CHAPTER-2-SELF-AWARENESS-AND-VALUES-EDUCATION.pptx

Study Guide 2
SELF AWARENESS AND
VALUES EDUCATION

LESSON 1 :
SELF- AWARENESS

SELF AWARENESS
• Defined as an awareness of one’s own
personality or individuality. It
includes paying attention to our many
senses, thoughts, feelings and
intuition, diving deep into our
emotions to tap their sources and
seeing to our thinking and how it
creates our reality. Thus self
awareness involves discovering our
deepest essence.

JOHARI WINDOW
• Is a cognitive psychological tool
created by Joseph Loft and Harry
Ingram in 1955 in the United States,
used to help people better understand
their interpersonal communication
and relationships.
• It is used primarily in self-help groups
and corporate settings as heuristic
exercise.

FOUR SELVES
• The Open Self – this represents all
the information, behaviors, attitudes,
feelings, desires, motivations, ideas,
and so on, that you know about
yourself and that others also know
about you.
• The Blind Self – this represents
information about yourself about
which neither you nor others know.

• The Unknown Self – this represent
those parts of yourself about which
neither you nor others know.
• The Hidden Self – this contains all
that you know of yourself but keep
hidden from others.

NATURE OF SELF AND SELF-AWARENESS
• According to Birch (1997), one of
the most crucial processes in the
early years of the child’s life is
the development of sense of self.
Gardner (1982) thus suggests
that there are a number of
factors that the children should
know. They should be :

• Be aware of their own body, its
appearance, state and body-size;
• Be able to refer to themselves
appropriately through language and
be able to distinguish descriptions
which apply to self and which do not;
• Be aware of their own personal
history, experiences they have had,
skills and abilities acquired, their own
needs and wishes.

IMPORTANCE OF SELF-
AWARENESS
• The better you understand
yourself, the better you are able to
accept or change who you are.
Being in the dark about yourself
means that you will continue to
get caught up in your own
internal struggles and allowed
outside forces to mould and
shape you.

QUOTABLE QUOTES:
• ‘’ Knowing others is wisdom, knowing
yourself is enlightenment.’’ – Tao Tzu
• ‘’ To acquire knowledge, one must
study; but to acquire wisdom, one must
observe.’’ – Marilyn vos Savant

LESSON 2:
SELF-MANAGEMENT

SELF- MANAGEMENT SEQUENCE
• BEHAVIOR – this is the most crucial
step in determining success or failure.
Behavior means our actions. How we
act, what we do, each moment of each
day will determine whether or not we
will be successful that moment in
everything we do.
• FEELINGS – every action we take is
first filtered through our feelings. That
is,

If we feel good or positively about
something, we will behave more
positively about it. Our feelings thus
directly influence our actions. And our
feelings are created, controlled,
determined or influenced by our
attitudes.

• ATTITUDES – are the perspective from
which we view our lives. Some are
optimistic while some are pessimistic. In
fact, our attitudes play a very important
role to our success. And good attitudes
are created, controlled or influenced
entirely by our beliefs.
• BELIEFS – belief does not require that
something be the way we see to be. It
only requires us to believe that it is.
Moreover, belief does not require
something to be true. It only requires us
to believe that it is true.

• PROGRAMMING – the programming or
conditioning by our parents and our
environment have created, reinforced,
and nearly permanently cemented most
of what we believe about most of what
goes on around us. It is therefore our
programming that sets up our belief, our
belief creates attitudes, attitudes creates
feelings, feelings affect our behavior,
behavior determines actions and actions
create results which determine our
success or failure.

12 RULES FOR SELF-
MANAGEMENT
1. Live by your values, whatever they are.
You confuse people when you don’t,
because they can’t predict how you’ll
behave.
2. Speak up! No one can “hear” what
you’re thinking without you be willing
in stand up for it. Mind-reading is
something most people can’t do.
3. Honor your own good word, and keep
the promises you make . If not,

people eventually stop believing most of
what you say, and your words will no
longer work for you.
4. When you ask for more responsibility,
expect to be held fully accountable. This
is what seizing ownership of something
is all about; it’s usually an all or
nothing kind of thing, and so you’ve got
to treat it that way.
5. Don’t expect people to trust you. If you
aren’t willing to be trustworthy for them
first and foremost. Trust is an outcome
of fulfilled expectations.

6. Be more productive by creating good
habits and rejecting bad ones. Good
habits corral your energies into a
momentum-building rhythm for you; bad
habits sap your energies and drain you.
7. Have a good work ethic, for it seems to
be getting rare to day. Curious, for those
“old-fashioned’’ values like dependability,
timeliness, professionalism and diligence
are prized more than ever before. Be
action-oriented. Seek to make things
work. Be willing to do what it takes.

8. Be interesting. Read voraciously, and
listen to learn, then teach and share
everything you know. No one owes you
their attention, you have to earn it and
keep attracting it.
9. Be nice. Be courteous, polite and
respectful. Be considerate. Manners still
count for an awful lot in life, and thank
goodness they do.
10. Be self-disciplined. That's what
adults are supposed to "grow up " to be.

11. Don't be a victim or martyr. You
always have a choice, so don't be shy
from it. Choose and choose without
regret. Look forward and be
enthusiastic.
12. Keep healthy and take care of
yourself. Exercise your mind, body and
spirit so you can be someone people
count on, and so you can live
expansively and with abundance.

LESSON 3:
EMOTIONAL COMPETENCE

DEFINITION OF EMOTIONAL
COMPETENCE
• refers to one's ability to express or release
one's inner feelings (emotions) . It implies an
ease around others and determines one's
ability to effectively and successfully lead and
express.
• It described as essential social skills to
recognize, interpret and respond
constructively to emotions in yourself and
others. (Wikipedia Encyclopedia)
• it is also defines as the ability to recognize
and appropriately respond to the experience
of your emotions.

THE DEVELOPMENT OF

FOUR ASPECT IN DEVELOPING
( EVE ASH,1999)
1. Emotional Self-awareness
- this is an ability to accurately identify
your own emotions; acknowledge your
feelings and recognize when you are
feeling negative (angry, frustrated,
depressed or defensive)

2. Emotional Self-control
- this refers to ability of remaining calm and
non-defensive in the face of difficult situations.
It pertains to controlling one's own emotions by
not displaying any inappropriate reactions that
could make the situation worse.
3. Understand others' emotions
- this means being sensitive to others' feelings
by being able to interpret accurately their
feelings. This is usually done by reading the
non-verbal behavior of others and then
responding with empathy.

4. Social Skills
- it is the ability to communicate about
feelings, openly talking about own
feelings (when appropriate) and being
comfortable when emotions are being
disclosed and discussed. Moreover, a
person skilled in this area will build
collaboration and is competent at
managing or mediating conflict
situations.

DEFINITION AND COMPONENTS
EMOTIONAL INTELLIGENCE - defined as
the area of cognitive ability involving traits
and social skills that facilitate
interpersonal behavior. Particularly, it
focuses on the aspects of intelligence that
govern self-knowledge and social
adaptation.
Emotional Quotient (EQ) is different with
Intelligence Quotient (IQ) since IQ is
focused on academically-oriented skills.

FIVE COMPONENTS OF
EMOTIONAL
INTELLIGENCE AT WORK

COMPONENTS DEFINITION HALLMARKS
1. Self- Awareness • ability to recognize and
understand your moods,
emotion, and drives, as
well as their effect on
others
• Self-confidence
• Realistic self-
assessment
•Self-deprecating sense
of humor
2. Self-Regulation • ability to control or
redirect disruptive
impulses and moods
•The propensity to
suspend judgment – to
think before acting
• Trustworthiness and
integrity
•Comfort with ambiguity
•Openness to change
3. Motivation •A passion to work for
reasons that go beyond
money or status
•A propensity to pursue
goals with energy and
persistence
•Strong drive to achieve
•Optimism even in the
face of failure
•Organizational
commitment

4. Empathy •The ability to understand
the emotional makeup of
other people.
•Skill in treating people
according to their
emotional reactions.
•Expertise in building and
retaining talent
•Cross-cultural sensitivity
•Service to clients and
costumers.
5. Social Skill •Proficiency in managing
relationships and building
networks
•An ability to find
common ground and
build rapport.
•Effectiveness in leading
change
•Persuasiveness
•Expertise in building and
leading teams.

LESSON 4:
THE HUMAN PERSON

IMPORTANT REALITIES OF
THE HUMAN PERSON
1. THE SELF-IMAGE - refers to a person's
understanding of himself/herself. It is
responsible in influencing people's way of
living. The formation of self image is
derived from two sources : others and the
experiences of the self.
3 kinds of Self-Image
• Negative self-image - delves on
limitations and differences rather than
assets.

• Overrated self-image - stresses on
positive traits.
• Realistic self-image - based on the
real self.
2. The Others - these are referred
persons or groups considered important
and given the right to influence one's
self.

3. The Being - it is the mainspring or a
motivating force in the human person.
It is also referred as the wellspring, a
fountainhead of one's identity, one's
essential course of action, and one's
essential bonds.
7 Approaches to get in touch with
the Being
• Approach by way of the self-image
• Approach by way of important choices
• Approach by way of action

• Approach by way of what is "natural "
and stressless.
• Approach by way of people who had
the greatest impact on you.
• Approach to self through severe trials
• Approach by way of deep and not yet
fulfilled aspirations.
4. The "I" - The "I" has three different
aspects. These are intellect, the
freedom and the wall.

TEN COMMANDMENTS OF
HUMAN RELATIONS

1. Speak to people - there is nothing as nice
as cheerful word of greeting.
2. Smile at people - it takes 65 muscles to
frown and only 15 muscles to smile.
3. Call people by name - the sweetest music
to anyone's ear is the sound of his/her own
name.
4. Be friendly and helpful - add more friends,
be friendly.
5. Be cordial - speak and act as if everything
you do were a genuine pleasure

6. Be genuinely interested in people - you
can like everybody if you try.
7. Be generous with praise - take caution in
criticizing.
8. Be considerate of the opinion of others- it
will be appreciated.
9. Be thoughtful of the opinion of others -
there are three sides of a controversy - yours,
the other fellow's and the right one
10. Be alert to give service - what counts
most to life is what we do for others.

LESSON 5 :
HUMAN PERSON'S DIMENSION AND
HIS NEEDS

Human needs are important part of
human nature. Values, beliefs, and
customs differ from country to country
and group to group, but all people have
similar needs. As a leader you must
understand these needs because they
are powerful motivators.
Abraham Maslow felt that human needs
were arranged in a hierarchical order
(Maslow, 1954). He based his theory on
healthy, creative people who used all
their talents, potential, and capabilities.

FIVE LEVELS OF THE HIERARCHY OF
NEEDS

1. PHYSIOLOGICAL NEEDS - These
include the most basic needs tbat are
vital to survival, such as the need of
water, air, food, and sleep. Maslow
believed that these needs are the most
basic and instinctive needs in the
hierarchy because all needs become
secondary until these physiological
needs are met.

2. SECURITY NEEDS - These include
needs for safety and security. Security
needs are important for survival, but
they are not as the demanding as
physiological needs Examples of security
needs include a desire for steady
employment, health care, safe
neighborhoods, and shelter from the
environment.

3. SOCIAL NEEDS - These include needs
for belonging, love, and affection. Maslow
described these needs as less basic than
physiological and security needs.
Relationships such as friendship,
romantic attachments, and families help
fulfill this need for companionship and
acceptance, as does involvement in
social, community, or religious groups.

4. ESTEEM NEEDS - after the first
three needs have been satisfied, esteem
needs becomes increasingly important.
These include the need for things that
reflect on self-esteem, personal worth,
social recognition, and accomplishment.

5. SELF-ACTUALIZING NEEDS - This
is the highest level of Maslow's
hierarchy of needs. Self-actualizing
people are self-aware, concerned with
personal growth, and less concerned
with the opinions of others, and
interested fulfilling their potential.

A need higher in the hierarchy
will become a motive behavior
as long as the needs below it
have been satisfied. Unsatisfied
lower needs will dominate
unsatisfied higher needs and
must be satisfied before the
person can climb up the
hierarchy

CHARACTERISTICS OF SELF
ACTUALIZING PEOPLE

• Have better perceptions of reality and
are comfortable with it.
• Accept themselves and their own
natures.
• Lack of artificiality
• They focus on problems outside
themselves and are concerned with the
basic issues and eternal questions.
• They like privacy and tend to be
detached.
• Rely on their own development and
continued growth.

• Appreciate the basic pleasure of life
(e.g. do not take blessings for granted).
• Have a deep feeling of kinship with
others.
• Are deeply democratic and are not
really aware of differences.
• Have strong ethical and moral
standards.
• Are original, inventive, less constricted
and fresher than others.

LESSON 6 :
HUMAN BEHAVIOR AND MOTIVATION

MOTIVATION is the set of reasons that
determines one to engage in a particular
behavior. According to various theories,
motivation may be rooted in the basic
need to minimize physical pain and
maximize pleasure, or it may include
specific needs such as eating and
resting, or a desired object, hobby, goal,
state of being, ideal, or it may be
attributed to less-apparent reasons
such as altruism, morality, or avoiding
mortality.

Motivation in education can have
several effects on how students learn
and how they behave towards subject
matter. It can
• Direct behavior toward particular
goals.
• Lead to increased effort and energy.
• Increase initiation of, and persistence
in, activities.
• Enhance cognitive processing.
• Determine what consequences are
reinforcing

TWO KINDS OF MOTIVATION
• Intrinsic motivation - occurs when
people are internally motivated to do
something because it either brings them
pleasure, they think it is important, or
they feel that what they are learning is
significant.
• Extrinsic motivation - comes into play
when a student is compelled to do
something or act a certain way because
of factors external to him or her(like
money and good grades

DEFINITION OF VALUES
- derived from the Latin word "valere" ,
to be worth, be strong-something
instrinsically valuable, or desirable. A
thing has value when it is perceived as
good and desirable. Thus, values
development is the act, process or
result of developing the values for a
human dignity.
- as the accepted principles or
standards of a person or a group.
(Microsoft® Encarta® 2007)

Different theorists define values as
follows:
• A value is a conception, explicit or implicit,
distinctive of an individual or characteristics
of a group, of the desirable which influences
the selection from available modes, means
and ends of action.- CLYDE KLUCKHOLM
• Value refers to understanding of a certain
good for an individual or society which is
considered worthy and realization.
- CORNELIUS VAN DER POEL

• Something that is freely chosen from
alternatives and is acted upon, that which
the individual celebrates as being part of
the creative integration in development as a
person.
Therefore, a value is something or someone
who is considered good or worthy and
desirable or useful. It can be something
considered good or worthy by a person or a
group or a one-word standard of conduct or a
policy everyone in an organization adheres to
and believe in.

Basic and Core Values
A universally acceptable value is one
that produces behavior that is both
beneficial both to the practitioner and
thosr on whom it is practiced. Thus,
Linda Eyre (1993) categorizes values as
the values of being and values of giving.

1. The Values Of Being :
• Honesty
- it should be practiced with other
individuals, with institutions, with
society, and with self. The inner
strength and confidence are bred by
exacting truthfulness trustworthiness,
and integrity.

• Courage
-This means daring to attempt difficult
things that are good. It is the strength
not to follow the crowd, to say no and
mean it and influence others by it.
• Peaceability
-This means calmness, peacefulness,
and serenity. It is the tendency to
accommodate rather than argue. It is
the ability to understand how others feel
rather than simply reacting to them. It
means control of temper.

• Self-reliance and Potential
- This means individuality, awareness and
development. It means taking responsibility
for one's own actions. It means overcoming
the tendency to blame others for difficulties.
• Self-Discipline and Moderation
-This refers to physical, mental, financial
discipline. It involves moderation in speaking,
in eating, and in exercising. Furthermore, it
means controlling one's appetite and
understanding the limits of body and mind.

• Fidelity and Chastity
- This refers to the values and security of
fidelity within marriage and of restraint limits
before marriage. It involves commitment that
go with marriage and sex.
2. THE VALUES OF GIVING
• Loyalty and Dependability
- This refers to family, employers, to country,
to church, to schools, and to other
organizations and institutions. It means
reliability and consistency in doing what you
say you will do.

• Respect
- This means respect for life, for property, for
parents, for elders, for nature, and for beliefs
and rights of others. It refers to courtesy,
politeness, and manners. It means self-
respect and avoidance of self-criticism.
• Love
- It means individual and personal caring
that goes beneath and beyond loyalty and
respect. It means love for friends, neighbors
even adversaries, and a prioritized, lifelong
commitment of love for family.

• Unselfishness and Sensitivity
- This means becoming more extra-centered and
less self-centered. It means learning to feel with
and for others. It refers to empathy, tolerance,
brotherhood, sensitivity to needs in people and
situations.
• Kindness and Friendship
- This refers to awareness that being kind and
considerate is more admirable than being tough
and strong. It is the tendency to understand rather
than confront, and be gentle ,particularly toward
those who are younger and weaker. It is ability to
make and keep friends. It means helpfulness and
cheerfulness.

12 CHARACTER TRAITS OF UCU
The character program of UCU echoes its
vision of bringing transformative education in
academe. This was reinforced by its
declaration as the First Character in Region I
on January 13, 2004.

MONTHS CHARACTER
TRAITS
DESCRIPTION
January Resourcefulness Finding practical uses for that
which others would overlook or
discard
February Responsibility Knowing and doing what is
expected of me.
March Thriftiness Allowing myself and others to
spend only what is necessary
April Truthfulness Earning future trust by accurately
reporting past facts
May Wisdom Making practical applications of
truth in daily decisions
June Enthusiasm Expressing joy in each task as I
give it my best effort
July Gratefulness Letting other know by my words
and actions how they have
benefitted my life

August Initiative Recognizing and doing
what needs to be done
before I asked to do it.
September Justice Taking personal
responsibility to
uphold what is pure,
right and true.
October Loyalty Using difficult times to
demonstrate my
commitment to those I
serve.
November Obedience Quickly and cheerfully
carrying out the wise
direction of those who
are responsible for me.
December Orderliness Arranging myself and
my surroundings to
achieve greater
efficiency.

LESSON 8:
FILIPINO VALUES

FACTORS THAT AFFECT THE
ROOTS OF THE FILIPINO CHARACTER
( DELA CRUZ,2005)
1. The family & home environment
2. Social environment
3. Culture and language
4. History
5. Educational system
6. Religion
7. The economic environment
8. The political environment
9. Mass media
10.Political environment

STRENGHTS OF THE FILIPINO
CHARACTER
1. Pakikipagkapwa-tao (regard to others)
2. Family orientation
3. Joy and humor
4. Flexibility, adaptability, creativity
5. Hard work and Industry
6. Faith and Religiosity
7. Ability to Survive

WEAKNESSES OF THE FILIPINO
CHARACTER
1. Extreme Personalism
2. Extreme Family Centeredness
3. Lack of Discipline
4. Passivity and Lack of Initiative
5. Colonial Mentality
6. Kanya-kanya Syndrome
7. Lack of Self-Analysis and Self-Reflection
8. Manana Habit
9. The Fiesta Syndrome
10.Over Hospitality

LESSON 8:
VALUES EDUCATION &
FORMATION

VALUES EDUCATION
• Refers to the process that
gives young people an
initiation into values, giving
knowledge of the rules
needed to function in this
mode of relating to other
people, and to seek the
development in the student
a grasp of certain
underlying principles,
together with the ability to
apply these rules
intelligently, and to have
the settled disposition to do
so.
• Is therefore a term used to
name several things, and
there is much academic
controversy surrounding it.
Some regard it as all
aspects of the process by
which teachers (and other
adults) transmit values to
pupils.

VALUES FORMATION
TWO FACTORS AFFECTING VALUES FORMATION
• Influences – these depend on a person’s internal
influences such as intellectual and emotional
capabilities.
• Experience Factor – like good influences, good
experiences are needed in value formation.

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