Mtg January

PADRE VICENTE GARCIA MEMORIAL ACADEMY, INC.
“Your partner in education since 1946”

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MONTHLY TEACHING GUIDE
SY 2023-2024 (JANUARY)
Subject: Personal Development
Most Essential Topic # 1: Self Development

Lesson # 1: Knowing Oneself
I. Pre-lesson Phase
A. Pre-requisite Content Knowledge: Knowing and Understanding Oneself during Middle and Late Adolescence
B. Pre-requisite Skills: Explain that knowing themselves can make a persons accept their strengths and limitations and deal with others better
C. Pre-requisite Assessments: Identifying ( Do you Truly Know Yourself? )
D. Pre-lesson Remediation Activity:
For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s): Self Concept-Inventory
For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s): Discussion and Post Analysis
II. Lesson Phase

A. Introduction
Time Frame 2 hours
RUA Explain that knowing oneself can make a person accept his/her strengths and limitations and dealing with others better;
Share his/her unique characteristics, habits, and experiences;
Maintain a journal
Context Knowing Oneself
To share their unique characteristics, habits, and experiences
Overview As we immerse ourselves in ‘Knowing Ourselves” in the process, it is necessary to know some similar aspects and topic that pertains in the study of
self This may include individuals in seeing our “self” as a growing person inside the society, and this may cross-sectionally tackle the philosophical,
bio-psycho-social aspect of the self, including the Self-Concept and its relation to the social norms or our society.
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B. Student’s Experiential Learning

Chunk 1: Knowing Oneself
Formative Question/s What do you think is the importance of knowing yourself?
Discussion  Many of our millennia’s jump to conclusions about themselves knowing more what, know and believe they do about themselves
and technology has improved this definition through apps and media, especially how they used these platforms in defining
themselves (Social Media and Doubt; Jacobson, 2020 )
 Their social media profiles give a new meaning to who they are as a person living in this digital age. However, this does not answer
the most and perhaps the fundamental question, “Do you know yourself?” Often, this question delves into the fundamental entity of
ourselves, the basic question of understanding ourselves, not just through our expressions in social platforms and the like but, deals
in more “How much do we know about our self?” in the process.
 Johari’s Window, one great way of assessing the self and know how much the individual knows the self is by asking the people
around them. Though this may be awkward, particularly when asking someone straightforwardly. Know that even your friends can
be a great source of information, whether it be positive or negative about the self. To avoid being awkward and extract the best
possible self-assessment without compromising the individual, psychologists
 Joseph Luft (1916-2014) and Harrington Ingham (1916-1995) Joseph devised a technique to help people better understand
themselves as well as their relationship with others. As used frequently in groups (group dynamics), this activity helps understand
people to develop teamwork.
 The Self, in contemporary literature and even common sense, is commonly defined by the following characteristics: “separate, self-
contained, independent, consistent, unitary, and private” (Stevens, 1996). When we talk about the self, being “separate,” it means it
is distinct, different and unique from others. It has its own uniqueness that defines him/her from others. It has an identity of its own,
even twins, may it be fraternal, is very much distinct from the other. When we are talking about “self-contained,” we describe its
existence as having its own independence. It may exist with or without others; it is self-containing of its own thoughts,
characteristics and volition. For example, we make our profile pictures in social media, carefully choosing a picture that expresses
more of our thoughts, that tells us of what we are, that tells us what we are in real life. Although, in these given times, it is easy to
create another “self” or deceive someone using a make-up “self”. Nevertheless, although it is relatively easy to make another “self”

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in this age of social media and advance technology, the “self” is very much consistent and persisting. Every “self” has its own
personality that is enduring, that lasts during late adolescence. Its uniqueness and its consistency allow it to be studied, described
and even measured (also means that a particular self’s traits, characteristics, tendencies and potentialities) are very evident and
distinguishable from other “selves.” The Self is unitary in that it is the center of all experiences and thoughts that run a particular
person. It is the topmost executive in an individual where all processes, emotions, and thoughts converged. Lastly, the self is
private. A person may sort out information, feelings and emotions, and thought processes within the self. The whole process is
never accessible to anyone but the self. This suggests that the self is isolated from the external world. It lives within its own world.
 Having in its own world means, you can create or nurture what you can be (ideal self) or maintain/improve your current self (actual
self). The ideal self pertains to the image or aspirations of what you want to become. This may be similar in hoping characteristics
that you do not possess as of the moment, but may one day be part of who you are, just like what Filipinos tend to watch in various
talent shows. This may be the ability to have a beautiful voice; or have different achievements like the characteristics of your idols
or other international figures (Michael Jordan, Sarah Geronimo etc.) While the actual self as the term implies “actual”, is your
present self that you see on the daily basis. It is the self that is constantly keeping in touch in your everyday experiences. It has the
potential to improve or develop as deemed by every individual. This may also pertain to the gifts that you possess that is innate in
you when you were born. Combining these two categories of the self, it established the distinction of the Self-Concept. This is a
collection of beliefs about one’s basic nature, unique qualities, and typical behavior. Although we may have so many dimensions in
which we describe ourselves such as “I’m grateful” or “I’m friendly”, we have separate concepts of our physical, social, emotional
and intellectual selves; yet we are still referring to one single entity that is unique and very distinct from others (Don Hamachek,
1992). Our various self-concepts are characterized by relatively distinct thoughts and feelings. That is, we may have considerable
information about our social skills and feel quite confident with regard to them but have limited information about our physical
skills and feel less confident about this aspect of our self. When a particular self-concept is operating, its attendant thoughts and
feelings will strongly influence the way we process self-relevant information (Fiske & Taylor, 1991).
 Several Factors that shape Self-concept.
 Your Own Observations: In the process of self-introspection, that may help you reevaluate your motivations and,
in real-time, observing what you do at this moment is one of the significant information about your interest or dislike. During early
childhood, we start observing our behavior and drawing conclusions about ourselves. We are aware of what we do; we dislike; can
and cannot do. Although, when we are still children, our observations are not entirely correct or sometimes subject to change and
entirely up to us, to retain or to improve. We even compare our observed selves from others. In social comparison theory, people
need to compare themselves with others in order to gain insight into their own behavior (Festinger, 1954; Goethals & Darley, 1977;

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Wood, 1989). The potential impact of such social comparison was dramatically demonstrated in an interesting study (Morse &
Gergen, 1970).
 Feedback from Others:
 Positive and negative criticisms also create an impact on self-concept. People talk about us or how they discriminate us give an
important aspect in shaping the self-concept. The amount of criticism, feedback we sometimes freely give, helps shape the current
self-concept of what we choose to be or not. As we grow old, the number of significant and non-significant people in our lives also
grows. Everyone contributes in reshaping the self-concept. Even our ability to accomplish something or destroy our selves comes
from painful remarks or constructive criticism of others. In child-rearing, especially the parents, has a unique and essential role in
reinforcing and shaping the self-concept. As children, we receive direct feedback from them. Their constant approval and
disapproval set guidelines for what should be or not, shaping and inputting the values and characteristics of the children and, later,
becoming what they are when they grow. The saying “Kung ano ang puno ay siyang bunga”, is a testament output family values
instilled in childhood rearing practices. Aside from children comparing their actions from others, they also compare themselves to
their parents. That is why sometimes, even when our parents are gone, we still have their characteristics and values; we
unconsciously accept this as our self-concept, along with their approvals and disapprovals. Most of us, especially when we are
young, take this sort of feedback to heart. Thus, it is no surprise that studies find an association between parents’ views of a child
and the child’s self-concept (Wylie, 1979). There is even more substantial evidence for a relationship between children’s perception
of their parents’ attitudes toward them and their self-perception (Wylie, 1979).
 Cultural Values/ Cultural Guidelines:
 Self-concept is also indirectly influenced by cultural values. In the study of Cultural Psychology, in this age of technology and
social media, we accept our differences, especially on how we accept the culture and beliefs of others. Japanese society does not
tolerate corruption; the Philippines has always been influenced or has always had that familial clinging of thinking and
protectiveness. The Chinese have always thought to have a strong business minded stand in their points of view. The society in
which we are raised defines what is “good” and “bad” in personality and behavior. American culture tends to put a premium on
individuality, competitive success, strength and skills. These cultural values influence how we interpret our behavior. In the
Philippines, our cultural values were shaped by historical colonization, which is evident in our present society, particularly our
strong family ties. Another is cultural hospitality that is deemed acceptable as our nature. Even the dismal corruption that has been
the perennial problem of the country also shaped the tolerance of Filipinos as a way of answering societal problems.
 Having Self-knowledge stems from the actual – self: It derives from our social interactions of society that provide insight into how
others react to us. It is the same as gaining feedback from others. The reaction of other people is an essential aspect of gaining

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actual-self or our self-image. Even our social roles are adjusted, on how we view ourselves today, and how ideally (ideal self) what
we would like to be in the future. There is a negotiation that exists between the two selves, which is complicated by numerous
exchanges between the ideal self and actual self. These exchanges are exemplified in these social roles, and they are adjusted
continuously and re-adjusted.
Activity/ies My Reflection through my Experiences
Directions: Share your experience (s) on the following statement. 20 pts.
1.People need to compare themselves with others in order to gain insights of their own behavior.
2. “Kung ano ang puno ay siyang bunga.”
3. Corruption is also shaped by our tolerance or our approach to answering societal problems.”
C. Synthesis
Learners will understand that:
In this module, we will learn to immerse ourselves in ‘Knowing Ourselves” in the process, it is necessary for us to know some similar aspects and topic that
pertains in the study and developing our self. This may include individuals in seeing our “self” as a growing person inside the society, and this may cross-sectionally tackle the
philosophical, bio-psycho-social aspect of the self, including the Self-Concept and its relation to the social norms or our society.
D. RUA of Student’s Learning
Do You Truly Know Yourself?
Directions: How much do you know of yourself? How does your “self” fair from others in responding in our changing times, especially in adjusting to our “new normal”?
The exercise below is a simple activity in affirming what our “self” in relation to our reaction and feedback in our environment.
Questions Answers
1. How would you characterize yourself?
2. What makes you stand out from the rest? What makes yourself
special?
3. How has yourself transformed itself?
4. How is your self-connected to your body?

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III. Post-lesson Phase
Post-lesson Remediation Activity
Practice and Drill Activity
References
Reference/Materials:,Vibal :Personal Development Textbook by: Perez 2016

Lesson # 2: Developing the Whole Person
I. Pre-lesson Phase
A. Pre-requisite Content Knowledge: Relationship of the different aspects of development with the students’ thoughts, feelings and action in dealing with life situations
B. Pre-requisite Skills: Evaluate their own thoughts, feelings and action
C. Pre-requisite Assessments: Diagram
a. For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s): Assess aspects of your development
b. For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s): Discussion and Post Analysis
II. Lesson Phase
A. Introduction
Time Frame 2 hours
RUA Discuss the relationship among physiological, cognitive, psychological, spiritual, and social development to understand one’s thoughts, feelings,
and behaviors;
Evaluate one’s thoughts, feelings, and behaviors;
Show the connections between thoughts, feelings, and behaviors in real-life situations
Context Developing the Whole Person
To evaluate thoughts, feelings and actions and show connection of it in real-life situations
Overview Human development is the way that people change and grow across their life span. There are many types of development that people go through. As
children learn problem-solving skills, their cognitive (or thinking) development grows. When people age, they often develop wisdom, which means

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they are better able to handle stress, a process that is part of emotional development. Life seems to have become a bewildering maze at times. Thus,
you try to reflect on your common beliefs. Amidst these developments, it helps recognize how the different physiological, cognitive, emotional,
spiritual, and social developments are in a dynamic relationship. By recognizing such changes, you can understand and evaluate your thoughts.
B. Student’s Experiential Learning

Chunk 1: Developing the Whole Person
Formative Question/s What is the importance of developing yourself as a whole person?
Discussion PHYSIOLOGICAL DEVELOPMENT
 Physical health is defined as the condition of your body, taking into consideration everything from the absence of disease to fitness
level. Physical health is critical for overall well-being and can be affected by:
 Lifestyle: diet, level of physical activity, and behavior (eating unhealthy foods);
 Human biology: a person’s genetics and physiology may make it easier or harder to achieve good physical health;
 Environment: our surroundings and exposure to factors such as sunlight or toxic substances; and
 Healthcare service: good healthcare can help prevent illness, as well as to detect and treat illness.
 It is important to take care of your body. Live healthy, eat healthy foods, get enough sleep, exercise regularly, and avoid drugs and
alcohol. Manage stress and go for regular medical check-ups. Practice good hygiene. EMOTIONAL DEVELOPMENT: Emotional
health is an important part of overall health. Emotionally healthy people are in control of their thoughts, feelings, and behaviors.
They can cope with life’s challenges. Emotions are responses that generate biochemical reactions in our bodies, changing the
physical state. There are many ways to improve or maintain good emotional health.
 Be aware of your emotions and reactions. Notice what in your life makes you sad, frustrated, or angry. Try to address or change
those things.
 Think before you act. Emotions can be powerful. Give yourself time to think, and be calm before you say or do something you might
regret.
 Manage stress. Try to change situations, causing you stress. Learn relaxation methods to cope with stress.
 Strive for balance. Find a healthy balance between work and play and between activity and rest. Make time for things you enjoy.
Focus on positive things in your life.

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 Take care of your physical health. Your physical health can affect your emotional health. Exercise regularly, eat healthy meals and
get enough sleep. Do not abuse drugs or alcohol.
 Connect with others. We are social creatures. We need positive connections with other people.
SOCIAL DEVELOPMENT
 Social Development refers to how people develop social and emotional skills across the lifespan, with particular attention to
childhood and adolescence.Healthy social development allows us to form positive relationships with family, friends, teachers, and
other people in our lives. As a person develop and perceive its individuality within a community, he/she also gains skills to
communicate with other people and process his/her actions. Social development most often refers to how a person develops
friendships and other relationships and how a person handles conflict with peers. Why is social development important? Social
development can impact many other forms of development a person experiences. Healthy social development allows us to form
positive relationships with family, friends, teachers, and other people. Healthy social development can help you:
 Develop Communication Skills, an ability to interact with others allows for more opportunities to practice communications skills
 Build self-esteem. When a person is unable to make friends, it can be frustrating or even painful. A good circle of friends reinforces
a person’s comfort level with her individuality.
 Strengthen learning skills. Studies show that children who have a hard time getting along with classmates as early as a preschool are
more likely to experience later academic difficulties.
 Resolve conflicts. Stronger self-esteem and better language skills can ultimately lead to a better ability to resolve differences with
peers.
 Establish a positive attitude. A positive attitude ultimately leads to better relationships with others and higher levels of self-
confidence.
COGNITIVE DEVELOPMENT
 Cognitive development means how people think, explore, and figure things out. It is the development of knowledge, skills, problem-
solving, and dispositions, which helps a person to think about and understand the world around them. Brain development is part of
cognitive development. This aspect of the self is enhanced when one attends school to study and learn or engages in other mental
endeavors. Mental abilities are developed by engaging in intellectual pursuits such as studies, work, and figuring out how best to
deal with challenges—thinking, planning, organizing, evaluating, and maximizing cognitive abilities. The more we study, the more
we learn; while the more we learn, the more we can study better.
SPIRITUAL DEVELOPMENT

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 Spiritual development is defined as discovering oneself beyond the ego known as the soul, spirit, or the “inner essence” that is often
disregarded or taken for granted (Llaneza-Ramos, 2017). It is when one experiences a glimpse of the “inner guide” of one’s beliefs
and values as one discovers the meaning of life. It also allows people to connect with a Higher Power that is called by many names
like "God, Buddha, Allah.” “We are Christians, we are committed to the poor, we value people, we are partners, and are responsive.”
As we grow spiritually, our attitude toward life also changes for the better in many ways. Most of our problems stem from our
perceptions and expectations of ourselves and of the world. One will realize that this solves half the problems of our life. Spiritual
growth and development help us to imbibe humility. Spirituality and inner peace is a way of life. It helps us to develop great strength
and courage. Spiritual growth and development help to make human beings better citizens.
Connecting Thoughts, Feelings, and Behaviors for Evaluating One’s Self
 Personality refers to the long-standing traits and patterns that propel individuals to consistently think, feel, and behave in specific
ways. Our personality is what makes us unique individuals. Each person has an idiosyncratic pattern of enduring, long-term
characteristics, and a manner in which he or she interacts with other individuals and the world around them. How do we evaluate
ourselves? What are the factors that determine our personality? What makes us unique? Does our environment affect how we think
and behave?
 As discussed in the previous lesson, there are five areas of personality development. These aspects include the mental, spiritual,
emotional, physical, and social aspects. Thus, these areas provide a different view of the process of developing the personality of an
individual. Knowing that no two individuals are the same, there are many things to consider when we talk about personality
development. We may look the same and may have had similar experiences in life, but we are all unique in our ways. Many factors
have gone into the development of a particular type of personality. From childhood to adulthood, we go through different processes,
experiences, and situations that contribute to the formation of our personality.
THOUGHTS, FEELINGS AND BEHAVIOR
 The only things we can control in life are our thoughts, feelings, and behaviors. If we can manage those, we can achieve our goals
and gain success in life. To have this level of control, we need to learn about the science-based patterns behind our emotions and
thoughts and manage them. If we know how our minds work, we can be intentional about influencing our thinking and feeling
patterns. We can evaluate reality more clearly, make better decisions, and improve our ability to achieve our goals. Thus, we gain
greater agency and the quality of living intentionally. How do our minds work? Intuitively, our mind feels like a cohesive whole. We
perceive ourselves as intentional and rational thinkers. However, cognitive science research shows that in reality, the intentional part
of our mind is similar to a little rider on top of a huge elephant of emotions and intuitions. Roughly speaking, we have two thinking
systems. Daniel Kahneman, who won the Nobel Prize for his research on behavioral economics, calls them “System 1” and “System

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2." Nevertheless, I think the terms “autopilot system” and “intentional system” describe them more clearly and intuitively. The
autopilot system corresponds to our emotions and intuitions. Its cognitive processes take place mainly in the amygdala and other
parts of the brain that developed early in evolution. This system guides our daily habits, helps us make snap decisions, and reacts
instantly to dangerous life-and-death situations (such as saber-toothed tigers) through the freeze, fight or flight stress response.
While it helped us survive in the past, the fight-or-flight response is not an excellent fit for modern life. We have many small
stresses (and big stresses) that are not life-threatening, but the autopilot system treats them like tigers. This produces an
unnecessarily stressful everyday life experience that undermines our mental and physical well- being. Moreover, while the snap
judgments resulting from intuitions and emotions might feel real because they are fast and powerful, they sometimes lead us in the
wrong, in systemic and predictable ways. The intentional system reflects our rational thinking and centers around the prefrontal
cortex: the part of the brain that evolved more recently. According to recent research, it developed as humans started to live within
larger social groups. This thinking system helps us handle more complex mental activities, such as managing individual and group
relationships, logical reasoning, probabilistic thinking, and learning new information and patterns of thinking and behavior. While
the automatic system requires no conscious effort to function, the intentional system takes deliberate effort to turn on, and it is
mentally tiring. Fortunately, with enough motivation and appropriate training, the intentional system can turn on when the autopilot
system is prone to make errors, especially costly ones. An example of such interconnection of Thoughts, Feelings, and Behavior is
when we experience the pandemic crisis. Surely we cannot control the things that have to happen, especially the spread of the virus
or the many deaths and cases steadily rising. However, from the citations from Dr. Tsipursky, the only manageable and controllable
aspect that we can use to combat what we are experiencing are the things that we already have. Further, they are readily available,
within your reach, within your aspect of control. Our perception of stress, brought mainly by the pandemic times, can be directed to
productive use, only if we make the necessary effort to change. The Personality Theory of Bandura (Bandura, 2006), suggests that
we learn mostly through observations—observing others' actions, behaviors, and the outcome of these behaviors. The more
productive and positive the outcome of behaviors observed, the more the behavior is highly repeated and eventually rewarded. Our
practical adjustment to the pandemic times is already an example. How people adjust to such a crisis—for some, can adjust easily
and understand the predicament that they are experiencing. Meanwhile, others are good at perceiving such good qualities of
adjustment and understanding that becomes highly desirable.
 Albert Bandura’s study does not only involve observations, but it expounds on the sphere of influence. These include the influence
of the environment and vice-versa. Our thoughts (thinking), feelings, and behavior influence the environment (and those merely
observing). Even though the environmental times are changing, we still have our capacity to decide and perceive change, of course,
ourselves in the process as the most significant factor. People’s responses change as they encounter new situations. Research shows

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that people who believe in their capacity to excel tend to perform better. Avoid tasks that they think are too difficult. When
evaluating themselves, they only focus on their weaknesses. With this kind of mindset, they easily give up. Therefore, how one sees
oneself matters! What a person believes he/she can and cannot do matters! One’s beliefs about oneself can determine one’s future.
Our personal development is not only limited to the physical and intellectual aspects. One must be aware that human development
involves holistic development—physiologically, emotionally, cognitively, socially, and spiritually. Thus, when we look at ourselves,
we must take into account all of these aspects. We cannot recognize some and ignore others because they are interrelated. One
aspect affects all the others. If one wants to be a healthy human being, one must pay attention to those aspects of development.
EVALUATING ONE’S THOUGHTS, FEELINGS AND BEHAVIOR
 Defining Thoughts, Feelings and Behavior before we go on through further discussions of the lesson, let us be familiar with the
following terms: Thoughts Feelings Behavior According to dictionary.com -the product of mental activity; that which the capacity or
faculty of thinking, reasoning, imagining; a consideration or reflection; meditation, contemplation, or recollection: one thinks Both
emotional experiences and physical sensations — such as hunger or pain — bring about feelings, according to Psychology Today.
Feelings are a conscious experience, although not every conscious experience, such as seeing or believing. In psychology, behavior
consists of an organism's external reactions to its environment. Other aspects of psychology, such as emotions, thoughts, and other
internal mental processes, don't usually fall under the category of behavior. Behavior maybe modified according to positive or
negative reinforcements from the organisms of environment or according to self-directed intentions. One popular kind of counseling
is called cognitive-behavioral therapy (CBT). It is based on the idea that our thoughts, feelings, and behaviors are all connected and
influence one another. For example, if we are feeling sad or depressed, we might have thoughts like we are not worth much of
anything, and we might do behaviors like stay in bed all day. On the other hand, if we are feeling happy or excited, we might have
thoughts like the future is bright, and we might do behaviors like calling a friend or see a movie.
TRACK YOUR THOUGHTS, FEELINGS, AND BEHAVIORS
 Sometimes it can be helpful to keep track of our thoughts, feelings, and behaviors, especially if we are feeling down and want to feel
happier. Sometimes when I’m feeling down, I might not have an explanation for it. That happened to me a couple weeks ago. I was
feeling sad, but I wasn’t sure why. If we pause and identify our thoughts, feelings, and behaviors, we can learn valuable information
to move forward. For example, some of the thoughts I experienced that coincides with being sad was the thought that I was alone--
most of my friends are already married and having their own families. The behaviors that went along with my sadness, such as
staying in my apartment, not initiating with my friends, and not picking up the phone when someone calls.
 Example of Tracking: So if I were to keep track of my thoughts, feelings, and behaviors, I might write down the following: Time:
Saturday night Thought: I am alone. I am out of step with my friends. Feeling: Sadness Behavior: Isolating. Not calling friends. Not

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picking up the phone. As I continue to track my thoughts, feelings, and behaviors, I begin to get more information about what
thoughts and behaviors are associated with each of my feelings. What is going on when I am feeling Sad? Angry? Scared? Happy?
Excited? Tender? Getting this information is the first step toward making a change. Action Step: Stop three times during your day to
day activities and write down your thoughts, feeling, and behavior. Try to do this once in the morning, once in the afternoon, and
once in the evening.
WHOLE PERSON DEVELOPMENT BECOMING
 Becoming a whole person involves utilizing our heart, our soul, our mind, and our strength. These elements are meant to operate in
an integrated and holistic manner by making them work together. Human life is complicated, consisting of many different facets—
our work life, home life, social life, spiritual life, to name a few. Balancing is the key. What we often fail to realize is that each of
these sectors of our lives impacts one another. That is where Whole Person Development comes in. Whole Person Development is a
practice based on the theory that different parts of our lives are intricately connected. It views success and fulfillment as a product of
overall life balance.
Activity/ies Directions: Answer the following concisely. (20 pts.)
1. How do you feel when you experience punishment from committing violations in school?
2. How do you feel when you receive awards in school?
3. At present, are there things you want to change within you?
C. Synthesis
Learners will understand that:
In this module, we learned that human development is the way that people change and grow across their life span. There are many types of development that
people go through. As children learn problem-solving skills, their cognitive (or thinking) development grows. When people age, they often develop wisdom, which means they are
better able to handle stress, a process that is part of emotional development. Life seems to have become a bewildering maze at times. Thus, you try to reflect on your common
beliefs. Amidst these developments, it helps recognize how the different physiological, cognitive, emotional, spiritual, and social developments are in a dynamic relationship. By
recognizing such changes, you can understand and evaluate your thoughts.
D. RUA of Student’s Learning

Directions: Create a diagram “About Myself “ using the Five Areas of Personality Development. This will be your “Personal Reflection”.
You can create your own style of diagram. Write your name at the center of the diagram.

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CRITERIA DESCRIPTION POINTS
OBTAINED POINTS
The student was able to reflect his/her personal experiences and social experiences using the five
Content 10
areas of personal development.
Creativity The diagram was created artistically using his/her own design. 10
Organization The ideas were well organized based on the concept of personal development. 10
Total 30
III. Post-lesson Phase

References
Reference/Materials: VIBAL: Personal Development by: Perez 2016

Lesson # 3: Why Am I like This?
I. Pre-lesson Phase
A. Pre-requisite Content Knowledge: Developmental Tasks and Challenges experienced during adolescence
B. Pre-requisite Skills: Identify ways that help one become capable and responsible adolescent prepare for adult life
C. Pre-requisite Assessments: Creating a poem

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a. For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s): Review
b. For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s): Discussion and Post Analysis
II. Lesson Phase
A. Introduction
Time Frame 2 hours
RUA Discuss developmental tasks and challenges experienced during adolescence.
Evaluate one’s development through the help of significant people around him/her (peers, parents, siblings, friends, teachers, community leaders)
Identify ways that help one become capable and responsible adolescent prepared for adult life.
Context Self Development
To evaluate ways that help one become capable and responsible adolescent prepared for adult life.
Overview Human life completes its journey through various stages and one of the most vital stages is adolescence. Adolescence is the period of transition
from childhood to adulthood and plays a decisive role in the formation of pro-social/anti-social adult. All of us undergo this stage, which poses
many challenges and is full of excitement. At the same time, it demands adjustment on many fronts. When we come to this world, we are entirely
dependent upon others and gradually learning to be independent. This lesson will help you understand the nature of adolescence, challenges, and
significant tasks faced by adolescents, and some of the adolescents' essential problems.
Student’s Experiential Learning

Chunk 1: Why Am I like this?
Formative Question/s What are the challenges you experienced during adolescence?
Discussion DEVELOPMENT TASKS AND CHALLENGES EXPERIENCED DURING ADOLESCENCE
 Adolescence is a period of transition when the individual changes—physically and psychologically—from a child to an adult. It is a
period when rapid physiological and psychological changes demand new social roles to take- place. Prior to these changes, the
adolescents often face a number of crises and dilemmas. It is the period when the child moves from dependency to autonomy. It
demands significant adjustment to the physical and social changes. It is a fact that all living beings pass through specific stages or
phases of development. Erikson believed that each stage of life is marked by a specific crisis or conflict between competing
tendencies. If individuals know how to negotiate each of these hurdles successfully, they can develop in a normal and healthy

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way of life. During this phase, adolescents must integrate various roles into a consistent self-identity. If they fail to do so, they may
experience confusion over who they are.
Physical changes during Adolescence - At a glance. For girls, you might start to see early physical changes from about 10 or 11 years, but
they might start as early as 8 years or as old as 13 years.
These physical changes during puberty include: development of breast, changes in body shape and height, growth of pubic and body hair,
onset of menstruation or monthly period
For boys, physical changes usually start at around 11 or 12 years, but they might start as young as 9 years or as old as 14 years. These
physical changes include: growth of the penis and testes (testicles), changes in body shape and height, erections with ejaculation, growth of
body and facial hair changes in voice.
BODY IMAGE CONCERNS
 It is within the context described above that children and adolescents begin to form their perception of their own bodies – their body
image. Body image can be defined as the subjective evaluation of one’s body and appearance. ( Smolak & Thompson 2009 ).
Related to one’s body and appearance, this comprises thoughts (e.g. “I think I look bad in photographs”), feelings (“I hate the way I
look”), as well as perceptions (“I am too fat”). In body image research, a person’s body image is often described in terms of the level
of body-esteem (referring to self-esteem in relation to body and appearance) or body dissatisfaction (referring to negative feelings
and thoughts about one’s body and appearance) which a person may be experiencing.
NUTRITION, HEALTH, AND HYGIENE
 Nutrition and dietary habits during adolescence- Adolescence is a period of rapid physical growth, with a
corresponding increase in nutritional requirements to support the increase in body mass and to build up stores of nutrients. The daily intake
of nutritional requirements increases according to the following factors:
Age: at the beginning of puberty, with the increase of height and at the last stage of adolescence;
Gender: adolescent girls require 10% more nutrients, iron and iodine in particular than boys;
Pregnancy: during the second half in particular, as well as during the first six months of breastfeeding, it is advised that the first pregnancy
after marriage be postponed at least until the girl is over 18 years old because it might not be possible to meet added nutritional
requirements, especially among middle income and poor families; Activities and sports: heavy physical sports in particular such as
swimming, running, and ball games
MAJOR HEALTH CONCERNS OF ADOLESCENTS
 OBESITY: Obesity is a grave nutritional problem for adolescents. It simply means that the energy intake exceeds the amount of
energy consumed, and the residual difference accumulates in the body to cause fat. Over consumption of food is the main reason for

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obesity, specifically foods rich in sugar, starch and fat, like nuts, sweets, chocolate and soft drinks. Snacks and junk foods eaten with
or in between meals, and popcorn, pizza and nuts consumed while watching television, also causes obesity. The energy consumed in
sports, walking, manual work or physical exercise is usually less than the calorie intake.
 ANEMIA: Anemia is the most prevalent nutritional deficiency in the world, affecting no less than two billion people. Primarily
caused by iron deficiency, its acute symptoms manifest particularly among adolescent girls. During menarche, teenage girls need
10% more iron than boys of the same age because of blood loss in menstruation. Poor families often fail to provide the extra iron
intake needed for these adolescent girls who also have a heavy workload at home. In addition, there is the possibility of sex
discrimination in interfamilial food distribution in some families with girls having a smaller share than boys.
 IODINE DEFIECIENCY: Iodine is a basic life element for humans. Iodine deficiency leads to goiter, abortion and mental
retardation. Deficiency means a severe lack of nutrition needed that might have a pathological effect. The need for iodine increases
during adolescence.
 DEPPRESSION: The term “depression” is often used in daily conversation to refer to bouts of sadness, moodiness or
disappointment that last for a few days. However, this is not depression, which is a specific clinically recognized condition
diagnosed by psychologists or psychiatrists.
 SEXUALLY TRANSMITTED DISEASES ( STDs ): The lifestyles adopted by adolescents and youth will largely decide their risks
of having sexually transmitted disease and HIV infection. It must be understood that these age groups are vulnerable to such
infections. For example, ages from 20 to 24 usually have the highest incidence of HIV infection followed by those from 15 to 19
years of age. Examples for STDs: Syphilis (spirochete), Hepatitis B (virus), Herpes (virus), HIV (virus), AIDS (disease),
Trichomoniasis vaginitis (flagellar), Genital warts (virus) and Chlamydia infection (intracellular organisms).
HELPING ADOLESCENT CHILD WITH THE BASIS OF PERSONAL HYGIENE
 BODY ODOR: When children reach puberty, a sweat gland in their armpit and genital area develops. Regular changing of
underwear and other clothes worn next to the skin is especially important. These clothes collect all sorts of stuff that bacteria love to
eat, including dead skin cells, sweat and body fluids. That’s why they get smelly. The onset of puberty is also a good time for your
child to start using anti-perspirant deodorant. You can encourage your child to do this by letting her choose her own.
 SMELLY FEET: Smelly feet and shoes can also be a problem, whether you are sporty or not. One can avoid this by giving your feet
extra attention while taking a shower, and making sure they are completely dry before putting your socks and shoes on. It is a good
idea to alternate your shoes and to wear cotton socks instead of those made of synthetic fibers.
 DENTAL HYGIENGE: Brushing teeth twice a day, flossing and going to the dentist regularly are vital to avoid bad breath, gum
problems and tooth decay.

________________________________________________________________________________________
SPECIAL NEEDS Young people with special needs are likely be needing extra support with their personal hygiene. When you are
thinking about how to discuss 14 hygiene to a child with special needs, his/her learning ability and style might be a factor. You may
consider breaking the hygiene tasks (such as showering, shaving, using deodorant and cleaning teeth) into small steps. This way,
they might be easier for adolescent to learn. Start early - before puberty: If you keep reinforcing messages about personal hygiene,
most adolescent will get there in the end.
EVALUATION OF AN ADOLESCENT’S DEVELOPMENT THROUGH THE SIGNIFICANT PEOPLE IN THEIR LIVES.
 Society plays a huge role in molding teens’ behavior, character, and attitude. It determines how they see other people, their general
outlook, and their ethics. Parents, and other family members, can also influence all these things, but the things that will remain with
the kids for the long term are learned from society. Now society comprises of a lot of different things that include media,
neighborhood, laws, and school.
TEENS MODIFY THEIR BEHAVIOR, ACTIVITIES, ETC. TO BE ACCEPTED BY A PEER GROUP
 Since acceptance by a peer group becomes essential, teens modify their speech, dress, behavior, choices, and activities to become
more similar to their peers. This increased similarity among peers provides them a sense of security and affirms their acceptance into
their chosen peer group. The developmental theorist Erik Erickson described this developmental step as a crisis of identity vs.
identity confusion. When teens modify their choice or behavior in order to conform to what their friends are doing, they are adapting
to peer pressure. Peer pressure is often associated with adverse outcomes such as skipping school, wearing distasteful clothing, or
drinking alcohol, and using drugs. However, many parents do not recognize that peer pressure may also have a positive influence.
Because of advanced cognitive and emotional maturity, teens can now encourage each other to make wise decisions and discourage
them from making wrong choices. Since it is vital for youth to "fit in" with their peer group, they may also decide to participate in
the same hobbies or activities as their friends. Doing so will enable them to spend more time together and to bond over shared
experiences. In general, teens will gravitate toward peer groups with whom they share common interests and activities, similar
cultural backgrounds, or simply a similar outlook on life. Nevertheless, as teens experiment with their identity, they may be attracted
to peer groups with very different interests. In summary, during adolescence, the number of close friendships decline, but the quality
of these relationships becomes more vulnerable, trusting, and intimate. Meanwhile, the number of casual acquaintances continues to
rise, as youths' social networks expand due to sophisticated communication technologies, new recreational and social activities, new
educational experiences, and employment.
 FAMILY: It is typical for young people to begin to think for themselves and question aspects of their lives and family relationships.
These changes may mean times of anger and frustration leveled at the family, but majority of circumstances proved that these
feelings are likely to be temporary or circumstantial.Changing role of parents- although the relationship will need to be flexible to

________________________________________________________________________________________
adapt to the teenager's changing needs. At this time, there will need to be a gradual change from a more authoritative approach, to a
more collaborative approach. Parents need to face the (painful) reality that their child is no longer a child, is becoming independent,
and is no longer within their control. They may feel distressed as they perceive that the young person will not listen to them, or does
the opposite of what they may suggest. They may have to watch their young person disregard the things they taught them were
necessary, such as ways to look after their health, or their future goals (as the parent envisaged it). Parents have to learn to ‘let go,’
not of dreams for the young person. This may include their full authority over young people so that they may allow them to develop
their own dreams and greater self- responsibility.
WAYS ON HOW TO BECOME CAPABLE AND REASONABLE ADOLESCENTPREPARED FOR ADULT LIFE
 The demands and expectations of their parents and other people around them can also be stressful. However, the good news is, they
can treat these “difficulties” as “challenges,” which can make their lives exciting. Having that mindset is also an indication of
becoming a responsible and mentally mature adolescent.8 Simple rules which could help teenagers become a responsible adolescent
prepared for adult life:
 1. Focus on your studies and do well in all your endeavors. There is a time for everything.
 2. Take care of your health and hygiene. Healthy body and mind are important as you journey through adolescence.
 3. Establish good communication and relation with your parents or guardian. Listen to them. Though this may be easier said than
done at this stage, but creating good relationship with them will do you good as they are the ones you can lean on especially in times
of trouble.
 4. Think a lot before doing something. Evaluate probable consequences before acting. Practice self-control and self-discipline.
 5. Choose to do the right thing. There are plenty of situations in which it is better to use your mind rather than your heart.
 6. Do your best to resist temptations, bad acts, and earthly pleasures and commit to being a responsible adolescent.
 7. Respect yourself. You are an adult in the making. Do not let your teenage hormones get into you. If you respect yourself, others
will respect you too.
 8. Be prepared to be answerable or accountable for your actions and behavior. It is part of growing
Activity/ies A. Directions: FILL IN THE BLANKS. Write your answer on the space provided.
1. The daily intake of nutritional requirements increases according to the following factors: AGE, PREGNANCY, GENDER, and
______________.
2. ________ is caused primarily by iron deficiency and manifested by acute symptoms.
3. ______________ can be defined as the subjective evaluation of one’s body and appearance that comprise thoughts, feelings, and

________________________________________________________________________________________
perceptions related to the body’s appearance.
4. Growth of pubic and body hair occurs during _____________.
5. Adolescence is a period of rapid physical __________ with corresponding increase needs in nutritional requirements to support the
increase in body mass and to build up stores of nutrients.
B. TRUE OR FALSE. Write the word TRUE if the statement is correct. Otherwise, write FALSE.
______ 1. Social and emotional maturity is intertwined because an adolescent’s peers are affected by his/her emotional situations.
______ 2. Peer pressure is the reason why teens modify their behavior, activities, etc. just to be accepted in a group.
______ 3. The role of family, especially parents in adolescent’s development is to guide them and help them adapt to their changing needs.
______ 4. The importance of family to an adolescent becomes less for they become more independent as they grow older.
______ 5. Adolescents can easily adapt to the changes in their lives by themselves for they are more independent than before.
B. Synthesis
C. RUA of Student’s Learning
Directions: Create a poem to encourage adolescents prepare for their adult lives. It must consist of: 4 stanzas with 4 lines each.
( Reminder: Your output must be your original composition, do not copy on the internet or from your classmates. )
DESCRIPTON SCORE OBTAINED

SCORE
Content are appropriately provided 15
Originality and Creativity 10
Message is clear and Organized 5
TOTAL 30
D. Post-lesson Phase
References

________________________________________________________________________________________
CHED Teaching Guide for Senior High School- PERDEV, 2016; VIBAL PERDEV by Salazar, 2016; and DIWA Senior High School Series: PERDEV by Durana, 2016
Prepared by:
_________________________
RENNEL S. HERNANDEZ
_________________________
JOHN LESTER B. PIOL
Subject Teacher
Reviewed and Checked by:
_________________________
JANELLE MAE S. ANDAL
Academic Coordinator
Approved by:
_________________________
Dr. JAYSON O. GULPAN
School Principal


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PADRE VICENTE GARCIA MEMORIAL ACADEMY, INC.

“Your partner in education since 1946”

Most Essential Topic # 1: Self Development

II. Lesson Phase

Address: Y Zuño St., Poblacion B., Rosario, Batangas

B. Student’s Experiential Learning

Address: Y Zuño St., Poblacion B., Rosario, Batangas

Address: Y Zuño St., Poblacion B., Rosario, Batangas

Address: Y Zuño St., Poblacion B., Rosario, Batangas

Address: Y Zuño St., Poblacion B., Rosario, Batangas

Most Essential Topic # 1: Self Development

Address: Y Zuño St., Poblacion B., Rosario, Batangas

B. Student’s Experiential Learning

Address: Y Zuño St., Poblacion B., Rosario, Batangas

Address: Y Zuño St., Poblacion B., Rosario, Batangas

Address: Y Zuño St., Poblacion B., Rosario, Batangas

Address: Y Zuño St., Poblacion B., Rosario, Batangas

Address: Y Zuño St., Poblacion B., Rosario, Batangas

D. RUA of Student’s Learning

Address: Y Zuño St., Poblacion B., Rosario, Batangas

III. Post-lesson Phase

Most Essential Topic # 1: Self Development

Address: Y Zuño St., Poblacion B., Rosario, Batangas

Student’s Experiential Learning

Address: Y Zuño St., Poblacion B., Rosario, Batangas

Address: Y Zuño St., Poblacion B., Rosario, Batangas

Address: Y Zuño St., Poblacion B., Rosario, Batangas

Address: Y Zuño St., Poblacion B., Rosario, Batangas

Address: Y Zuño St., Poblacion B., Rosario, Batangas

DESCRIPTON SCORE OBTAINED

Address: Y Zuño St., Poblacion B., Rosario, Batangas

Reviewed and Checked by:

Address: Y Zuño St., Poblacion B., Rosario, Batangas

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