Personal Development Quarter 3 –Week 5

LEARNING ACTIVITY SHEET

Quarter 1: Module 5
The Brain: Parts, Function & Societal Relationship
Most Essential Learning Competency:
 Discuss that understanding the different parts of the brain, processes and function may help in
improving thoughts, behavior and feelings

Lesson
The Brain: Parts, Function &
1
Societal Relationship

The Nervous System

The Brain organ is a part of one of the eight (8) systems of the human anatomy, the nervous system.
The purpose of the nervous system is to gather information, produce responses to stimuli, and
coordinate the workings of different cells. It is the command center of the other eights systems in the
human body. The development of life organisms from union of the egg cell and sperm cell, always
starts from the development of the nervous system, the brain, its spinal cord and nerves. The nervous
system is divided into two main parts: the central nervous system (CNS) and the peripheral nervous
system or beyond the brain and the spinal cord (PNS).

 CENTRAL NERVOUS SYSTEM (CNS) – processes, interprets and stores incoming sensory
information-information about our 5 senses to be exact; tastes, sounds, smells, color, pressure on
the skin, the state of internal organs etc. It is the specific command center (depicted in yellow
color) that sends out orders destined for muscles, glands and body organs. The (CNS) has to major
parts, the brain and spinal cord. The spinal cord is the extension of the brain. It runs from the base
of the brain down the center of the back, protected by a column of bones. The cord acts as a sort of
bridge between the brain and the parts of the body below the neck. But the spinal cord is not
merely a bridge. It also produces some 12 behavior on its own, without any help from the brain.
These behaviors, called spinal reflexes, are automatic, requiring no conscious effort. Example, if you
accidentally touch a hot iron, you will immediately pull your hand away, even before the brain can
actually comprehend the pain or the receptors kicks in. This is due to the nerve impulses that brings
message to the spinal cord, in this case “hot”. The spinal cord immediately sends out a command
via other nerve impulses, telling muscles in your arm to contract and pull your hand away from the
iron. (Although there some specific parts in the brain that governs other reflexes such as our
blinking and sneezing). The neural circuitry underlying a reflex is called reflex arc. This could be best
explained through situations such as knee jerking, shifting balance of weight of the body, when
stepped broken glass or shards. It also produces some 12 behavior on its own, without any help
from the brain. These behaviors, called spinal reflexes, are automatic, requiring no conscious effort.
Example, if you accidentally touch a hot iron, you will immediately pull your hand away, even
before the brain can actually comprehend the pain or the receptors kicks in. This is due to the nerve

1
 impulses that brings message to the spinal cord, in this case “hot”. The spinal cord immediately
sends out a command via other nerve impulses, telling muscles in your arm to contract and pull
your hand away from the iron. The neural circuitry underlying a reflex is called reflex arc. This could
be best explained through situations such as knee jerking, shifting balance of weight of the body,
when stepped broken glass or shards.
 PERIPHERAL NERVOUS SYSTEM (PNS) – as the term “outlying” or “beyond” the CNS, this system
handles the CNS’s input and output (depicted in green color). It contains all portions of the nervous
system outside the brain and spinal cord, right down to nerves in the tips of the fingers and toes.
The sensory nerves in the peripheral nervous system carry messages from the special receptors in
the skin, muscles and other internal and external sense organs to the spinal cord, which sends them
along to the brain. These nerves put us in touch with both the outside world and the activities of
our own bodies. Motor (motionproducing) nerves carry orders from the central nervous system to
muscles, glands and internal organs. They enable us to move our bodies, and they cause glands to
contract and secrete various substances, including chemical messengers called the hormones. This
system is further divided in two parts: the somatic nervous system and the autonomic nervous
system. The somatic (body) nervous system, sometimes called the skeletal nervous system,
controls the skeletal muscles of the body and permits voluntary action. Examples of these are,
when you are running, writing, going to work by walking, doing a lecture in front of the class,
following a dance moves or simply creating your own moves, the somatic system is presently active.
The autonomic (self-governing) nervous system, as the term implies; these are movements or
actions that are involuntary, regulates blood vessels, glands and internal (visceral) organs like the
bladder, stomach and pumping of the heart. The autonomic nervous system works more or less
automatically, without a person’s conscious control. Under the autonomic system, there are two
subdivision, sympathetic and parasympathetic nervous system. These two subdivisions work
together but in opposing ways to adjust the body to changing circumstances (see illustration). To
simplify, the sympathetic system acts like the accelerator of a car, mobilizing the body for action
and an output of energy. It makes you blush, sweat, and it pushes up your heart rate and blood
pressure. The parasympathetic system is more like a brake. It doesn’t stop the body, but it does
tend to slow things down or keep them running smoothly. It conserves energy and helps the body
store it. If you have to jump out of the way of a preoccupied motorcyclist, sympathetic nerves
increase your heart rate. Afterwards, parasympathetic nerves slow it down again and keep its
rhythm regular. Both system are involved in emotion and stress. This neuron conducts
electromagnetic signal; and are the basic unit of the nervous system; and they are held in place by
glial cells (from the greek word, “glue”), which also provide them with nutrients, insulate them, and
remove cellular “debris” when they die. Neurons are communication cells. They transmit
information to, from or inside of the central nervous system, and are often called the building
blocks of the nervous system. The structure of a simple neuron differs in every region of the brain,
and it differs also in main function. But the simple neuron has its three (3) major basic structure
namely, cell body, dendrites, and axon.
The human body has 43 pairs of peripheral nerves, one nerve from each pair on the left side of the
body and the other on the right. Most of these nerves enter or leave the spinal cord, but the 12 pairs
that are in the head go directly to and from the brain. (the central nervous system also contains
bundles of neuron fibers, but they are called tracts.) Most axons are insulated by a layer of fat cells
called the myelin sheath. A major purpose of this covering is to prevent signals from adjacent cells from
2
interfering with each other. The communication of neuron to neuron usually involves separated tiny
gaps called synapses.
The Brain The storage of our memories, the seat of our intelligence (Davis, 1984) and you may not
know it, it is also where our emotions are found (Darwin, 1872; James & Lange, 1884; Cannon & Bard,
1900; Papez, 1937; Macchi, 1989). The brain has three (3) main sections divided: Hindbrain, Midbrain
and Forebrain.

The Hindbrain (Rhombencephalon) This part of the brain starts at the base of the skull and the brain
stem. It is the region of the brain in which the medulla oblongata, pons and cerebellum. The Hindbrain
coordinates functions that are fundamental to survival, including respiratory rhythm, motor activity,
sleep and wakefulness.

The Midbrain (Mesencephalon)

Located towards the base of your brain is a small but important region called the midbrain (derived
from the developmental mesencephalon), which serves as a vital connection point between the other
major regions of the brain - the forebrain and the hindbrain. The midbrain is the topmost part of the
brainstem, the connection central between the brain and the spinal cord. There are three main parts of
the midbrain - the colliculi, the tegmentum, and the cerebral peduncles.
The Two Hemispheres of the Brain. Source: https://qbi.uq.edu.au/brain/brainanatomy/corpus-
callosum We could recall from the lesson that the cerebrum can be divided into two parts which can be
called hemispheres. And this hemisphere can control opposite sides of the body. Though similar in
structure, the hemisphere have somewhat separate talents or areas of specialization. But before we
discuss the distinction that separate the hemispheres, we have acknowledge what makes them
connect. This importance and function belongs to the corpus callosum. These are a band of nerve,
which carries back and forth between the two. A combination of sensory motor and cognitive
information is constantly being transferred between hemispheres via this neural highway. If the corpus
callosum is severed, the brain’s hemispheres are not able to communicate properly, and the loss of a
range of functions can occur – for example, changes to visual perception, speech and memory. Surgical

3
 severing of the corpus callosum is a last-resort method for untreatable epilepsy, to stop seizures
spreading across the brain.

Activity 1. Reading Comprehension (Critical Thinking)

Activity 2: “My Healthy Resolution Table” (Critical Thinking, Creativity, and Character-Building)
Instruction: Making a list of resolution is a proactive behavior that leads to an intended improvement
and enhancement. When facing/experiencing the pandemic times, it is up to us to make our own
resolution, as part of our daily coping mechanism to combat the anxiety of the crisis. In this activity,
you are asked to remember at least five parts (5) of the brain that you have learned and want to
improve, below is an example of the parts given. You may choose your own new list. Please follow the
example given in that table.

Reference: Personal Development – Grade 11 Alternative Delivery Mode Quarter 1 – Module 5: The Brain:
Parts, Function & Societal Relationship First Edition, Person 2020
4
 Personal Development Quarter 3 –Week 6
LEARNING ACTIVITY SHEET
Quarter 1: Module 6
The Brain: Developing A Personal Plan
Most Essential Learning Competencies:
 Explore ways on how to improve brain functions for personal development; and
 Develop a personal plan to enhance the brain functions

Lesson 1:The Brain: Developing A Personal Plan

During the quarantine experience for almost two to three months, we faced a great deal of stress
and anxiety. As the number of cases rises, the anxiety, stress, and pressure are felt even more specifically
by the front liners. Our coping ability is indeed tested. Our approach to humanity and life is challenged. Our
ability to handle situations, especially those who are in desperate situations, is questioned. How do we
cope up? How do we address it?
The researchers had access to excellent records of cognitive ability taken by the military for all eligible
males at age 19. They used these to calculate the IQ of each individual in the study. It allowed them to
show that IQ had risen by 0.6 of a point on average for all Norwegian males throughout the study, but had
risen by 3.7 points for every extra year of education received. These findings provide a solid support for the
ideas that education can increase IQ and that even those who are required to receive extra education will
benefit from it.
1. Do Brain Training. Psychologists have known for quite some time that fundamental cognitive skills
(for example, the speed at which you process information) are relatively stable throughout our life.
In other words, while we can often do more with what we have, it is not easy to improve our basic
cognitive skill levels—at least until recently. Brain training usually takes place online or on a
handheld device. It is delivered in the form of entertaining games designed to stimulate crucial
areas of the brain associated with basic cognitive activity. Practice at these tasks is theorized by
brain training proponents to lead to real changes in the cell density of those areas (neurogenesis).
The idea is that we can literally "boost our brains" with the correct types of mental exercises.
Because psychologists now know quite a bit (although not enough) about what brain areas are
involved in what types of skills. They can attempt to devise exercises to target those precise areas
so that, at least in theory, we can become more agile thinkers, have more creative insights and
reason more logically.
2. Extend Your Education. Many countries have early intervention programs (such as Head Start in the
U.S.) to provide intensive early education to children at risk. They seem to work for scholastic
achievement to some extent but have not been shown to improve a child’s general intellectual
ability. The main benefit of these programs seems to be that they provide a productive, stimulating
environment for the child and intensify their educational experience.
The idea that our intelligence (or IQ score) is fixed for life is a controversial one, but
evidence in support of this is weakening in light of several recent studies. One such study was
published recently by Norwegian scientists Christian N. Brinch and Taryn Ann Galloway. They got
around the problem of trying to separate the effect of education on IQ from the possibility that
more intelligent people simply choose to have more education. Their study involved examining the
effects of an increase in the duration of compulsory schooling in Norway in the 1960s. This change
extended the minimum time in education for all Norwegians from seven to nine years. The authors
5
 cleverly hypothesized that the IQs of people who experienced this extra mandatory education
should have increased by the time they reached adulthood.
The researchers had access to excellent records of cognitive ability taken by the military for
all eligible males at age 19. They used these to calculate the IQ of each individual in the study. It
allowed them to show that IQ had risen by 0.6 of a point on average for all Norwegian males
throughout the study, but had risen by 3.7 points for every extra year of education received. These
findings provide a solid support for the ideas that education can increase IQ and that even those
who are required to receive extra education will benefit from it.
3. Maintain High Levels of Mental Activity. The more conversations you have with your child, the
more intelligent they will be. Simple games involving naming objects and solving little puzzles
together, making learning a social and educational matter, improve a child’s IQ. Talking to a child
increases their vocabulary, which is truly important for their general intelligence levels. You can
raise your child’s IQ by six points by doing this over a few years when they are young. However, the
evidence suggests that by age 4, it may be too late to get these large benefits-so start early. Kids
whose parents read to them most days have high IQs. However, the key to an increased IQ is not
just to read but to read interactively to a child. Parents should use an interesting and varying tone
of voice, showing lots of relevant emotion as they read. Look for signs of interest or reactions in the
child, ask those questions as you go, and make sure the child understands what is being read.
4. Stay Healthy. Over the past decades, it has come as a surprise to psychologists that physical
exercise is a sort of miracle cure or “panacea” for a wide range of physical, emotional, and
intellectual problems. Exercise is free, and generally, there are no side effects. Physical exercise
increases your blood flow, which increases the amount of oxygen and glucose received by the
brain. Exercise also generally involves physical coordination. Thus, the brain also gets a workout as
it coordinates all of that complicated physical activity.
5. Meditate. In recent years, psychologists have become more interested in some ancient wisdom
around mindfulness and meditation. Some impressive evidence has started to come in that these
practices improve our physical and mental health. Meditation techniques vary widely, but they all
have some form of focus on breathing and achieving calm.
Research shows that meditation improves concentration and memory. Studies have also
tracked the growth in essential brain areas associated with intelligent thinking over time as
research participants practiced meditation. In one study, published in the Journal Frontiers in
Human Neuroscience, Professor Eileen Luders of UCLA reported that a long meditators were found
to have larger amounts of gyrification or “folding” of the brain cortex. The researchers did not
prove it directly, but this process should allow the brain to process information faster and more
efficiently.
Stress prevents good learning, and it is designed to do so. The stress response prioritizes
immediate information and shortens attention span. However, in order to think intelligently, we
need to think more broadly and in a considered way. This is not possible when we are stressed.
Meditation can help us to calm the mind, and so increase our ability to attend to each learning
experience fully. Some studies also appear to show that regular practice of meditation can even
raise our general intelligence.
6. Eat Well. There is quite a range of food ingredients that are good for your brain, as well as no end
of marketing experts who will try to sell you the extracted ingredient in pill form or added yogurt.
However, the truth is that many food components can increase our mental functioning. Ginkgo
6
 Biloba (extracted from the Ginkgo Tree) has good effects on memory. Vegetables, such as broccoli,
spinach, tomatoes, some berries, and the omega-3 fatty acids found in oily fish (and some grains),
appear to improve memory and overall brain function do green teas and protein in general. Protein,
which we take in through meat, eggs, and beans and peas (pulses), contains high levels of amino
acids, such as tyrosine, which cause neurons to produce the significant neurotransmitters
norepinephrine and dopamine, which are associated with mental alertness
The evidence is getting more apparent on the effects of a healthy diet and breastfeeding for
an increased IQ. Mothers who breastfeed their babies for more than just a few weeks provide
essential omega-3 fatty acids that are not universally available in baby formula (though mandated
in the U.S.). The same essential oils are also found in fresh fish, so kids fed plenty of fresh food and
grains, including fresh fish from as early as possible-have higher IQs than kids fed on formula and
processed food.
A child’s IQ is also helped by the mother's diet, especially in the last trimester. If the mother
eats a healthy diet high in omega-3 oils and feeds her infant well, the infant may gain several IQ
points that will last a lifetime. A mother and infant diet based on processed meals and processed
foods like fizzy drinks, cheap loaves of bread and cakes may reduce the child’s IQ below its
expected level.
7. Get Quality Sleep. The brain does not shut off when we are asleep. There is much work going on
while we sleep; much of it involves consolidating the learning that took place during the day (see
work by Walker, Stickgold, Alsop, Gaab & Schlaug, 2005). Psychologists have long understood that
our dreams, for example, are the reflection of all the work our brains are doing. This includes trying
to make sense of all the information we have been taking in but have not yet fully interpreted and
made sense.
If this is true, we can really solve problems and make sense of things by “sleeping on it.” On the
other hand, if we do not sleep properly, we can lose the benefit of our learning experiences. We
may not be able to learn new experiences. Also, we will not be able to learn the following day.
Adults need between seven to nine hours of sleep each night to benefit fully and perform at their
cognitive peak each day. However, this method of keeping one's mind sharp only makes number
seven. There are now some scientific doubts about the importance of what is known as “sleep
consolidation” (see work by Vertes in the Journal Neuron, 2004). However, during these times, as
we experience anxiety, stress, and depression, sometimes taking a break after the whole work,
especially nurses and doctors in hospitals, will help take care of their wellbeing. Having a good
night’s rest sometimes makes a difference in surviving shifts.
8. Think Positive. There is a well-known effect in the psychology of education referred to as the
“Pygmalion effect”-after the Greek myth Pygmalion-whereby teachers, often unknowingly, expect
more particular children, who then, in turn, strive to meet to those expectations. This effect is well-
known that psychologists refer 13 to psychologists as the Rosenthal-Jacobsen (1968) finding (after
two psychologists who discovered it). This research suggests that if we set high standards for
ourselves and believed that achieving them is possible, indeed, they become possible. Conversely,
children who felt that there is little point in them trying to reach high standards, give up easily and
eventually do not reach their potential.
9. Have a Good Relationship. One particular form of memory that we practice in relationships of all
kinds is known as “transactive” memory, a concept first developed by psychologist Daniel Wegner
in 1985. This is a form of memory in which we become an expert in one particular type of
7
 information and often have sole responsibility for it. Moreover, it turns out that the more diverse
your friends are in type, the more they challenge you to think creatively. They provide you with
information you would not typically have, and they give you different perspectives on everything.
Your friends, figuratively, keep your mind open.
10. Quit Smoking. Not smoking is one of the first steps you can take to improve your brain health.
However, smoking is not just any old bad habit. One Archives of Internal Medicine study published
in 2010 followed 21,123 smokers from 1978 to 2008. Those people who smoked more than two
packs of cigarettes a day had twice the rate of dementia when they were older. This was true even
when the researchers controlled other factors that could explain the results, such as education
level, race, age, diabetes, heart disease, and substance abuse. Those who smoked between half and
one pack a day had a 44 percent increased risk of developing dementia. Even the lowest level of
smokers had a 37 percent increased risk.
Activity 1: Essay (Critical Thinking, Character-Building)
Instruction: Make an essay of the pandemic times by employing what you have just learned from the
lesson. Relate some events to the situation that currently happens in the country. You may cite some
examples like mental health problems, the growing anxiety of some sectors of the society, and many
others. Write your title as the “Combatting the Pandemic Times.” Be sure to write your signature at the
end of your essay.
Combatting the Pandemic Times
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________
Activity 2: “Developing My Personal Plan”
Instruction: In this output, you are tasked to make your own simplified “Personal Plan” to improve your
brain functions. You may include a variety of exercises and diet programs that you think will further
develop your brain functions. This intended “Personal Plan,” must follow the “SMART” protocol in
which every intended activity you make must be simple, measurable, attainable, practical, and time-
bound. Consider the example given. You may choose any part of the brain to improve. Choose at least
3-5 parts of the brain.

Reference: Personal Development – Grade 11 Alternative Delivery Mode Quarter 1 – Module 6: The Brain:
Developing A Personal Plan First Edition, Person 2020
8
 Personal Development Quarter 3 –Week 7
LEARNING ACTIVITY SHEET
Quarter 1: Module 7
Emotional Intelligence
Most Essential Learning Competencies:
 Explore your positive and negative emotions and how you should express or hide them;and
 Demonstrate and create ways to manage various emotions.

Lesson 1 Emotional Intelligence

Emotions are what you feel on the inside when things happen. Emotions are also known as feelings. Below
are just some of the emotions that we are feeling every now and then. Find out more about it!
Afraid: feeling fear and worry Angry: feeling mad with a person, or idea
Ashamed: feeling bad after doing wrong
Confident: feeling able to do something
Confused: feeling unable to think clearly
Depressed: feeling sad, blue, discouraged and unhappy
Embarrassed: feeling worried about what others may think
Energetic: feeling full of energy
Excited: feeling happy or aroused Glad: feeling joy and pleasure
Jealous: feeling upset when someone has something you would like to have or they get to do something
you wanted Lonely: feeling alone and that nobody cares
Proud: feeling pleased for doing well
Relaxed: feeling at ease and without worry, calm
Stressed: feeling tense, tired, uneasy, and overwhelmed.

Emotional Intelligence
Emotional Intelligence is the ability to understand, use, and manage our emotions. Emotional Intelligence
is sometimes called EQ (or EI) for short. Just as a high IQ can predict top test scores, a high EQ can predict
success in social and emotional situations. EQ helps us build strong relationships, make the right decisions,
and deal with stressful situations. As we know, it is not always the smartest people who are the most
successful or the most fulfilled in life. You probably know some of your classmates or friends who are
academically competent and yet are socially incompetent and unsuccessful at work or in their personal
relationships. So, we can conclude that intelligent quotient (IQ) in itself is not enough to achieve success in
life. True enough, your IQ can help you get good grades or help you achieve your college dream.
Nevertheless, your EQ will help you manage the stress and emotions when facing examinations. Both IQ
and EQ need to work together. It is proven to be most effective when a person has both.
Emotions are a state or feeling that cannot be conjured up at will; or
Emotions are attitudes or responses to a situation or an object, like judgments (Zemach, 2001).

What Are Positive Emotions? Positive emotions are emotions that we typically find pleasurable to
experience. The Oxford Handbook of Positive Psychology defines them as “pleasant or desirable situational
responses…distinct from pleasurable sensation and undifferentiated positive affect” (Cohn & Fredrickson,
2009).

9
What Are Negative Emotions? On the other hand, negative emotions are those that we typically do not
find pleasurable to experience. Pam (2013) defined negative emotions as “an unpleasant or unhappy
emotion which is evoked in individuals to express a negative effect towards an event or person.” If an
emotion discourages and drags you down, then it is most likely a negative emotion.

Examples of Positive and Negative Emotions

Some common positive emotions include: • Love • Joy • Satisfaction • Contentment • Interest •
Amusement • Happiness • Serenity

A few of the most commonly felt negative emotions are: • Fear • Anger • Disgust • Sadness • Rage •
Loneliness • Melancholy • Annoyance

Now the Question is, “Do We Need Both?”

Positive psychologists also argue that while there are many benefits to positive emotional states, our
negative emotions are also designed to keep us safe and to motivate us to improve our lives, just as
positive emotions do. So, do we need them both? The answer is yes!

Improving Managing Emotions and Its Importance on Communication Emotional Intelligence is a

combination of different skills.

1. Being Aware of Your Emotions. Most people feel different emotions throughout the day, some
feelings (like a surprise) last just a few seconds. Others may stay longer, creating a mood like happiness
or sadness. Being able to notice and accurately label these everyday feelings is the most basic of all the
EQ skills. Being aware of our emotions—merely noticing them as we feel them – helps us manage our
own emotions. It also a way to understand how other people feel. Practice recognizing emotions as
you feel them. Label them in your mind, and do not disregard them. Do remember to make it a daily
habit to be aware of your emotions. It is okay not to be okay. So, do not be afraid to voice out what
you feel!
2. Understanding how others feel and Why. People are naturally born to try to understand others. Part
of EQ is being able to imagine how other people might feel in certain situations. Try to understand why
they feel the way they do. Being able to imagine what emotions a person is likely to be feeling is called
empathy. Empathy helps us to care about others and to build good friendships and relationships. It
guides us on what to say and how to behave around someone who is feeling strong emotions.
3. Managing Emotional Reactions. Everyone gets angry. Everyone feels disappointments. Often, it is
important to express how you feel. However, managing your reaction means knowing when, where,
and how to express yourself. When you become overly stressed, you lose control of your emotions,
including how you act thoughtfully and appropriately. Thus, when you learn to understand your
emotions and know how to manage them, you can control yourself to hold a reaction that is not
appropriate for a particular time or place. Someone who has a good EQ knows that it can damage
relationships to react to emotions disrespectfully, too intense, too impulsive, or harmful.
4. Choosing your Mood. Part of managing emotions is choosing our moods. Moods are emotional states
that last a bit. We have the power to decide what is right for a specific situation. Choosing the right
mood can help someone get motivated, concentrate on a task, or try again instead of giving up. People
with good EQ know that moods are not just things that happen to us. We can control them by knowing
which mood is best for a particular situation.
10
The Emotions of Adolescence
Adolescence can be a highly emotional stage in one's life. Many of us experience different emotions in
similar situations, as well as similar emotions in different situations. Several descriptions of
adolescent’s emotions are as follows:
• Adolescence in Western culture is characterized as a period of emotional upheaval and confusion
according to Arnett (1999), others described youth’s inner lives using the word like “alienated,”
“desperate,” and “overwhelmed.”
• Adolescents are dealing with lots of emotional highs and lows. One minute, they may feel great; the
next day, they feel sad and tearful.
• They are experiencing new levels of emotional variability, moodiness, and emotional outbursts. They
often struggle with being dependent on their parents while having a strong desire to be independent.
• They may also feel overwhelmed by the emotional and physical changes they are going through.
They may be facing different pressures from friends to “fit in” plus the added responsibilities at home,
and stricter grading policies in school and expectations to do well in other activities like sports or part
time jobs.
Positive Actions to Help you Manage Emotions
Did you know that you can take a number of actions that will help you manage your emotions? Many
of them are very general, but it is worth trying them because you may find that they truly work!
• Exercise. This releases reward and pleasure chemicals in the brain such as dopamine, which makes
you feel better. Being fit also makes you healthier, which helps in managing your emotions.
• Be kind to others. This helps to stop you worrying about yourself.
• Be open and accept what is going on around you. Learn to appreciate what is happening and avoid
giving criticisms to others as well as their situations.
• It is good to talk. Spend time with other people and enjoy their company.
• Distract yourself. Watching a bit of TV, reading, or surfing the internet for a while will probably help
you forget that you were feeling a bit down.
• Do not give in to negative thoughts. If you find yourself having negative thoughts, then challenge
yourself by looking at them positively.
• Spend time outside. Breathing in the fresh air, especially around nature, helps calm and relax your
emotions. • Be grateful. Do give thanks to people for the good things they did for you, and always
remember it.
• Play on your strengths. That means doing things that you enjoy most, and it involves doing things
that are good for you.
• Be aware of the good things in your life. An adage that means—count your blessings!
Anger Management
We all know what anger is, and we have all felt it. Anger is an entirely normal, usually healthy, human
emotion. However, when it gets out of control and turns destructive, it can lead to problems at work,
in your relationships, and the overall quality of your life. Whenever you feel angry, try these steps.
1. Ask yourself: How does my body feel?
2. Calm down by deep breathing, counting backward slowly and think of calming thoughts.
3. Talk to yourself. Slowly repeat a calm word or phrase such as "relax," "take it easy." Repeat it to
yourself while breathing deeply.

11
 4. Think about the source of your anger later. Why was I angry? What did I do? What worked and what
did not work? What would I do differently? Did I do a good job?

Activity 1. Get a grip on anger! (Character building, Critical thinking)

Instruction: Sometimes people use anger to get their way. Being assertive does not mean getting your
way. It means that you cannot express your wishes and beliefs in a non-destructive way. Now list more
ways that you could think of for a healthy way in dealing with anger? 
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Source: http://www.pbs.org/inthemix/educators/lessons/schoolyio13/

Activity 2: “Read this letter when you feel…” (Creativity, Communication, Character-Building)
Instruction: On different sheets of paper, label them the 5 emotions that you feel most of the time. (It
could be a positive or negative emotion.) You are going to make a letter for yourself based on what
you want to remind yourself every time you feel that emotion. It’s just simply a letter to yourself that
you might want to read every time you feel these emotions. Make sure to keep these letters with you
all the time! Look at the example and use the format below.

Reference: Personal Development – Grade 11 Alternative Delivery Mode Quarter 1 – Module 7: Emotional
IntelligenceFirst Edition, Person 2020

Personal Development Quarter 3 –Week 2

LEARNING ACTIVITY SHEET

12
 Quarter 1: Module 8
Understanding Emotions
Most Essential Learning Competencies:
 discuss that understanding the intensify and differentiation of your emotions may help in
communicating emotional expressions. (EsP-PD11/12EI-Ii-j-8.1)
 Recognize and understand your own emotions, and
 Raise awareness of self-awareness.

Lesson 1 Understanding Emotions

You may have heard people mention "IQ" when talking about intellect and how smart someone is. (For
example, "My brother doesn't need to study as much as I do because he has a really high IQ.") IQ stands
for "intellectual quotient." It can help predict how well someone may do academically. IQ is just one
measure of our abilities, though. There are many other kinds of intelligence in addition to intellect. For
example, spatial intelligence is the ability to think in 3D. Musical intelligence is the ability to recognize
rhythm, cadence, and tone. Athletic, artistic, and mechanical abilities are other types of intelligence. One
important type of intelligence is emotional intelligence. Emotional intelligence is the ability to understand,
use, and manage our emotions. Emotional intelligence is sometimes called EQ (or EI) for short. Just as a
high IQ can predict top test scores, a high EQ can predict success in social and emotional situations. EQ
helps us build strong relationships, make good decisions, and deal with difficult situations. One way to
think about EQ is that it's part of being people-smart. Understanding and getting along with people helps
us be successful in almost any area of life. In fact, some studies show that EQ is more important than IQ
when it comes to doing well in school or being successful at work.

Emotional intelligence is a combination of several different skills:

 Being Aware of Your Emotions Most people feel many different emotions throughout the day.
Some feelings (like surprise) last just a few seconds. Others may stay longer, creating a mood like
happiness or sadness. Being able to notice and accurately label these everyday feelings is the most
basic of all the EQ skills. Being aware of emotions — simply noticing them as we feel them — helps
us manage our own emotions. It also helps us understand how other people feel. But some people
might go through the entire day without really noticing their emotions. Practice recognizing
emotions as you feel them. Label them in your mind (for example, by saying to yourself "I feel
grateful," "I feel frustrated," etc.). Make it a daily habit to be aware of your emotions.
 Understanding How Others Feel and Why People are naturally designed to try to understand
others. Part of EQ is being able to imagine how other people might feel in certain situations. It is
also about understanding why they feel the way they do. Being able to imagine what emotions a
person is likely to be feeling (even when you don't actually know) is called empathy. Empathy helps
13
 us care about others and build good friendships and relationships. It guides us on what to say and
how to behave around someone who is feeling strong emotions.
 Managing Emotional Reactions We all get angry. We all have disappointments. Often, it's
important to express how you feel. But managing your reaction means knowing when, where, and
how to 12 express yourself. When you understand your emotions and know how to manage them,
you can use self-control to hold a reaction if now is not the right time or place to express it.
Someone who has good EQ knows it can damage relationships to react to emotions in a way that's
disrespectful, too intense, too impulsive, or harmful.
 Choosing Your Mood. Part of managing emotions is choosing our moods. Moods are emotional
states that last a bit. We have the power to decide what mood is right for a situation, and then to
get into that mood. Choosing the right mood can help someone get motivated, concentrate on a
task, or try again instead of giving up. People with good EQ know that moods aren't just things that
happen to us. We can control them by knowing which mood is best for a particular situation and
how to get into that mood.
 EQ: Under Construction Emotional intelligence is something that develops as we get older. If it
didn't, all adults would act like little kids, expressing their emotions physically through stomping,
crying, hitting, yelling, and losing control!
Some of the skills that make up emotional intelligence develop earlier. They may seem
easier: For example, recognizing emotions seems easy once we know what to pay attention to. But
the EQ skill of managing emotional reactions and choosing a mood might seem harder to master.
That's because the part of the brain that's responsible for self-management continues to mature
beyond our teen years. But practice helps those brain pathways develop.
We can all work to build even stronger emotional intelligence skills just by recognizing what
we feel, understanding how we got there, understanding how others feel and why, and putting our
emotions into heartfelt words when we need to.
Types of Responses
1. Passive Response – Behaving passively means not expressing your own needs and feelings, or
expressing them so weakly that they will not be addressed. A passive response is not usually in your
best interest, because it allows other people to violate your rights. Yet there are times when being
passive is the most appropriate response. It is important to assess whether a situation is dangerous
and choose the response most likely to keep you safe.
2. Aggressive Response – Behaving aggressively is asking for what you want or saying how you fell
in a threatening, sarcastic or humiliating way that may offend the other person. An aggressive
response is never in your best interest, because it almost leads to increased conflict.
14
3. Assertive Response – Behaving assertively means asking for what you want or saying how you
feel in an honest and respectful way that does not infringe on another person’s rights or put the
individual down. An assertive response is almost always in your best interest, since it is your best
chance of getting what you want without offending the other person. At times, however, being
assertive can be inappropriate. If tempers are high, if people have been using alcohol or other
drugs, if people have weapons or if you are in unsafe place, being assertive may not be the safest
choice.
Source: http://kidshealth.org/en/teens/eq.html
Activity 1.Fill in the blank: I am the Boss of My Feelings!
1. When I get angry, it helps me feel better if I
______________________________________________
2. When I feel sad, it helps me feel better if I
________________________________________________
3. When I feel anxious or nervous, it helps me feel better if I
___________________________________
4. When I feel grumpy, it helps me if I
______________________________________________________
5. When I feel lonely, it helps me if I
_________________________________________________________
6. When I feel embarrassed, it helps if I
_______________________________________________________
7. When I feel sick, it helps me feel better if I
__________________________________________________
8. When I feel silly, I like to ______________________________________________________
9. When I feel disappointed, it helps me if I
_______________________________________________
10.When I am honest, I feel ______________________________________________________
Activity 2. I AM…
Complete each statement based on how you feel. Use the blanks to add your own feeling words.
I am most happy when__________________________________.
I feel embarrassed when________________________________.
I feel ______________when_______________________________.
I am_______________ when ______________________________.
I think _____________ about _______________ when ________.
15
Reference: Personal Development – Grade 11 Alternative Delivery Mode Quarter 1 – Module 8:
Understanding Emotion First Edition, 2020

Prepared By:

JANICE T. REYES

MARNIE ROSE B. TERCENIO

RESTITUTO FELIPE III

16