 Person – how you see yourself as a
learner, your knowledge of how you
learn.

Three Task- what you need to accomplish.

It includes requirements or
variables of expectations about the learning
tasks.
Metacognition
Strategy- effective ways of tackling
learning tasks. (brainstorming-
group; listening, note-taking,
reviewing- individuals).
CONCEPT MAPPING AND VISUAL STUDY TOOLS

• Concept maps were originally

developed to enhance
meaningful learning in the
sciences.
• A concept map is a way of
representing relationships
between ideas, images, or
words.
• It is a way to develop logically
thinking and study skills by
revealing connections to the big
ideas or the key concepts you are
trying to teach.
Managing your own
learning:

Self-Regulated Learning

• Self-regulatory learning is
how students regulate their
own emotion, cognition,
behavior and aspects of the
context during a learning
experience.
• It promotes learning that will
lead to a perception of
greater competence, which
sustains motivation to reach
a particular goal or goals
Self-regulation develops in three ways:

1. Adherence
• Behaviors is based on conditions
outside the person (external).
• a young child will do one thing
because he/she is told to do so.
He/she will follow in order not be
punished.
• Students will study only to avoid
failing or be punished.
Self-regulation develops in three ways:

2. Identification
• A child will do one thing because he/she
likes the person asking him/her to do.
• For example- a student will study
because she/he admires the teacher and
her teaching strategies. Students may
become fascinated by the teacher that
they believe and will do what their
teacher tells them more than when it is
their own parents telling them.
Self-regulation develops
in three ways:
3. Internalization – An individual
will do something because he/she
values it.
• Understands the task and
believes that it is a good thing to
do. His/her actions are self-
directed. His/her motivations
spring form his /her own beliefs
and goals.
• This is when one has truly
developed self-regulation.
Self-Regulated Learning
• According to Zimmerman (2002), self-
regulation transforms mental abilities to
academic skills.
• Self regulated students want to learn. They
decided to do and actively work on it at an
internal level. It is not something that simply
happens to them as a reaction to someone
teaching them.
• Students invest their feelings, thoughts, and
behavior in learning and attaining goals.
Self-Regulation Strategy
1. Plan, set goals, and lay out strategies.
• Many students may overlook this first step of the cycle as
they as they dive headlong into a task. It is important that
you plan your actions before you start working on a task.
This will help your strategies right from the start.
2. Use strategies and monitor performance.
• In this phase, you carry out your outlined plan. Ideally,
you should proceed with confidence because you have
already established a detailed plan of action.
3. Reflect on your performance
• Many students focus solely on the extrinsic outcome of
their grade. While grades are important, you should
reflect on your own performance on a particular
assignment, and why you performed as such.
SETTING GOALS FOR
SUCCESS
Questions to Ponder
❑ Is it possible for a person not to have any goals?
❑ Is it possible for a person to achieve all his goals
that he has no more goals to achieve

23
Importance of Goals
❑ Goal
❏ A target or objective or a motivated and

directed chain of behaviors

❏ important for behavior to make sense

otherwise behavior would just be random for

it is without purpose

24
Importance of Goals

DRIV GOA
NEED
E L

25
Importance of Goals
❑ Reasons why setting goals is important
❏ Setting goals direct the individual’s behavior
❏ Goals, one set, can determine, the individual’s progress towards
accomplishing it
❏ Goals serve as guides to discipline behavior
❏ Goals keep the individual busy so no time is wasted
❏ Goals motivate the individual because it provides a purpose/reason for
his behavior

26
Importance of Goals
❑ Setting goals direct the individual’s behavior

27
Importance of Goals
❑ Goals can serve as a measure of the individual’s progress toward
attaining it

28
Importance of Goals
❑ Goals serve as guides to discipline behavior

29
Importance of Goals
❑ Goals keep the individual busy so no time is wasted

30
Importance of Goals
❑ Goals motivate the individual because it provides a
purpose/reason for his behavior
❏ Goals keep the individual on his feet, challenging him,
and giving meaning to his existence

31
Self-Efficacy
❑ Albert Bandura’s social cognitive aspect of behavior
❑ Self-efficacy
❏ refers to the person’s beliefs about his capacity to
exercise some measure of control over his behavior
and over events that take place around him

32
Self-Efficacy
❑ Self-efficacy
❏ Master of Learning and Skills

❏ A Good Social Model

❏ A Persuasive Environment

❏ Physical Fitness

❏ Emotional Maturity

33
Mindset
❑ Two types of mindsets
❏ Fixed Mindset

❏ Growth Mindset

34
Mindset
❑ Fixed Mindset
❏ Believes that their character, intelligence and

creativity are innate/inborn and cannot be

changed or altered

35
Mindset
❑ Growth Mindset
❏ A person with this mindset does not bank on

given qualities for them to be successful but

instead he/she wanted to be challenged

36
 Category Fixed Mindset Growth Mindset
Success Focuses on Focuses on learning
establishing superiority something new and
and behavior is aimed works hard to become
at proving that they are the best to be successful
smart and talented

Failure Does not tolerate Takes failures as

failures and consider challenges for growth
them as setbacks and learning
May resort to Considers failures as
dishonesty to save face opportunities to tap their
about their real potentials
capabilities 37
 Category Fixed Mindset Growth Mindset

Effort No need for effort Sees effort as part of

because qualities the learning process to
are inherent and make them smart and
need not be talented
developed
Love Ideal mate is Prefers a partner who
somebody who recognizes their faults,
makes them feel that helps them improve
they are perfect and encourages them
to learn and grow 38
Locke’s Goal Setting Theory
❑ Goal Setting Theory
❏ Goal Setting Theory states that there is a relationship
between how difficult and specific a goal was and the
people’s performance task. He found that specific
and difficult goals led to better task performance than
vague or easy goals.
❏ By Professor Edwin Locke and Professor Gary Latham
What is more important is the process and the means
which the goal is realized
39
Locke’s Goal Setting Theory

40
Locke’s Goal Setting Theory
❑ Five goal-setting principles
❏ Clarity

❏ Challenge

❏ Commitment

❏ Feedback

❏ Task Complexity

41
Locke’s Goal Setting Theory
❑ Clarity
❏ to determine what the person is really trying to
achieve
❏ put his goal on paper

❏ details and specifics and the possible ways for him to

be able to monitor his progress

42
Locke’s Goal Setting Theory
❑ Challenge
❏ should be attainable, NOT impossible

❏ motivates behavior and overcoming it makes all the

tears and hard work worthwhile

43
Locke’s Goal Setting Theory
❑ Commitment
❏ owning the goal and making it one's responsibility to
make sure that behaviors are undertaken to achieve it

44
Locke’s Goal Setting Theory
❑ Feedback
❏ ask people about what they think just to have a gauge
of his progress from another person’s perspective
❏ Suggestions should be welcomed and wisdom from
experts should be given due consideration

45
Locke’s Goal Setting Theory
❑ Task Complexity
❏ level of complexity

❏ complex goals can overwhelm the person and will

take a longer time to accomplish

46
47
48
 Muscle tension
Excessive anxiety
Easily fatigued Hand shaking or tremors
and worry
Disruptive eating Sweating
Fear or panic
Shortness of breath
Nausea/ dizzy

Sleep disturbance
Difficulty Difficult to control worry
(difficulty falling or
concentrating or Fear of dying
staying asleep, or
mind going blank Fear of losing control
unsatisfying sleep)

Anxiety, worry, or
Restlessness or feeling Irritability physical symptoms
keyed up or on edge Aggressiveness cause significant
(Hyperactivity) distress to daily living
 Depressed mood most Insomnia or Feelings of worthlessness
of the day hypersomnia (self-critical,
(feels sad, empty, nearly every day low self esteem) or
hopeless, alone) excessive guilt

Diminished interest or Psychomotor agitation Diminished ability

pleasure in all, or (tense, anxious, to think or
almost all activities worrying, crying) concentrate, or
most of the day nearly every day indecisiveness

Significant weight loss or Recurrent thoughts

fain when not dieting, Fatigue or loss of energy of death,
decrease or increase in almost every day suicidal ideation
appetite nearly every day without plan, or
suicide attempt
 Talking directly or Taking unnecessary or
Purposely injuring
indirectly about suicide life-threatening risks
one’s self
or wanting to die

Engaging in
activities that Suffering from Creation of a suicide plan
could potentially major depression
cause harm to self

Saying goodbye to
Has a history of Shifting from
friends or giving
suicide attempts or depression to sudden
away prized
gestures happiness
possessions
Coping with Stress
Problem-focused & Emotion-coping strategies
• Coping strategies are actions that people can take to master, tolerate,
reduce, or minimize the effects of stressors, and they can include
both behavioral strategies and psychological strategies
• Problem-focused coping is used when the problem can be eliminated
or changed so that it is no longer stressful or so that the impact of the
stressor is reduced.
• Emotion-focused coping is often used with problem-focused coping
and involves changing one’s emotional reactions to a stressor. Works
for uncontrollable stressors
• Using humor can also be a form of emotion-focused coping.
 Problem-focused & Emotion-coping strategies
• Meditation: series of mental exercises meant to refocus
attention and achieve a trancelike state of consciousness.
• Concentrative meditation: focus the mind on some
repetitive or unchanging stimulus (such as a spot or the
sound of one’s own heart beating) so that the mind can
forget daily hassles and problems and the body can relax
• Progressive muscle relaxation: focus on tensing and then
relaxing each of your muscle groups, usually beginning with
the feet and working your way up the body.
Mindful Breathing
 Body Scan

Grounding Technique
 • Know yourself better.
• Reduce stress.
• Solve problems more effectively.
Journaling • Resolve disagreements with others.
Activity and Mood Tracker
Refuting Irrational Ideas

• Write the facts

• Write your self-talk
• Focus on your emotional
response
• Dispute and change the
irrational self- talk
• Substitute alternative
self-talk
Past Goals Future Goals My Resources
 Time Management
1. Focus on your priorities.
2. Be proactive, not reactive, with
your time.
3. Plan your day.
4. Schedule your tasks.
5. Schedule appropriate tasks to
the time and energy you have.
6. Don’t procrastinate.
7. Don’t be a perfectionist.
8. Evaluate how you spend your time
Combat procrastination
1. Stop worrying
2. Start small
3. Count the cost
4. Look for the hidden rewards
5. Confront negative beliefs
6. Double your resistance
7. Take responsibility for each delay
8. Tie a distasteful activity to an activity that you know you will do
9. Reward yourself for doing activities that are unpleasant to you
10. Finish things
 Social Media Detox

• Take breaks
• Being informed vs too immersed
• Share fact-checked information
 Physical Care
• Eat well-balanced meals
• Exercise regularly
• Get enough rest or sleep
• Water therapy
Other activities!

• Make time to unwind

• Find a hobby
• Take a day off
Unhealthy Coping

• Impulsive behavior
• Substance abuse
• Irrational worry
 Acknowledging our current
mental health condition
• Why We Should Welcome Emotions
• Toxic Positivity / Good Vibes Only
• Self-Compassion
Building a Support System
Helping Others Cope Show compassion

Take care of
yourself to better
care for others
 1. Change happens 5. Try to anticipate 8. Be compassionate
2. Think about the life changes and plan and patient with
personal meaning for them well. yourself.
of each change

6. Pace yourself.
3. Think of best ways 9. Acknowledge what
Don’t rush. It will
to adjust to change. you can control and
get done.
cannot control

7. Appreciate
4. Take your time when 10. Try out the stress-
your successes.
making decisions. management and
relaxation techniques.