WILLIAM V.S. TUBM AN UNIVERSITY
EUTHENICS 1
Revised
Edition
4
This Manual belongs
to:
Name:______________________________
Course & Section:_____________________
Student Number:______________________
Time & Day:_____________________________
Subject Facilitator______________________
Prepared by:
DR. ROSEMARIE T. SANTOS
Director for Institutional Research
1
MODULAR INSTRUCTION
IN
Euthenics 1
Man as a Person
[Self-Concept and Its Dynamics with
Lessons on POWER Learning Strategies
and Study Skills and Habits]
COLLEGE
: ACCESS COLLEGE
DEPARTMENT
: COURSE NUMBER
: 1
COURSE TITLE : Man as a Person [Self-Concept and Its Dynamics
with Lessons on POWER Learning Strategies and Study Skills and
Habits]
CREDIT UNIT
:
SEMESTER
: First
CURRICULUM YEAR
: First Year Students
COURSE/CERTIFICATE/
DIPLOMA/DEGREE
: General Education Curriculum
2
WILLIAM V.S. TUBM AN UNIVERSITY
Tubman Town, Maryland County
Post Box: 3570, Harper, Maryland County, Republic of Liberia
email: info@tubmanu.edu.lr
3
FOREWORD
A C K N O W L E D G M E N T
The researcher and contributor of this modified
and
improved
modules
expresses
their
deepest
gratitude to those individuals who provided input
every step of development of this module.
dedicated
college
professors
and
These
administrators
provided thoughtful, enthusiasm of doing one’s work
to share their role in assisting us; providing a
wealth
of
ideas
and
giving
unstintingly
strategies.
of
their
Likewise;
time,
and
for
helped
shaped many aspects of this manuscript.
The
contributor
appreciative
of
and
the
researcher
concerted
also
deeply
efforts
of
the
subject facilitators in the Euthenics Department,
whom
despite
of
the
few
numbers
were
able
to
overcome obstacles with grace and good cheer. We
value
above-and-beyond-the-call-of
duty
and
the
contributions displayed immensely.
I wish to express my gratitude to our loved
one’s, for the inspiration; to our colleagues, for
the
moral
support;
college
deans
for
their
steadfast help and encouragement.
4
I
sincerely
thank
the
WVS
Tubman
university
family, the review and editing committee for the
untiring
support
in
reviewing
the
text
and
the
content of this module; exceptional teachers who
are
dedicated
to
excellence
who
conscientiously
reviewed this book.
Their constructive comments
and
added
suggestions
have
substantially
to
the
quality of the text.
Thank you so much
ROSEMARIE T. SANTOS
5
Module Contents
MODULE I
(Pre-Mid Coverage)
MODULE II
(Midterm Coverage)
MODULE III
(Pre-final Coverage)
Power Learning Strategies
 Why go to College
 POWER Learning: The five
key steps to achieving
success
What is Learning Styles?
 Multiple
Intelligences
 Developing Study
Skills
 What is Previewing?
 Sizing up your
Instructor
 The SQ3R Method
Self-Concept and Its Dynamics
 The Three Dimensions of
Self-concept
 Self-awareness and
Evaluation
 Helps and Hindrances to
Self-Concept Development
 Parental Behavior
and Self-concept
development
 Cultural Norms and
Expectations
 The Experience of
Achievement
 Re-programming
Belief System and
Self-talks
 Feedback: Getting
the most out of it.
MODULE IV
(Final Coverage)
JOHARI WINDOW
6
POWER LEARNING
STRATEGIES
MODULE 1
7
Why Go to College?
Congratulations!
You’re
in
college.
Why?
Although it seems as if it should be easy to say
why
you’re
continuing
your
students it’s not simple.
education,
for
most
The reasons that people
go to college vary from the practical (“ I want to
get a good job”), to the lofty (“I want to learn
about people and the world”), to the unreflective
(“Why not?-I
don’t have anything better to do “).
Consider your own reasons for attending college.
Surveys
of
first
year
college
students
show
that almost three quarters say they want to get a
better job and make more money. But most students
also have additional goals in mind: They want to
learn things that interest them and gain a general
education and appreciation of ideas.
8
And, in fact, it’s not wrong to expect that a
college
education
help
people
find
better
jobs.
Consider these reasons why people pursue a college
education:
You’ll learn to think and communicate better.
One student had said, It’s not about what you major
in or which classes you take… It’s really how to
think
and
you’ll
to
need
communicate.
to
be
able
Wherever
to
you
analyze
end
and
up,
solve
problems, to figure out what needs to be done and
how
to do it.”
Education improves your ability to understand
the world-understand it as
now what it is, and
understand it as it will be. By showing you how to
develop
your
capacity
for
critical
and
creative
thinking, education will increase your abilities to
think clearly and to communicate more effectively
with others.
You’ll be able to better deal with advances in
knowledge
world.
and
Genetic
technology
that
engineering…
are
drugs
changing
to
the
reduce
forgetfulness…computers that respond to our voices.
Innovations such as these-and the ones that haven’t
even been thought of yet-illustrate how rapidly the
world is changing. No one knows what the future
will hold.
But education can provide you with the
9
intellectual tools that you can apply regardless of
the specific situation in which you find yourself.
You can’t anticipate what the future holds, but you
can prepare for it through a college education.
You’ll make Learning a lifelong habit. Higher
education isn’t the end of your education. If you
make the most of college, you will develop a thirst
for more knowledge, a lifelong quest that could
never be fully satisfied.
Education will build
upon your natural curiosity about the world, and
that it will make you aware that learning is a
rewarding and never-ending journey.
You’ll
understand
the
meaning
of
your
own
contributions to the world. No matter who you are,
you are poised to make your own contributions to
society and the world.
Higher education provides
you with a window to the past, present and future,
and it allows you to understand the significance of
your
own
contributions.
Your
college
education
provides you with a compass to discover who you
are, where you’ve been, and where you’re going.
P.O. W. E. R Learning: The Five Key Steps to
Achieving Success
P.O.W.E.R.
Learning
itself
is
merely
an
acronym-a word form from the first letters of a
10
series of steps that will help individual students
take in, process and make use of the information
you’ll be exposed to in college.
to
achieve
your
goals,
both
It will help you
while
college and later after you graduate.
P.O.W.E.R
learning
serve
as
a
you
are
in
The steps in
strategy
for
accomplishing what you wish to –and sometimes have
to-accomplish.
Prepare, Organize, Work, Evaluate and Rethink.
That’s
it.
It’s
a
simple
framework
but
an
effective one.
Figure 1.2
PREPARE
ORGANIZE
WORK
EVALUATE
RETHINK
11
Prepare
Chinese
philosopher
Lao
Tzu,
said
that
travelers taking a long journey must begin with a
single step. But even before even the first step,
travelers need to know several things: what their
destination is, how they’re going to get there, how
they’ll know when they reach the destination, and
what they’ll do if they have trouble along the way.
In the same way, you need to know where you’re
headed as you embark on the intellectual journeys
involved in college.
Whether it be a major, long-
term task, such as colleges attendance, or a more
limited activity, such as getting ready to complete
a paper due in the near future, you’ll need to
prepare for the journey.
Setting Goals.
12
Before we seek to accomplish any task, all of
us do some form of planning. The trouble is that,
most
of
the
conscious
time
such
planning
thinking.
The
is
best
done
way
without
to
plan
systematically is to use goal-setting strategies.
What’s
the best way to set appropriate goals? Here
are some guidelines:
1. Set
both
long-term
and
short
-term
goals.
Long term goals are aims relating to major
accomplishments
that
take
sometime
to
achieve. Short-term goals are limited steps
you
would
take
on
the
road
to
accomplish
your long-term goals.
2. Recognize that who you are determines your
goals.
Goals
yourself.
setting
As
starts
you’ll
understanding
see
yourself.
with
knowing
we
focus
It
is
on
self-
knowledge that tells you want is and is not
important
to
you,
and
this
knowledge
will
help you keep your goals in focus and your
motivation up when things get tough.
3. Make goals realistic and attainable. Someone
once said, “ A goal without a plan is but a
dream.”
Be honest with yourself. There is
nothing wrong with having big dreams. But it
is important to realistically aware that all
that
it
takes
to
achieve
them,
and
big
13
danger is that, we may wrongly reason that
we are inept and lack
of ability and use
this as an excuse for giving up.
Instead,
we should have realized that the problem has
less
to
do
with
goal-setting
abilities
strategies.
than
with
poor
If
goals
are
realistic, we can develop a plan to attain
them, spurring us on to attain more.
4. Goals should involve behavior over which you
have control.
We all want World peace and end to poverty.
Few of us have the resources or capabilities
to bring either about. On the other hand, it
is realistic to want to work in small ways
to help others, such as by becoming a Big
Brother or Big Sister.
5. Take ownership of your goals. Make sure that
the goals you choose are your goals, and not
the
goals
of
your
parents,
teachers,
brothers and sisters, or friends.
Trying to
accomplish goals that “belong” to others is
a recipe for disaster. If you’re attending
college
only
because
others
have
told
you
to, and you have no commitment of your own,
you’ll
find
enthusiasm-not
it
to
hard
to
mention
maintain
the
hard
the
work-
required to succeed.
14
Organize
The next stage involves gathering the necessary
tools,
buying
the
wood
and
other
building
materials, sorting the construction supplies, and
preparing
the
room
for
the
shelving
project-all
aspects of organizing for the tasks.
Similarly, your academic success will hinge to
a large degree on thoroughness of your organization
for each academic task that one face.
of
the
college
biggest
is
mistakes
plunging
into
that
an
In fact, one
student
academic
make
project
in
–
studying for a test, writing a paper, completing an
in-class assignment-without being organized.
There Are Several Kinds of Organization.
Organization involves physical aspects of task
completion.
For instance, you need to ask yourself
if you have the appropriate tools, such as papers,
pen and a calculator.
If you’re using a computer,
do you have the access to a printer? Is the printer
15
working? Do you have disks to back up your files?
Do you have books and other materials you’ll need
to
complete
the
assignment?
Will
the
campus
bookstore be open if you need anything else? Will
the library be open when you need it?
Intellectual organization
is even more critical.
It is accomplished by
considering and reviewing the academic skills that
you’ll need to be successfully completes the task
at hand.
Why does creating an intellectual organization
matter? The answer is that it provides a context
for when you actually begin to work.
Organizing in
advance paves the way to better subsequent learning
of new material. The better your intellectual (as
well as physical) organization for a task, the more
successful you’ll be.
Too often students are in a hurry to meet a
deadline and figure they better just dive and get
it done.
Organizing in advance can actually save
your time, because you’re less likely to end up
losing your way as you work to complete your task.
16
Work
You’re ready. The preliminaries are out of the
way.
You’ve prepared and
you’ve organized. Now
it’s time to get started actually doing the work.
In some ways work is the easy part, because-if
you conscientiously carried out the preparation and
organization
stage-you
should
know
exactly
where
you’re headed and what you need to do to get there.
Finding the Motivation to Work. All of us have
said something like this at one time or another.
We use the concept of motivation-or its lack-to
explain why we just don’t work hard at a task.
when we do that, we’re fooling ourselves.
have
some
psychological
motivation,
energy
that
that
inner
directs
and
But
We all
power
fuels
and
our
behavior and allows us to persist, even when its
going rough.
get
out
of
Without any motivation, we’d never
bed
in
the
morning
and
accomplish
anything.
Evaluate
17
“Great, I’m done with the work. Now I can move
on”.
It’s
natural
to
feel
relief
when
you’ve
finished the work necessary to fulfill the basic
requirements of an assignment. After all, if you’ve
written the five double-spaced pages required for
an assignment, why shouldn’t you have a sigh of
relief
and
just
hand
your
paper
in
to
the
instructor?
Consequently, the fourth step in the P.O.W.E.R.
process
is
determining
evaluation,
how
well
the
which
work
consists
we
have
of
produced
matches our goals for it. Let’s consider some steps
that it makes sense to follow in evaluating what
you’ve accomplished:
 Take a moment to congratulate yourself and
feel some satisfaction.
studying
for
preparing
a
a
test,
review
Whether it’s been
writing
sheet,
a
or
paper,
reading
an
assignment, you’ve done something important.
 Compare
what
you’ve
accomplished
with
the
goals you’re seeking to achieve. Think back
to
the
goals,
both
short-
term
and
long-
term, that you’re seeking to accomplish.
 Have
your
an
out-of-body-experience.
accomplishments
as
if
you
Evaluate
were
a
respected teacher from your past. If you’ve
18
written
a
paper,
reread
it
from
perspective of the teacher.
completed
a
worksheet,
the
If you’ve
think
about
what
comments you’d write across the top if you
were
that
longer
teacher.
you,
Remember,
assessing
you’re
something
no
you’ve
accomplished, but a demanding (though fair)
teacher evaluating someone else’s work.
 Asked on your evaluation, revise your work.
If
you’re
honest
with
yourself.
It’s
unlikely that your first work will satisfy
you. None of us can produce our best work
initially.
So go back to work and revise
what you’ve done.
a
step
back:
consequence.
Of
But don’t think of it as
Revisions
your
you
make
evaluation
as
bring
a
you
closer to your final goal. This is a case
where going back moves you forward.
Rethink
To rethink what you’ve accomplished earlier
means bringing a fresh eye to reanalyzing,
questioning, and challenging our underlying
19
assumptions.
While
considering
how
evaluation
well
what
we
means
have
done
matches our initial goals, rethinking means
reconsidering
not
just
the
outcome
of
our
efforts, but the ideas and the process we’ve
used
to
get
there.
For
the
moment,
the
following steps provide a general framework
for using critical thinking to rethink what
you’ve accomplished:
 Reanalyze,
the
reviewing
task.
Consider
strategies
work
you’ve
you’ve
best?
alternatives
used.
Do
that
the
accomplished
approach
What
they
might
seemed
suggest
work
and
better
to
any
the
next time?
 Question the outcome. Take a “big picture”
look at what you have accomplished Are you
pleased and satisfied? Is there something
you’ve somehow missed.
 Identify your underlying assumptions; then
challenge
them.
Consider
the
assumptions
you’ve made in initially approaching the
task.
Are
reasonable?
assumptions,
these
If
underlying
you
would
had
the
used
result
assumptions
different
have
been
similar or different.
20
(Midterm Coverage)
WHAT IS LEARNING STYLES?





What is Learning Styles
Developing Study Skills
What is Previewing
Sizing up your Instructor
The SQ3R Method
21
Through the experiences we have in life, we
build up a sense of our strengths and weaknesses,
what we like and dislike about ourselves.
In the
process, the sense of who we are also affects the
choices we make and the things that we do.
not
surprising
that
the
accuracy
So it’s
of
our
understanding of ourselves has an important impact
upon our success.
In this chapter, you will be asked to consider
various aspects of yourself. First you’ll look at
the ways in which you learn and how you can use
your
personal
learning
style
to
study
more
effectively.
WHAT IS LEARNING STLYE?
Learning styles reflect our preferred manner of
acquiring,
These
using,
styles
learning
.
and
are
They
not
thinking
about
abilities,
represent
the
knowledge.
but
ways
we
types
of
approach
these tasks.
We don’t have just one learning style, but a
profile of styles.
Even though our ability may be
22
identical to someone else’s, our learning styles
might be quite different.
Learning
style
developmentally
is
impose
biologically
set
of
and
personal
characteristic that make certain teaching methods
effective for some and infective for others. Every
person has learning style- it’s as individual as a
signature. Knowing students learning style, we can
organize classrooms to respond to their individual
needs according to quite or sound, bright or soft
illumination,
seating
warm
or
cool
arrangements,
room
mobility
temperatures,
or
grouping
preferences. We can recognize the patterns in which
people concentrate best such as alone, with others,
with certain types of teachers, or in a combination
thereof. We become aware of the sense through which
people
remember
style
also
difficult
encompasses
information.
Learning
motivation
on
task
persistence, kind and amount of structure required,
conformity
Jeffrey
versus
Beaudry,
non-conformity.
and
Angela
“Rita
Klaves,”
Dunn,
Survey
of
research on learning Style,” Education Leadership
Vo. 46, no. 6 March, 1989)
Every
degrees
of
normal
individual
intelligence
but
possesses
the
ways
varying
in
which
23
intelligence combine and blend are as the faces and
the personalities of every individual.
Dr.
Howard
Gardner
Multiple Intelligence (IM)
Linguistic Intelligence. The capacity to use words
effectively,
whether
orally
or
in
writing.
This
intelligence includes the ability to manipulate the
syntax or structure of language, the phonology or
sounds of languages, the semantics or meanings of
languages, and the pragmatic dimension or practical
uses
of
language.
Some
of
this
uses
include
rhetoric (using language to convince others to take
specific
course
languages
(using
to
of
action),
remember
language
to
mnemonics
information),
reform),
and
(using
explanation
meta-language
(using language to talk about oneself
24
Logico-mathematical
Intelligence.
The capacity to use numbers effectively and reason
well.
This
intelligence
includes
sensitivity
to
logical patterns and relationships, statements and
proposition (if-then, cause-effect), function, and
other related abstractions. The kinds of processes
used
in
the
service
of
logical-mathematical
intelligence.
Spatial Intelligence:
The ability to perceive the visual-spatial world
accurately
those
and
to
perceptions.
perform
This
transformations
intelligence
upon
involves
sensitivity to color, line, shape, form, space and
the
relationship
materials
visualize,
elements.
to
that
It
exists
includes
graphically
between
these
the
capacity
to
represent
visual
or
spatial ideas, and to orient oneself appropriately
in a spatial matrix.
25
Bodily-Kinesthetic
Intelligence.
Expertise
in
using
one’s
whole
body
to
express
ideas and feeling and facility in using one’s hands
to produce or transform things. This intelligence
includes
specific
coordination,
physical
dexterity,
skills
strength,
and
such
as
speed
as
well as proprioceptive, tactile and capacities.
Musical Intelligence:
The capacity to perceive,
discriminate, transform and
express musical forms. This
intelligence
includes
sensitivity
to
the
rhythm,
pitch or melody, and timbre or tone color of a
musical piece. One can have a figural or “top-down”
understanding
formal
or
of
music
“bottom-up”
(global,
intuitive),
understanding
a
(analytic,
technical) or both.
26
Interpersonal Intelligence:
The ability to perceive
and make distinctions
in the moods,
intentions, motivation
and feelings to other people. This can include
sensitivity
gestures;
to
the
facial,
capacity
expressions,
for
voice
discriminating
and
among
many different kinds of interpersonal cue; and the
ability to respond effectively to those
cues in
some pragmatic way (e.g. to influence a group of
people to follow a certain line of
action).
Intrapersonal Intelligence:
Self-knowledge and the ability to act adaptively on
the
basis
includes
(one’s
of
what
having
strengths
knowledge.
an
and
accurate
This
intelligence
picture
limitations);
of
oneself
awareness
of
inner moods, intentions, motivations, temperaments,
and desires, and the capacity for self-discipline,
self-understanding, and self-esteem.
27
Naturalistic Intelligence:
The ability to see connections
and patterns within the
plant and animal kingdom and
is
sensitive
intelligence
plants,
to
the
includes
collect
natural
the
rocks
world.
ability
and
to
catch
This
observe
animals,
its
ability to listen to sounds created in the natural
world, can notice relationship in nature and its
capacity
to
categorize
and
classify
flora
and
fauna.
Learning Points: Learning styles affect our way of
thinking, how we behave and approach learning, and
the
way
we
process
information.
It
is
a
biologically developmentally impose set of personal
characteristic that make the same teaching method
effective
for
some
and
ineffective
for
others.
Teacher need to recognize their own learning styles
and preferences in order to become more aware of
their
teaching
styles
and
how
they
may
need
to
learn new strategies and techniques, and provide
more
choices
in
order
to
reach
all
students.
Students need to develop an understanding that we
all learn differently, that there is no right or
wrong way to learn. Most people tend to develop
strengths
and
preferences
for
learning
and
28
processing information through different modalities
or channel (hearing, seeing, touching, doing).
Modality preferences and
Instructional Strategies
Most
of
us
tend
to
have
strengths
and
preferences for learning and processing information
through different modalities or channels (hearing,
seeing,
toughing
description
of
and
modality
doing).
The
preferences
following
(and
those
characteristic that signal strengths in that area)
are accompanied by teaching strategies that address
those areas of strengths and allow student to learn
more effectively.
*Auditory learners
These students learn
through verbal
instruction
lecture
from
others,
discussion,
speeches,
TV,
paraphrasing,
or
oral
reading,
brainstorming,
oral
reports,
radio,
self
music,
repetition,
verbal
spelling,
bee,
games,
audio
tapes, book on tape, creative dramatics, phonic,
reader’s
and
verse.
They remember through language and use of
self-
talks
or
theater
(dialogue),
verbalizations
to
poetry,
help
themselves
get
29
through
large
and
small-music
motor
movements,
organization of task, and steps in problem solving
they are typically very verbal and can memorize
easily. They learn well and do well information is
reinforced through melodies, beats and rhythms. It
is helpful to give directions and questions orally
and have children repeat them, let students answer
questions
orally,
and
practice
spelling
words
orally. Phonetics approaches are to be utilized in
reading/decoding. Allow and encourages the use of
tape recorders for this type of learner, provide
many opportunities to use listening centers, books
on tape and participation in discussions. These are
the students who should always be involved in small
and large group discussion, partner talk and oral
activities prior to independent work (e.g. silent
reading,
silent
projects,
reading,
writing
they
are
assignments).
input
to
During
hold
their
attention or get meaning, so it should be permitted
if not loud and distracting to others.
*Visual learners.
These
students
observing
and
learn
are
by
strong
seeing,
in
watching
remembering
and
visual
detail. They often learn to read best through in
30
recognition of visual patterns in words (e.g. word
families such as date, fate, grate, state, equate,
or
ink,
pink,
wink,
clink,
shrink,
blink)
structurally, and through the configuration (shape)
of the salient, most important points, the use of
color
highlighting,
framing
with
a
heavy
line/boxing in, or using any visual symbols near or
around that information you want them to attend to
is very helpful. For assisting these students with
word recognition and spelling, draw lines around
the
configurations
color-code
or
structural
shape
or
elements
words
such
as
and
then
prefixes,
syllables, suffixes and vowels.
These students remember best through pictures and
images. Information should be written for them to
refer
to,
phrases
and
in
graphics,
writing
pictures,
should
keywords,
accompany
or
verbal
presentations and directions. Visual learners need
instruction
(chart,
to
include
cluster,
many
web,
graphic
outlines,
organizers
story
maps,
diagrams, etc.). They would benefit from writing
things
color
down,
circling,
highlighting
information,
their
text,
underlining,
note-taking,
and
practicing with flashcards. Use maps, films, visual
samples, and models, puzzles, matching activities,
videos
clustering,
demonstrating,
graphics,
and
computers. Provide many books with pictures that
31
accompany text-even at the secondary level (e.g.
reference
books
with
pictures).
Words
searches,
using sentence strips with information to sequence
appropriately,
word
cards
to
arrange
into
sentences, and letter cards to arrange into word
are all good techniques to use with vial learners.
Tactile-Kinesthetic Learners. These learners learn
by doing, touching, and direct involvement. They
are
hands-on
physically
learners
with
who
project
need
and
to
be
involved
activities.
These
students need to use manipulative and have many
objects
to
learning
touch
through
and
utilized
their
sense
to
help
lock
of
touch.
in
These
students need many opportunities to participate in
learning
games,
laboratory
performance/acting
drawing,
various,
out
experiences,
experiences,
arts,
contraction,
and
crafts,
use
of
computers and other technology. Teach concepts and
antagonist
in
literature
can
be
demonstrated
through protagonists and antagonists in literature
can
be
demonstrated
through
a
wrestling.
The
symbols of greater than (>) and less than (<) can
be demonstrated through use of a crocodile puppet
or similar animal with a big mouth that opens up
wide
to
face
the
larger
“eats”
The
larger
learner
when
they
number
number.
can
top
because
it
only
Tactile-kinesthetic
out
or
clap
out
the
32
sounds and/or syllables they hear in words. This
often assists them through decoding and spelling.
Use
of
numbers
lines;
a
variety
of
different
writing materials; tracing with their fingers on
sandpaper, carpet, and other textures/surfaces are
all useful with this types of learners to help them
to
remember.
Kinesthetic
learners
do
best
when
information to be learned is tied to a motion. Even
having
them
recorded
listen
lecture,
with
or
headphones
reciting
to
a
information
tapeto
be
remembered while walking is helpful.
Analytic and Global Learners. The terms to left
hemisphere dominant/right brain or right hemisphere
dominant, analytic/global, and inductive/ deductive
have
been
individuals’
hemisphere
learner
are
used
in
the
learning
dominant,
the
same
literature
styles.
describe
Basically,
analytic,
types
to
of
and
left
inductive,
learner,
their
characteristics are summarized below and they learn
step by step, parts to whole.
1. can have several project going at once
2. are not very time conscious
3. grasp large concepts, then tackle details
4. need to see the big picture
5. find it helpful to see an example of the end
product
33
6. need
to
discuss
the
relevance
and
make
a
connection
7. find clustering/mind mapping very helpful
In most cases the right hemisphere controls the
following
function;
imagination,
pattern
sense
thinking,
simultaneous
of
color,
spatial
processing,
musical
abilities,
tasks,
intuition,
metaphorical thinking (difference between what is
said and what is meant). This is the creative and
emotional side of the brain. These individuals tend
to have visual tactile kinesthetic learning styles
and process information in chunks. They tend to be
spontaneous,
impulsive,
intuitive,
creative
and
random.
DEVELOPING STUDY
SKILLS
1. Previewing Your Textbook
34
Learning to preview your textbook and you will be
on
your
way
to
becoming
a
better
student.
By
spending no more than five minutes the first day of
class
to
determine
preview
what
each
material
of
new
will
be
text,
you
can
in
the
covered
book, how familiar you are with the material, and
how
difficult
the
material
will
be
for
you.
In
addition, you will discover the book’s formats and
the aids included to make your job as a student
easier.
You can practice the technique now. Using a
separate sheet of paper and this textbook, answer
the
following
question.
Your
answer
will
become
five-minute preview of this text.
1. List the title of the text.
2. List the author(s)
3. What is the text’s most recent copyright date?
4. Read the preface or introduction. Summarized in a
few sentences what the book is going to be about.
5. Read the table of contents. How many units are in
the text? How many pages are in the text? List
the
title
of
the
unit
that
sounds
most
interesting to you.
6. Thumb
through
Graphics? Maps?
the
book.
Are
there
pictures?
Charts? Illustrations? Questions
at the end of the
chapters? Pages with a lot of
white space?
35
7. Evaluate the difficulty of the text; how hard do
you think this text will be for you to read and
understand?
What Is Previewing?
Now that you have actually preview a textbook, read
the
following
article,
“How
to
Preview
Your
Textbook”. Using a separate sheet of paper, start a
section of notes and title this section, “study
Skills-Previewing Your Textbook”.
Answer the following questions:
1. What is previewing your text.
2. List the seven steps in previewing your text.
3. What is the value of previewing your text?
How to Preview Your Textbook
The difference between being a good student or
being a poor one some-times hinges on whether you
know how to study. There are some very basic study
techniques that require only a short amount of time
36
to learn but that result in tremendous benefits.
Previewing your text is one of these techniques.
Previewing your text involves looking at a book
before a class begins to determine what the text
contains. This process will take no more than five
minutes, but in that amount of time, you will gain
much useful information. Your preview reveal what
material will be covered in the book and in the
class, how familiar you are with the material, and
how difficult that material will be for you to read
and understand. You will be able to determine the
following: the format of the book; the location of
the study aids, pictures, chart, and graphs used
throughout;
and
your
level
of
interest
in
the
material. Equipped with this information, you are a
more informed and prepared student already, and you
will save yourself study time later on.
The first step in previewing your text is to
look at the title, author, and date of publication,
or copyright date. The copyright date is important
because
it
not
only
tells
you
how
current
the
information is but also how popular the book has
been. A book that has been printed and reprinted
several times is usually a very popular one.
Next,
usually
read
the
discusses
preface
the
scope
or
introduction.
of
the
book
It
and
explains why the author or authors wrote it.
37
Third, find the table of contents and read the
chapter
or
subheadings
units
titles,
included
main
within.
headings,
Turn
these
and
into
questions so that you can read with a purpose to
find the answers.
Next, flip through the book, looking at any
charts, pictures, captions, and graphs, These items
provide
additional
information
about
the
subject
and also affect your interest in reading the text.
Fifth, evaluate the difficulty of the material.
How much do you already know about the subject? How
much does it interest you? Is the print large or
small? How much white space does a typical page
have? Are there many pictures, charts, graphs, and
illustrations?
level
of
These
difficulty
factors
of
the
all
text
determined
and
the
the
amount
material you will have to read.
Next, know your purpose for reading the text.
Are you required to read it for class? Will the
teacher test you on its contents? Or is it just a
supplement
to
the
teacher’s
notes?
Knowing
your
purpose is crucial in determining how and at what
rate you should read the text.
Last, go to the back of the book to see what
aids are included. Does the text include a glossary
of
words
and
their
meaning
to
help
you
with
vocabulary? Is there an index listing names, event,
38
terms, and the pages on which these items can be
found? Better yet, does the appendix have solutions
to
problems
you
may
have
been
asked
to
solve?
Obviously, all these materials will help you as you
read the text, if you know they are there. If you
don’t spend time previewing your text, however, you
may not discover them.
Tips on Concentration
Think about your usual study environment. Are
you sprawled on your bed with the stereo blaring,
books
and
papers
scattered
around
you.
Are
you
trying not to spill your soda as you retrieve that
elusive
perhaps,
pencil?
flat
on
Or
is
your
your
study
stomach
on
environment,
the
floor,
in
front of the TV, with the dog licking your ear and
your brothers playing video games nearby? If this
sounds
at
concentration-
all
or
familiar,
the
lack
you
of
it-
many
one
of
find
your
biggest hindrances to effective studying.
“But,” you ask, ”how can I concentrate better?”
The following tips have been gathered from students
who have learned to do so.
39
Studying
in
Psychologically,
the
this
same
place
establishes
a
every
day.
pattern
that
you brain will respond to automatically when you
settle down in that spot day after day. When your
study place is your bed, the desire to study is in
conflict with the desire to sleep, a conflict that
often causes problems for many students.
In spite of what you may think, studying in a
quiet
place
surrounded
is
by
more
music
beneficial
or
than
other
being
noise.
From
experience, you know you can learn to block certain
sounds
from
your
consciousness,
such
as
the
exasperated tone of a parent’s voice calling or the
rumble of passing traffic. But having a quiet area
is
critical,
because
comprehension
rates
zoom
downward in direct relationship to the amount of
sound in your environment. Some expert asserts that
noises can actually comprehension half!
Since your primary occupation at this time is
that of student, make your “office” a study center.
Gather together all the equipment you need to do
your work. Face a black wall if possible; don’t let
distractions
creep
to
break
your
concentration.
After all, this is where you do your work.
Good lighting and ventilation are primary that
will eliminate glare and uneven lighting. Open the
40
window
crack, even in chilly weather, to fend off
stuffiness and the yawns that quickly follow.
Find a working surface that is large enough for
your needs, and clear it of any clutter. Be sure to
provide room for the supplies you need-perhaps just
a shoebox on the floor beside your working area.
Note, too, that your eyes will see more easily
and become less tired if you prop your book up at a
thirty-degree angle, rather than leave it flat on
the desktop. You can hold your book at another text
as a support, or build a book rest.
You will concentrate better if you have only
time before you study at a time; too many tasks may
overwhelm
you.
Always
complete
one
task
before
beginning another. Avoid the urge to get something
to eat, to call a friend. Instead, use these wellknown stalling techniques as rewards for your self
when you have completed a task. With a definite
plan
of
attack,
you
will
finish
all
your
assignments sooner. Learning to concentrate is hard
work,
but
the
payoff
is
better
grades.
Good
students have mastered this skill. You can too!
2. Tracking Your Time
To help you point what you really do with your
time, on separate sheet of paper make a chart like
the one that follows and complete it according to
41
your schedule for one typical day in your school
week.
Start
continue
with
to
time
you
identify
generally
how
you
wake
spend
up,
your
and
time
throughout the day, right up until when you usually
go to bed. Include hours spent dressing, eating,
traveling to and from school, attending classes,
visiting, working, studying, watching TV, talking
on the phone, sleeping, and so on. Make sure your
log represents a twenty-four-hour period.
Time
Now
answer
Activity
on
your
Time
paper
Activity
the
following
summary
question:
1. How much time do you use to eat and dress?
2. How much time do you spend traveling to and
from school?
3. How many hours do you attend classes?
4. How much time do you spend exercising?
5. How
much
time
do
you
spend
watching
TV,
visiting, or just relaxing?
42
6. How many hours do you work at a part-time
job?
7. How many hours do you sleep?
2.a Tips for Controlling Your Time
Controlling your time is somewhat like learning
to budget your money. At first, the money always
runs out before the month ends, but with practice
and
planning,
your
money-management
skills
increase. The same is true for budgeting your time.
Improving your time-management skills involves just
a few simple steps.
If you want to be in control of your time, need
a plan. Your survival depends on having one. Figure
out your priorities; think about the things you
must accomplish and decide approximately how much
time you need to do them. Write these tasks down;
they provide a guide, or budget, for spending your
hours and minutes.
Consider your prime time and downtime. Are you
most
alert
in
the
early,
mid,
or
late
morning;
early, mid, or late afternoon; or early, mid, or
late
evening?
You
should
plan
your
study
time
accordingly, because you will accomplish far more
if
you
study
when
concentration
abilities
are
sharp.
Plan for breaks to rest your mind and eyes.
Some
research
suggests
taking
breaks
of
43
approximately
ten
minutes
every
hour
and/or
scheduling these breaks between tasks if possible.
Professor
Claude
Olney
of
Arizona
State
University developed a program called Where There’s
a Will there’s an A. He suggests studying in “short
bursts”.
To
demonstrate
this
technique
in
his
video, he slowly reads off a series of unrelated
numbers to students and then ask them to recall the
first
numbers,
some
subsequent
numbers,
and
the
last number. Everyone can remember the first and
last
numbers,
numbers.
but
Studying,
very
he
few
says,
recall
is
the
the
middle
same:
You
remember well what you go over at the beginning of
your study session and also what you cover at the
end, but you lose a lot in the middle. The answer,
he says, is to shorten those study session so that
you have lots of firsts and lasts. Using Olney’s
“short bursts” techniques, substitute several short
periods of time for the “ten minutes every hour”
mentioned earlier. You will find, he says in the
video, this usually results in spending less time
studying with better results. Ten, fifteen, twenty,
or
even
twenty,
or
even
thirty
minutes
study
sessions can even be carried out when you found
yourself on the bus or waiting in line. He calls
this “studying smarter not harder.
44
Whichever method you use, either hourly breaks
or short bursts, you still need exact time frame.
It
will
male
you
feel
very
organized
and
self-
disciplined. If, on the other hand, you dislike
rigid
time
limits,
plan
your
sequence
without
specific time allotments.
Either approach can be successful, but remember
that a time budget, like a budget of dollars and
cents, must be somewhat flexible. It is sometimes
hard to judge how long a task will take. If you
can’t
meet
the
time
requirement
that
you
have
allowed, revise your schedule, Because unexpected
things come up, try to have some time in reserve,
if possible.
If your out-of-school life is always in a state
of chaos, devote a few minutes daily to planning
your
tasks.
By
having
some
plan,
whether
it
be
closely structured or more closely organized, you
will know the satisfaction that comes from gaining
more control of your time.
Answer the following questions in your notes:
1. In order to plan your time, what do you need
write down?
2. What do you consider to be your prime time?
Why do you think this is your prime time?
3. What do you consider to be your downtime?
Why should you avoid studying then?
45
4. Which technique would work best for you: for
longer periods of time with short breaks in
between or studying for bursts with longer
breaks in between? Why would this technique
be better for you?
5. Think about your schedule. Will more loosely
arranged one be better? Why?
Budgeting Your Time
Having completed Activities 2.6 and 2.7, can
you see any areas where you might be able to adjust
your
present
in
order
to
use
your
time
more
efficiently? Kist them on a separate of paper. Then
create another chart like the one in Activity 2.6
for a schedule in which you will plan head. For the
next week you are to create a new budget for your
time. Keep in mind the best ways to use your time;
your goal is to be more efficient.
At
the
end
of
one
week,
evaluate
your
new
schedule. Did you succeed in using your time to
your advantage? If you found you were prepared and
less rushed, you will probably be eager to make
your trial schedule changes permanent.
46
Sizing Up Your Instructor
“That
instructor
doesn’t
like
me”.
“I
can’t
do
anything right in his class”. “I never know what to
expect in her class”. Do you recall making remarks?
If
so,
maybe
you
never
ask
yourself
what
your
instructor expects.
Instructors are as different from one another
as you are from your friends. Some are very relaxed
in
their
approach
structure.
Some
while
are
others
very
rely
explicit
on
in
lots
what
of
they
expect from students and what kinds of tests they
give. Others may not be so direct.
If you want to learn as much as you can and
have
the
possible
grades,
it’s
your
job
as
a
student to understand the expectations of each of
your instructors. This process doesn't ’take long,
and it's not difficult either. Use your powers of
observation, and if you still aren’t sure, ask your
instructor.
To Begin, in the first days of class, spend a
few minutes thinking about your instructor taking;
his
or
her
method
of
grading
and
testing;
and,
finally, the appropriate techniques you can use to
study
for
that
instructor’s
class.
You
will
be
amazed at the results! Not only will you know how
to
tailor
your
studying
to
each
class
and
its
47
structure’s
expectations,
you
will
also
learn
better grades and waste less time.
Next, select the instructor or class that you
find most difficult. Remember that the purpose of
this exercise is to guide you through an evaluation
of your instructor’s expectations about you as a
student. Once you determine what those expectations
are, you can adjust your efforts accordingly and
thereby minimize your study time and improve your
grade.
Instructor’s
Expectations
of
My
Behavior
and
Participation:
1. At the beginning of the hour----2. During the hour-------3. At the end of the hour---4. In general--Instructor’s Expectations in the Areas of:
1. Note taking--2. Study techniques--3. Test--4. Grades--3.The SQ3R Method
An
skills
important
is
finding
part
a
of
improving
dependable
study
your
study
technique.
Some of you may have already discovered a method
that
gives you good results, but others may have
48
no system at all…and have grades that show it. If
you haven’t had the opportunity to develop a study
technique yet, the SQ3R method may be for you.
SQ3R
As students, most of you know it is not enough
simply to read an assignment. The act of reading
does not ensure that you will remember what you
have read. Perhaps you daydream while you read, or
maybe
you
are
surrounded
by
background
noise,
commotion, or interruptions. In any case, you can’t
recall a thing about what you have just read. Does
this scenario sound familiar?
You need to be an active participant as you
read
and
technique
study.
that
You
can
involves
do
you
so
by
in
practicing
the
a
learning
process------SQ3R. Many of you already use part of
the SQ3R technique
if you
preview material. You
carry it even further if, as you read, you try to
find answer to techniques are important step in
SQ3R, but there is more to it. See figure 2.1.
S=Survey. The S in SQ3R stands for survey, which
means previewing, a concept. They are as follow:
49
S
Q
3
R
U
U
READ
R
E
V
S
E
T
RECITE
Y
I
O
N
REVIEW
1. Look at the title.
2. Read the first paragraph or introduction.
3. Read the first sentence of each of the other
paragraphs.
4. Read the last paragraph or conclusion.
The survey step in SQ3R helps you in four ways:
1. You
get
glimpse
of
the
contents
of
the
material without having to read every word.
2. You get a feel for your familiarity with the
material.
3. You
can
estimate
the
amount
of
time
you
should set aside for covering the material.
4. You may actually double your comprehension
when you do read the entire selection.
50
Surveying the material accomplishes these steps in
a matter of minutes!
Q=Question. In order to become actively involved in
the actual reading process, you need to read with a
purpose.
That
questions.
is,
Look
you
to
need
the
to
read
following
to
answer
sources
for
questions you can answer as you read:
1. questions listed at the end of the chapter;
2. questions provided by your instructor;
3. headings you turn into questions; and
4. questions on worksheet, quizzes, or tests.
Knowing the questions before you actually read
the selection helps you read with the purpose.
You
will
be
comprehension
an
and
involved
retention
reader,
of
the
and
material
will be greatly improved. Better yet, after you
finish reading the selection, you will find you
know the answer to the questions you had as you
were reading.
R=Read. Read the material as an active reader with
the
goal
of
answering
questions
you
go
along.
You’ll feel good when your reading reveals answer.
R=Recite. The next step is to recite the answer to
your questions. Recite aloud to another person or
quietly to yourself what you have read. Studies
show that students tend to forget as much as 80
percent
of
what
they
have
learned
from
reading
51
within two weeks after studying. But when students
recite immediately after reading, they forget only
20 percent during the same time period.
Recite what you have read and then write it
down, if necessary. This proves actively involved
in
the
reading
process.
You
know
you
have
read
because you can recite the answers to questions.
R=Review.
After
few
hours,
or
even
a
couple
of
days, review the answer to your questions. This
step will keep the material fresh in your mind and
retain
it
and
recall
it
accurately
for
longer
periods of time.
In addition, using the SQ3R method will save
you from test anxiety and late night or to all
night crash study session. SQ3R helps you learn and
certain the materials so that can approach a test
with confidence.
52
(Pre-Final Coverage)
SELF-CONCEPT
AND ITS
DYNAMICS
53
SELFCONCEPTWHO I AM?
Of course you know who you are.
first and last name.
You know your
You know where and when you
were born, and you have no trouble identifying your
ethnic background.
What
makes
you
unique
and
special
thoughts, your beliefs, and your dreams.
are
your
You have
a unique past history, and this set of experiences
together with your genetic make up- the combination
of genes you inherited from your parents-is unlike
anyone else’s
SELF CONCEPT AND ITS DYNAMIC
* What is Self-Concept?
Self-Concept-
refers
to
the
consciousness
and
unconsciousness of perceptions or feeling about us
with regards to our worth as a person.
.
54
* When can you say that a person has low, poor or
negative Self-Concept?
A person is said to have a low, poor or negative
self-concept when he sees little or no worth and
feels unhappy about him/her self.
*How can you know that a person has a high, good,
positive self-concept?
A person is said to have, good or positive selfconcept
when
he
sees
himself
to
have
worth
and
feels good about him/her self.
*Self-Concept
life?
Do
is
you
essential
know
to
where
this
every
individual’s
our
self-concept
originated?
WHERE DID THESE PERCEPTIONS AND FEELINGS OF ONE'’
WORTH COME FROM?
*When does self-concept start?
1. Largely
it
begins
during
our
early
development; how we were told about who we
are and what worth we have as individuals.
2. In
the
ourselves
process,
and
we
we
acquire
begin
to
picture
qualify
of
our
55
experiences according to this view that we
have of our self.
3. We become SUBJECTIVE to our experiencing of
reality
*.Can you cite one example of Self-Confidence?
For
negative
example,
If
way,
experiences
my
I
have
view
will
myself
be
more
in
a
of
a
reinforcement of this view until I arrive at a set
of negative thoughts and feeling about myself. This
pattern of thoughts and feeling makes up our selfconcept.
THE THREE DIMENSIONS OF SELF-CONCEPT
There
are
basically
three
Dimensions
of
self-
concept, these are the following;
SELF-IMAGE
 What is Self-Image?
 It
refers
to
all
our
perceptions
and
feelings about ourselves with regard to our
physical and social appearance including our
genetic inheritance, such as sex and race;
56
our
physical
built,
weight
attributes
and
such
others.
as
height,
Our
social
appearance includes our name, roles, status
and titles.
SELF-CONFIDENCE
*What is
Self-confidence?
 It refers to perceptions and feelings about
our worth with regards to our capabilities.
This involves our ability to do things, to
achieve and to develop more competencies.
SELF-ESTEEM
 What does self-Esteem mean?
Refers to our perceptions and feelings about
our worth with regards to our lovability. This
refers to our basic
ability to love and
be
loved.
WHAT STEPS SHOULD YOU TAKE TOWARDS A HEALTHY SELFCONCEPT?
You must begin by assessing your present selfconcept
level.
Is
your
self-concept
basically
positive or negative? Then explore which area in
the different dimensions you are weak.
57
 How will you know if you have a healthy selfconcept in these three dimensions?
In the area of SELF-IMAGE, a person who feels
he suffers from some form of physical or social
handicap develops a low self-image.
 How? What criteria can you cite to support it?
For instance, just by saying the following to
your self;
~ I have too many pimples.
~ I feel ugly.
~ I’m too stout.
~ I’m too thin.
~ I’m cross-eyed.
~ I’m just a janitor.
These serve as hindrances for one to feel good
about
his
appearance.
develops
hang-ups
behavior
as
extreme
and
security
redness,
As
some
a
result
forms
blankets.
putting
too
a
woman
of
neurotic
For
example,
many
make-up;
insistence on being addressed with titles such as
“doctor” or “attorney”, “sir” / “madam”, and even
collecting Mercedes Benzes.
58
A person with positive
self-image recognizes
some of his physical and social limitation but
does not allow these to deter him from feeling
good
about
his
acknowledge
and
appearance.
accepts
He
his
learns
how
limitations
to
and
therefore, feels at home with himself. Perhaps
the
key
element
to
the
ability
to
transcend
physical and social limitations is his ability to
see beyond “external and stress on inner beauty”.
Remember
the
famous
quotation
from
the
Little
Prince by Antoine de Saint Exupery: “It is with
the
heart
that
one
can
see
rightly,
what
is
essential is invisible to the eye “. His motto
is-“I feel happy just being me”.
WHAT ABOUT THE SELF-CONFIDENCE DIMENSION?
People who believe they are able and capable are
those said to have self-confidence. Self-confidence
paves the way to productivity because the person
believes
in
his
potentials.
He
allows
these
59
potentials to develop by trying. He is not afraid
of making mistakes. He does not fall into traps of
“being perfect”. The development of his abilities
is
measured
within
his
own
standards
and
improvements.
In contrast a person who lacks self-confidence
always says, “I can’t”. “Don’t count on me “. “I
will not foul it up”, “I’ll never make perfect”.
Because
he
doesn’t
believe
in
himself,
his
potentials seldom flourish and grow.
Common roots that affect a person’s confidence
level
are:
perfection
too
as
much
standards
stress
on
comparing
achievements,
oneself
with
others, fear of making mistakes, or grade. These
factors make the person less courageous to try out
potentials and abilities.
WHAT ABOUT SELF-ESTEEM?
A person with high self-esteem believes he is
lovable. He does not reject and put himself down
when other seem to reject him. He does not subject
his ability to conditions, such as believing he is
lovable only if he is good and looking or if he can
achieve. He believes in his lovable nature being a
60
creature of a loving GOD. If he let the others
happen to love him, he celebrates it. But he does
not let the love
of others
can be a
factor in
determining his lovability. He simply believes in
his
love-ability.
I
am
a
loving
creature
and
therefore I can love. A person with a high selfesteem can love freely and spontaneously.
A person with a low self-esteem does not love
himself.
He may doubt the love of others or
may
feel he has to work extra hard to earn
people’s
love.
himself.
Usually
upbringing
that
He
is
this
he
is
the
is
first
the
very
to
result
reject
of
conditional,
the
I
am
lovable if only I can get good grades, If I am
hardworking,
etc.
A
person
with
low
self-esteem
finds it harder to love others.
IT IS POSSIBLE FOR ONE TO SUFFER FROM ALL THE THREE
DIMENSIONS?
YES, it is possible. It may point at
one dimension, which directly affects
the person. One usually suffers from one dimension
and the other two are affected as a result. For
instance, a person may feel incapable and unlovable
largely due to a physical handicap, which belongs
61
to the dimension of self-image. Or a person who
feels unlovable may attribute this to his looks and
abilities.
I am not lovable because
I am ugly.
I am not lovable because I
am not able
But in actuality
the roots is in his feelings of unlovability, not
on his looks or abilities.
SELF-AWARENESS AND EVALUATION
Introduction
William James, a Harvard
psychologist, firmly stated that man uses only
about one-tenth of his greatest potential in life.
1. That is one of the most frightening facts we
will ever face.
2. Think of all the accomplishments, dreams,
victories and gifts that have never been
realized throughout the lifetime of man on
earth.
3. Think of the 90% of you that now lie totally
ignored and untapped.
4. Think of all you could give yourself and
your family if you use only five percent
more of yourself than you are now using.
62
The major purpose of this is to show you how
you can use more of your potentials by the process
of self-evaluation, which comes from selfknowledge.
Many people think that we use only about 10%
of our potential because some persons or force
limit us.
1.
However;
The part of our lives that we fail to
touch does not have to
2.
remain so.
We can begin to use more of our given
potential if we are willing to learn and use a few
simple truths.
WHY WE ARE THE WAY WE ARE?
A.
During waking hour, our actions and statements
reflect what we really feel about ourselves.
And
yet, most of us have never really examined what we
feel, why we feel that way, and how we want to feel
about ourselves.
1. Is that so important?
YES, if you are not
satisfied with things in your life and feel
the desire to improve.
63
2. This self-examination is vital if you want
to change your life, your actions, your
accomplishments and your future.
B.
As
children,
we
heard
the
multitude of things about us.
elder
saying
a
Some of these things
told us that we were good, productive, attractive
and loved.
Some told us that we were bad, lazy,
and unable to do certain things.
1. Because
were
so
the
people
much
who
older
said
and
these
held
things
so
much
authority over us, we accepted the thoughts
without question --- good or bad.
2. As we grow, we incorporated these things we
felt about ourselves into a mental picture
of ourselves called self-image.
3. We took at the good and the bad and the inbetween and accepted them as truth.
few
of
us
never
stopped
logically
objectively examined those beliefs.
Very
or
We just
accepted them.
C.
As maturing individuals, we took these mental
pictures and shapes, whether we knew it or not, our
whole lives revolved around what we thought about
ourselves.
1. If
we
thought
about
ourselves
as
incompetent, we became incompetent.
64
2. If we thought about ourselves as beautiful
and productive people, we become just that
way.
3. This happened because our subconscious mind
accepted
the
“truth”
which
the
conscious
mind fed it and acted exactly that way.
If
the subconscious mind was told that we were
stupid,
we
subconscious
acted
mind
stupid,
obeys
because
the
instructions
from
the latter.
D.
Many of us believe that we are “stuck” with
these mental pictures of ourselves just because we
have developed from infancy until now with this
belief.
1. This is one of the factors that lead us to
limit ourselves.
2. We never have to be “stuck” with any way of
thinking.
3. As
human
power
to
beings,
we
change
our
will
always
thoughts
and
have
the
actions
according to our beliefs.
4. We can always change and upgrade our selfimage.
65
Helps and Hindrances to Self-Concept Development
In this section of the course, we shall
invite you
to explore the different factors,
which influence the development of
your
significant
area
we
self-concept.
will
look
into
is
One
PARENTAL
BEHAVIOR and its positive or negative impact on the
development of your self-concept.
Another area we
will consider is the influence of CULTURAL NORMS
AND EXPECTATIONS ON SELF-CONCEPT DEVELOPMENT.
As
you explore these two areas, it is hoped that you
will begin to identify and understand the roots of
your
self-concept
and
liberate
yourself
from
unhealthy influences of the past.
A.
PARENTAL BEHAVIOR AND SELF-CONCEPT DEVELOPMENT
A friend of mine once
an
shared
experience she had when
she was
teaching in the United
States.
It was a meeting she had with
the
mothers
conference.
in
one of
a
parent-teacher
Her student was a
young boy
who
Out
was very withdrawn.
of
concern
she
approached
initiate some conversion.
the
mother
openly
berated
his
mother
to
To my friend’s horror,
her
son
for
thirty
66
minutes.
my
What was wrong about him/her.
friend
decided
to
interrupt
her
Finally,
and
said:
“Okey, now that you’ve told me about what was wrong
with your son, why don’t you tell me something you
like about him.”
The mother was taken aback with this statement,
“You mean all the while I wasn’t saying anything
positive
about
my
conscious of it.
son?.”
She
was
not
even
No wonder the son turned out to
be withdrawn.
This incident struck me and once more reaffirms
the significant role a parent plays on his or her
child’s
development.
Parental
behavior
Whether
manifested
conscious
in
the
or
way
not.
parents
relate and rear their children, do influence the
person’s self-concept.
We shall now lead you to a journey back to your
childhood and review the impact your parents or
significant persons like lolo, lola, relatives have
on
your
important
feelings
to
of
note
worth
here
as
that
a
person.
sometimes
It’s
what
is
significant is not so much what really happened
then, but how you feel on what had happened now at
this point in time.
This is what we refer to as
the “impact of the event”.
Another important note, it is not the aim of
this
activity
to
bring
out
the
anger
and
67
bitterness,
parents.
which
We
are
you
have
not,
had
however,
towards
your
discounting
the
possibility that this might happen especially since
the
process
invites
influences on you.
you
to
assess
your
parents
When you begin to look back at
their faults, weaknesses and limitations, a human
tendency is to blame them especially when negative
consequences have occurred.
In this case, we would advise you not to deny
these negative feelings.
Instead, confront them.
But learn to judge your parents not in terms of
intentions,
instead,
judge
them
in
terms
of
“behavior” – what they have done and not done –
have hindered you from growing.
Several times we
tend to judge a person’s intention; we believe that
they are out to hurt us purposely.
discover
later
that
this
is
not
so,
people want to really hurt others.
manifested
simply
as
results
negative
of
behaviors
their
own
We, however,
seldom
do
What they have
oftentimes,
psychological
are
ills.
With parents, it is not so much that they want to
hurt their children.
More often, they hurt their
children because of other factors.
own
deep
unresolved
resentments
Such as their
with
parents, which are coming through.
their
own
Perhaps they
have a strong feeling of inadequacy in fulfilling
their role as a
parent.
Only when we see
our
68
parents as human beings too, and that they have
sincere intentions, can we begin the process of
healing the past wounds.
because
they
weaknesses.
is well.
are
We begin to forgive them
victims
of
their
own
human
Of course, this is not to say that all
We become responsible to build from what
has been set as what we have envisioned.
B.
CULTURAL
NORMS
AND
EXPECTATION
AND
SELF-CONCEPT DEVELOPMENT
Our culture has laid down
for us some standards from which we
feel accepted or rejected.
area
of
sex
roles,
breadwinner
household.
working,
while
men
women
For example, in the
are
expected
are
to
to
be
maintain
the
the
Even if both the husband and wife are
the
women
are
still
consciously
or
unconsciously responsible for the management of the
house.
This
expectation
determines
how
society
regards us which influences our sense of personal
worth.
A man, therefore who ends up staying at
home taking care of children while his wife works
would be ostracized by his neighbors.
Eventually,
he could lose a sense of respect for himself.
69
What are Cultural Norms?
Cultural norms and expectations
define our self to others.
Therefore, we live up to them just
as we experience rejection.
norms
and
expectations
become
unhealthy for the individuals.
to
review
these
norms
But sometimes these
and
consciously
or
unconsciously
development
of
our
unrealistic
and
This is why we need
expectations
they
self-concept.
because
influence
This
the
section
leads you to reflect on culture’s influence and to
emerge your capacity to redefine yourself against
standards that may not be healthy and realistic.
Thus, Cultural Norms are expectations of our
society towards us.
So, what is expected of you as
a member of a society?
Go back through your growing up experience and
get in touch with what you have been receiving as
standards for men and women in the areas of;
a. Body image
b. Sex roles
c. Achievements
d. Success
70
As A Man
How can you answer the following questions?
What have you been told about your body image?
What body image would be considered more
acceptable for men?
What sex roles have been considered achievement
standards for you as a man?
What qualities do you have to be successful?
As a Woman
How will you react if the following questions
will be asked to you:
What body image has always been dictated to you
as being more acceptable?
What sex roles have been assigned to you as
woman?
71
What achievement standards were set for you as
a woman?
What makes woman successful?
HOW CAN YOU ENHANCE YOUR SELF-CONCEPT POSITIVELY?
In this chapter,
we shall give you concrete
suggestions on how you
can
enhance
and
improve
your
self-concept.
Although there are numerous ways of achieving this,
we would like to focus on the four areas, which may
serve as significant starting points.
Working
on
conscientiously
each
would
of
bring
these
out
four
a
areas
greater
appreciation and celebration of one’s self.
1. THE EXPERIENCE OF ACHIEVEMENT
72
One of the most important
experiences that can facilitate
the realization of our worth as
a person is the experience of achievement.
We all
need to be reassured of the power within us which
makes us able to achieve our respective endeavor.
Looking at concrete results and abilities that we
have.
Oftentimes,
the
barriers
we
have
in
achieving a task is our doubt that we have powers
and abilities.
have
these
It is not so much that we do not
powers
and
abilities
to
achieve.
Rather, it is more of our inability to acknowledge
and
own
them.
therefore,
experience
ourselves, in what we have and what we possess.
To
following
only
self-concept
suggestions
if
in
would
we
achievement,
in
your
possible
of
believe
enhance
is
The
this
be
area,
the
carefully
considered:
73
A.
Readily
acknowledge
an
achievement
you
experienced.
It doesn’t have to be a major achievement.
As long as you feel proud about something you have
done, recognize and celebrate it.
For example, you
have been able to finish a term paper despite of so
much
pressure
achievement.
B.
in
the
family
that
would
be
an
terms
of
Claim it as such.
Consider
your
achievement
not
in
external indicators but more of a personal standard
of achievement.
You don’t need a medal or a prize to tell you
that you have achieved something.
itself is a reward.
Your achievement
If you have done something
which you are proud of and which you feel good
about, then consider it as an achievement.
If for
instance, in the past, you have been getting C’s
and this month you are getting B’s, you could say
that it is an achievement.
It doesn’t have to be
74
an
A.
Your
standards
of achievement
depend
on
yourself and what you are able to do within limits.
C.
Avoid
a
very
unrealistic
and
perfectionist
standard of achievement for yourself.
Do not set a goal that is unreal and impossible
to achieve.
yourself.
It will only make you feel bad about
For example, during the first try you
will be able to do it perfectly.
D.
Avoid becoming over-critical with yourself.
Remember you are a human being and as such, you
are liable to make mistakes.
you
have
limitations.
When
Also, as human being,
you
both
meet
your
limitations and the mistakes you have done, be kind
to yourself.
At the same time, remember that it is
not true that just because you made mistakes or you
have limitations, you cannot achieve anything.
If,
for instance, you are poor in Mathematics and you
recognize it as your limitation, your criticism to
your self will further block you from learning.
75
Whereas, if you recognize it as your limitation and
know it will take you a little more time than usual
to learn, you can still learn.
E.
With
every
identify
achievement
personal
experienced,
strength
–
qualities or abilities.
When you possess something
that contributes to your
achievement, it is worth
honoring.
There
is
always
a
tendency
that
you
might have to attribute the achievement to external
factors, such as luck or a friend’s help.
them and acknowledge them.
examination
with
flying
Identify
So, if you pass an
colors,
look
back
and
pinpoint the qualities and abilities you have which
contributed to the high grades.
For instance, you
might say it was due to your perseverance and selfdiscipline.
Or you could say it was your ability
to comprehend the subject matters.
F.
With every achievement find the possibility of
having a chance to publicly share this achievement.
76
Although our society tends to teach us to be
quiet
about
facilitates
our
achievement,
the
process
psychologically,
of
“owning”
it
these
achievement if we find persons whom we will share
them with, of course, this presupposes that the
person whom you will share your joys with will not
misinterpret your actions and judge you as proud.
Rather,
he
achievement.
or
she
will
be
happy
too
with
your
So when you get high grades, the joy
would be more completed when you arrive home and
share
it
with
your
parents.
Then
the
joy
is
doubled.
F.
Celebrate your achievement by giving
your self a reward or prize for jobs
well done.
If you especially feel
proud of what you’ve done,
don’t
hesitate
to
give
yourself
a
treat,
or
finally, buying yourself
something you have wanted for a long time.
can afford it, spoil your self.
you’ve got it, you deserve it.
If you
After all, when
After a hard days
work, despite all your problems, you are able to
77
finish
a
task,
what’s
an
ice
cream
cone
for
a
treat!
2.
RE-PROGRAMMING BELIEF SYSTEM AND SELF-TALKS
One thing we need to keep away from is the
“garbage”
we
feed
our
mind.
Without
our
being
aware of it, we hold some beliefs which are both
unhealthy and unrealistic.
These beliefs influence
our way of perceiving reality and causes consequent
reaction.
Therefore,
if
I
keep
an
irrational
belief such as “I am born a loser”, I will perceive
an experience of failure as a confirmation of that
belief
and
consequently,
feel
self-pity
and
depression.
We
need
to
guard
ourselves
“programming” of our beliefs.
things
we
could
suffer
with
such
One of the greatest
from
our
unhealthy
irrational belief is viewing our self negatively
and feels unworthy.
We experience “putting down”
78
our self, blaming, getting angry, hating and ending
up our self.
Usually, we see these beliefs at work in our
“Self-talks”.
about
in
an
These are things we tell our self
event.
The
event
itself
directly cause an emotional reaction.
does
not
Getting in
touch with our self-talks would, therefore, help us
identify some underlying belief system.
Working on
this belief system, in turn, facilitates a more
rational and healthier view of self, of others and
of life.
Let us begin re-programming our belief system
and
self-talk
common
which
by
unhealthy
could
looking
and
directly
over
some
irrational
or
of
belief
indirectly
especially our self-concept.
the
most
systems,
affect
us,
As you look over the
list, which we borrowed from John Powell’s book
“Fully human, Fully alive”, check the ones you feel
rooted in your own belief system.
 Here
are
some
of
the
COMMON
UNHEALTHY
AND
IRRATIONAL BELIEFS:
1.
I must be loved and approved by everyone, in
my community,
especially by those who are most important
to me.
79
2.
I must be perfectly competent, adequate and
successful
in
achieving
my
goal
before
I
can
I have no control over my own happiness.
My
think of self as worthwhile.
3.
happiness
is
completely
in
the
control
of
external circumstances.
4.
The past experiences and events of my life
have
determined
The
influence
my
present
of
life
the
and
past
behavior.
cannot
be
eradicated.
5.
Nobody can really love me.
6.
I don’t deserve to be happy.
7.
I have to be the center of attention or don’t
enjoy myself.
8.
What will the neighbors say?
We have to look
good.
9.
This is the way I am and always will be.
10. It’s no use of trying.
3.
FEEDBACK: GETTING THE MOST OUT OF IT.
Another area that can facilitate
the enhancement of our selfconcept is our ability to
receive feedback, especially
positive
information
coming
from
feedback.
other
people
We
need
about
us,
especially our strength, so that we can validate
and confirm what we know of ourselves already and
80
include other data that we are not aware of.
In
doing so, other people serve as “mirror” to us
and
we
and
discover,
reaffirm
more
of
our
beauty
uniqueness as person.
Many
of
receiving
us,
both
however,
positive
find
and
difficulty
negative
in
feedbacks.
For some, this is due to the fact that persons get
hurt when confronting with their weaknesses, when
they themselves are not assured of their strengths.
This is why in Self-concept development the focus
must
be
in
the
realization
of
one’s
unique
strengths.
Some of us thought we would struggle inside
when
people
offer
very
positive
don’t know how to receive them.
feedbacks.
We
Maybe it is our
very culture that has toughened us.
We are told
that once we acknowledge out positive qualities, it
is
not
“proud”
socially
and
acceptable.
our
religious
We
are
considered
background
further
reinforces it by accusing us of the sin of pride.
In this content, we reject the positive things that
people say to us.
This is why we must learn how to get the most
out
of
feedback
especially
positive
feedbacks.
Unless we own and appreciate our strengths, we can
never improve.
We will reject positive feedbacks,
which will help us build our self.
We will also
81
reject
negative
feedbacks,
which
can
help
us
improve ourselves.
Here are some guidelines in helping you get the
most out of positive feedbacks:
1. Treat feedback as feedback.
Feedbacks are
not truths; they are information coming from
other
persons
actions,
regarding
which
have
our
behavior
affected
others
and
in
a
positive way (This is called the positive
feedback)
or
feedback).
in
a
negative
way
(negative
As information, we can either
accept or reject it.
But we must respect it
since it is another person’s opinion.
2. Listen
to
feedback
immediately
react
first
knowing
Learn
to
to
where
listen
given.
a
it
or
behaviors
affected
the
other?
affected?
feedback
is
first.
behavior
Do
do
How
without
coming
What
I
was
not
from.
particular
have
which
the
other
What made the person affected in
a particular way?
a. Check
how
the
feedback
was
given.
Sometimes, it is given in generalities,
such as “you are very good”, or “you are
a very insincere person.”
Find out what
82
the person means.
What have I done to
make you say that I am good or that I am
insincere?
judgment
It’s very hard to live with
of
“good”
and
“insincere”
because we are not entirely good nor are
we always insincere.
We must have done
something to make the person react in
such a way as to label us as such.
Go
back to your behavior.
b. Feedback
pinpoint
does
not
intentions
and
but
should
only
not
behavior.
Going back to the examples earlier, you
might discover that you are considered
good because you lend the person money,
not
because
you
are
doing
good,
but
because you are afraid that the person
you would get angry or reject you if you
don’t.
Therefore, only you would know
your intention.
c. Feedback
is
in
contact
of
the
person’s need and expectation.
meet
the
other
person’s
other
When I
need
and
expectation with my behavior, they will
affect the other positively.
If I don’t
meet their expectation, then It affect
them negatively.
meet
a
person’s
For example, I don’t
expectation
for
total
83
honesty; he could call me “dishonest”.
I just could not meet his needs.
d. Know
that
feedback
refers
to
behavior
and it affects other’s expectations.
I
must listen to feedback as it is. I need
not
be
too
defensive
nor
apologetic
immediately. I
1. Analyze the feedback. Find out if you agree
or disagree with the feedback. If you agree
with
the
feedback,
accept
and
acknowledge
it. If necessary, explain your behavior so
that the person would interpret the behavior
not within the context of your intentions.
2. Appreciate
the
feedback
accordingly.
If
others appreciate you and you agree to their
assessment, then you own it as your strength
or
positive
their
quality.
assessment,
feedback.
That’s
If
you
treat
how
it
the
disagree
as
other
with
just
a
person
experienced about me. If I want to explain
so he or she will understand as better, I
can explain.
3. MEANINGFUL
RELATIONSHIP AND
SUPPORT SYSTEM
84
There is no substitute for what love can do to
a person.
No one expresses it better than Roy
Creft in his poem.
“I LOVE YOU”
I love you
Not only for what you are
But for what I am
When I am with you.
I love you
Not only have made of yourself
But for what
You are making of me.
For the part of me
That you bring out.
I love you
For putting your hand
Into my heaped-up heart
And the foolish, weak things
That you can’t help dimly seeing there
And for drawing
Out into the light
85
All the beautiful belongings
That no one else had looked
Guide far enough to find
I love you
Because you are
Helping me to make
Of the lumber of my life
Not a tavern
But a temple
Out of the works
Of my everyday
Not a reproach
But a song.
I love you
Because you have done it
By being yourself
Perhaps that is what
Being a friend means
After all.
86
When
we
have
someone
who
fits
into
the
description that Roy Creft gave, we wouldn’t have
many
problems
person.
We
with
all
recognizing
need
our
friends.
worth
Real
as
a
friends.
Persons who draw out from us our best self.
Do
you
have
persons
in
your
life
whom
you
consider as real friends?
Begin to identify these persons in your life
who have served as real friends to you.
their significant role in your life.
Reflect on
What have you
become more of as result?
Over
and
above
human
friends,
one
more
additional relationship and Support System must be
explored in the experience of being in touch with
an
affirming
God.
Our
human
relationship
must
model after the way our GOD. Our relationship
with
others relate with us – unconditional in loving,
accepting, forgiving, understanding and caring.
It
is a total giving of self, which brings about our
discovery and realization of our own unique self in
what is characterized in God’s love to us.
87
To experience this loving further in our life,
we must spend more time to communicate to GOD.
is
a
two-way
process.
Not
just
in
It
speaking
endlessly, but allowing Him also to speak to us.
As we listen to HIM through HIS words.
Make sure that in your lifetime, you do not
miss out on these two important areas of your life;
the experience of real friends and the encounter
with
an
validated
affirming
by
these
God.
Our
meaningful
worth
is
further
relationships
and
support system.
88
(Final Coverage)
JOHARI WIDOW
(SELF-DISCOVERY)
89
JOHARI WIDOW
(SELF-DISCOVERY)
1. The FREE area in known both to you and to
others-the
area
of
mutual
sharing
and
you
but
not
others
but
interaction.
2. The
HIDDEN
area
in
known
to
shared with others.
3. The
BLIND
area
is
known
to
unknown to you.
4. The
DARK
area
is
that
part
of
your
self
which is unknown to others and also unknown
to you- The talents and abilities which you
do not know you have and others have never
seen and also the wounds and hurts buried
deep in your memory.
5. FEEDBACK is one way by which others open up
your
blind
spot,
letting
you
know
in
a
responsible, supportive way what they see in
you, which you do not see in yourself.
6. DISCLOSURE is the means by which you share
more of your HIDDEN self with others. This
would
depend
upon
your
desire
to
do
so.
90
Others
have
no
right
to
force
you
to
disclose the hidden of yourself.
7. REVELATION is when the DARK area of yourself
is opened. It comes spontaneously and cannot
be planned like the way in which a slip of
the tongue reveals something you and others
do not know.
KNOW YOUR SELF
The danger of not knowing one self has already
been discussed. Self-knowledge means understanding
one’s values, goals and those things, which gives
meaning
to
one’s
life.
Knowing
oneself
involves
three qualities: knowing what one cannot do, and
knowing what one ought to do. It should be noted
that
self-knowledge
does
not
come
by
merely
pondering on events of the day. Insights from one
who has acquired most fully through the observation
of the in action, particularly in relations with
others, are important. It is then that the self is
called forth actually to be what he can become. The
Johari Window could better illustrate this.
91
BE YOURSELF;
God
reserved
some
of
his
harvest
words
to
hypocrites. Everyone likes a phony, one who wears
a mask or even several masks, and one who is not
sincere.
“Sincere”
comes
from
the
Latin
“sine
sera” meaning “without wax”. Actors during those
times used waxen masks during plays and dreams.
Thus, an arrogant, tough, poised air may be a mask
to conceal an insecure personality, an empty shell
with no substance of its own. Like an actor who
plays a character totally different from him, a
person who is not himself strives to fit a selfimage
which
is
not
himself
and
suffers
the
consequences of this false existence.
The
mass
media
often
present
us
with
the
beguiling image of the perfect man and woman. We
should
rather
recognize
the
fictional
and
unrealistic charter of such ideal roles shown and
instead
on
inherent
striving
to
better
imperfections
ourselves
with
but
genuine
always
self-
acceptance. The self-accepting person not need fear
what he discovers about herself. He can be open to
92
his
inner
experiences
without
being
overcome
by
them.
BE YOUR
BEST SELF
To become the self which is expressed in many
popular songs. Such as “I want to be free”, “I want
to be me”, “I did it my way”. We hear a great deal
today about the search for identity and the sense
of alienation while many are having the difficulty
knowing who really they are, others are questioning
the meaning of their lives. In both cases, we can
see the frustration of the natural tendencies in
human
beings
to
become
their
best
selves.
This
tendency is concretized in the following way;
a) The
desire
to
fulfill
one’s
personal
capacities and develop one’s potentials.
b) The need to do what one is best suited.
c) The
yearning
discovering
to
the
grow
truth,
and
expand
creating
though
beauty,
producing order and promoting justice.
A person whose tendency towards fulfilling his
blocked
(refer
to
better
“C”)
may
become
a
93
neurotic. It might be of some assistance to
consider
description
of
the
neurotic
and
someone who is in the way to become his best
self.
A) The
neurotic
anything,
person
frequently
which
avoids
involves
confronts
the
or
pain;
escapes
the
requirements
mature
of
his
world and attempts to respond to it.
B) The
neurotic
habitually
expresses
his
difficulties, but since repression is in the
end
ineffective
difficulties
and
even
continue
to
harmful,
trouble
these
him.
The
mature person can effectively sublimate his
difficulties
and
channel
them
towards
creative ends.
C) The
neurotic
personality
is
characterized
splits.
There
is
a
by
many
continual
conflict between his goals and values. An
efficient perception of reality integration,
and
unity
of
personality
characterize
the
normal person.
D) Self-description is another prominent trait
of
the
neurotic.
The
normal
person
has
insight in his motivation and behavior.
E) The neurotic is characterized by fixations
in his personality growth. His motives maybe
childish
and
his
behavior
regressive.
The
94
mature
person
thinks,
feels
and
acts
in
accordance with his age.
F) The
neurotic
suffers
from
uncontrolled
impulsiveness. He behaves in unnatural ways.
G) The
normal
person
has
a
high
frustration
tolerance. He can postpone gratification and
tolerates ambiguity to a high degree.
H) The
and
neurotic’s
tied
to
involvement
the
immediate
is
quit
narrow
situation.
The
mature person has a wider range of interest
and has a unifying personality, which is not
centered on him, a wider frame of interests
of
which
he
finds
meaning
and
direction.
Thus, the mature person, the self-actualized
person,
the
future
integrated
and
fully
functioning person can look to the future
with confidence at the past without regrets.
95
BIBLIOGRAPHY
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Atkinson, R.H. & Longman, D.G. “College Learning and
Study Skills”, West Publishing Company
Bullies, E.N. (1989) Education for Human
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Self-Image and Social
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Mandin,
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Interpersonal
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McGinnis, Alan Loy. Bringing Out the best in People:
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Academic Publishing Corporation. Philippine Copyright,
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97
ABOUT THE CONTRIBUTOR
DR. ROSEMARIE TEREZ-SANTOS
Dr. Rosemarie T. Santos is the Coordinator of the Euthenics
Department of Universidad De Zamboanga. She graduated her BSEMajor in Values Education at Western Mindanao State University,
Zamboanga City. She finished her Masters Degree in School
Administration and Supervision and Doctoral degree in Educational
Management at Universidad de Zamboanga. She had been a
Facilitator and Project Documentor of the Public Service Ethics,
Excellence and Accountability Program (PSEEAP) under the UZCommunity Extension Services which is a link project of the USAID
under the Transparent Accountable Governance (TAG) Project
implemented by The Asia Foundation (TAF). Her long years of
experience and dedication of teaching Euthenics subjects and
diligence in doing researcher inspired her to prepare this module.
Presently, she is also teaching in the Graduate School handling
98
MAEd. Subjects major in Supervision and Administration and an
advisee of thesis and dissertation writing.
99