Memoir

1. POETRY
The Greek term “poesis” which means to create or
“to make” is said to be the derivation of the word
poetry. Poetry is indeed a majestic form of
literature for it manifests aesthetic value relative to
how carefully language is used by a certain poet.
Mainly this is an art of communicating meaning,
emotions, and values which leave an effect or
impact on its readers

2. It evokes emotions, aspirations, conditions
despite its shortness. This can be delivered in
both spoken and written forms. In addition, it
mainly considers the rhytmitic and other tonal
aspects which are perceived to be intricate
and complex. The creative use of these
aspects may help in establishing the beauty of
poetry.

3. INTRODUCIN
G MY
CAREER
TREE
MAIN
1. STRUCTURE
Most poetic works utilize few words and
these are mainly arranged in lines in stanzas.
However, the structure may have some
different feature depending on the style
established by a writer. For example a haiku, a
ballad, and a sonnet have peculiar structure.

4. 2. LANGUAGE
The writer of poetic work mainly expresses
familiar feelings, emotions, conditions and
the like in an implicit and suggestive way.
Thus, the words as they are used in certain
expressions may bear numerous meanings
and
Interpretations.

5. 2. LANGUAGE
The writer of poetic work mainly expresses
familiar feelings, emotions, conditions and
the like in an implicit and suggestive way.
Thus, the words as they are used in certain
expressions may bear numerous meanings
and
Interpretations.

6. 2. LANGUAGE
The writer of poetic work mainly expresses
familiar feelings, emotions, conditions and
the like in an implicit and suggestive way.
Thus, the words as they are used in certain
expressions may bear numerous meanings
and
Interpretations.

7. 2. LANGUAGE
The writer of poetic work mainly expresses
familiar feelings, emotions, conditions and
the like in an implicit and suggestive way.
Thus, the words as they are used in certain
expressions may bear numerous meanings
and
Interpretations.

8. 2. LANGUAGE
The writer of poetic work mainly expresses
familiar feelings, emotions, conditions and
the like in an implicit and suggestive way.
Thus, the words as they are used in certain
expressions may bear numerous meanings
and
Interpretations.

9. 2. LANGUAGE
The writer of poetic work mainly expresses
familiar feelings, emotions, conditions and
the like in an implicit and suggestive way.
Thus, the words as they are used in certain
expressions may bear numerous meanings
and
Interpretations.

10. 2. LANGUAGE
The writer of poetic work mainly expresses
familiar feelings, emotions, conditions and
the like in an implicit and suggestive way.
Thus, the words as they are used in certain
expressions may bear numerous meanings
and
Interpretations.

11. 2. LANGUAGE
The writer of poetic work mainly expresses
familiar feelings, emotions, conditions and
the like in an implicit and suggestive way.
Thus, the words as they are used in certain
expressions may bear numerous meanings
and
Interpretations.

12. 2. LANGUAGE
The writer of poetic work mainly expresses
familiar feelings, emotions, conditions and
the like in an implicit and suggestive way.
Thus, the words as they are used in certain
expressions may bear numerous meanings
and
Interpretations.

13. The use of connotation, concrete words as
well figurative language can be perceive very
evident in poetry writing. The writer may use
variety of figurative expression to beautify and
heighten the effect of poetic work.

14. 3. TONE, SOUNd & RHYTHM
Poem writing is mostly similar to song
writing. Various elements that may
contribute to the total effect and impact of
a poetic masterpiece should be in unity
and harmony. In most cases, poets are
careful of using various rhyming patterns
and even sound devices.

15. MMM
ESSENTIAL COMPOSITES OF
POETRY
SENSE – this element involves
diction or known as the word choice,
imagery that can truly appeal to the
senses, and lastly figurative
expressions. Thus, sense can be
best established by the meaning of
words, symbolisms, and images

16. MMM
SOUND – This element is
offshoot of a variety of
elements like tonal patterns,
rhytmn, and measurements.
Sound devises and repititions
to create an effect and a
strong appeal.

17. MMM
STRUCTURE- This element
pertains to the way how words
and lines are organized ,
sequenced, and arrange and
formed to ensure unity of
form.

18. fliptop

19. MMM
DIFFERENT
POETIC
FORMS

20. MMM
1- DRAMATIC POETRY- This is a
lyric work that exhibits dialogue and
characterization which are known to
be elements of drama. A monologue
which is specifically a speech
delivered by an individual in a
dramatic performance .

21. 2- LYRIC POETRY-. This mainly
discloses a poet’s feelings and
emotions which can be perceive to
be subjective and personal. This
known to be melodic since it was
recited accompanied by a lyre- a U-
shaped string instrument

22. Simple lyric includes pastorals
that describe scenes and objects
of nature
which are emotional
verses sung during special
occasions
- this are extended lyric
poem ascribed to be more
serious and complex in form than
TYPES OF LYRIC
POETRY

23. - which are
commonly composed of 14
lines
which mainly
laments the death of a
person or group of
individuals

24. MMM
3.NARRATIVE POETRY- is main
a poem that is non-dramatic in
which the prime goal of the
author is to narrate a story. It has
a variety of length and of
complexity. Examples are epics,
metrical tales, romances, and
ballads

25. Examples of Narrative Poetry
1. EPIC- it tells a story about a hero or
about exiting events or adventures.
2. TALES- a story about imaginary
events and it can also be someones
actual experience
3. ROMANCES- A medieval tale based
on legend, chivalric love and
adventure, or the supernatural.
4. BALLAD- is a form of verse, often a
narrative set to music,

26. SONNET William Shakespeare

27. HAIKU- IS A TRADITIONAL
JAPAN

28. words, symbolisms, and images
used by the writer.

29. Processing
Questions
1. How do you feel writing your career
ambitions from the past to present?
2. How did you cope with some challenges
as you grew and bore fruits of your
labor?
3. Can you name some if not all of your
most important fruits of your labor? Why
do you consider them important fruits in
your present career?

30. CAREER GUIDANCE is a developmental
process that facilitates the acquisition of
attitudes; skills and knowledge to help students
better understand themselves while exploring
viable education and career options that
eventually result into making informed
decisions with developed plans to achieve their
career aspirations.
GUIDANCE
Lecturett
e:

31. The Role of a Career
Guidance Advocate and
Career Guidance
Counselor

32. By Helen M. Flores (The Philippine Star) | Updated August 29, 2013 -
12:00am 2 26 googleplus1 6
MANILA, Philippines - The Department of Education will allow high
school teachers to act as counselors to help students choose their careers
under the K to 12 Law.
Republic Act 10533 or the Enhanced Basic Education Act of 2012
requires high schools to have “career and employment guidance
counselors” who will properly guide the students in choosing their career
tracks.
The draft implementing rules and regulations (IRR) of RA 10533 provided
for “career and employment guidance advocates” who are not registered
and licensed guidance counselors.
The draft IRR allows schools to appoint personnel other than
licensed school counselors to run their career guidance advocacy activities
for high school students.
“Career guidance advocacy, information and advising may be done
by non-registered counselors, career guidance advocates, teachers and
peer facilitators, among others,” it said.
Homepage ( Article MRec ), pagematch: 1, sectionmatch: 1

33. CAREER ADVOCATE
- is a non-registered counselor, a peer facilitator
or he/she may be a teacher guidance designate who is
appointed by the School Principal. Republic Act 10533 or the
Enhanced Basic Education Act of 2012 requires high
schools to have “career and employment guidance
counselors” who will properly guide the students in choosing
their career tracks.
ROLE OF CAREER ADVOCATE
- is to to work with students and parents to help guide
students' academic, behavioral and social growth, but does not do
career counseling. Individuals in this field work in elementary,
high schools, senior high schools.

34. CAREER COUNSELING
It is the process of helping an individual come
up with a personal career plan by collecting,
collating and evaluating various information about
the self and the world of work to help the client
meet his/her life goals and take the necessary steps
to implement the plan.
General Goal of Career Counseling
Is to assist the individual in the development,
planning and implementation of a personal life-career, with
focus on his/her personal aspirations and qualities vis-a’-vis
the nature and requirements of the worker role in the
selected area and how the latter interacts with other life
roles.

35. A GUIDANCE COUNSELOR is a natural person who has been
registered and issued a valid Certificate of Registration and a valid Professional
Identification Card by the Professional Regulatory Board of Guidance and
Counseling and the Professional Regulatory Commission (PRC) in accordance
with this Act and by virtue of specialized training performs for a fee, salary or
other forms of compensation, the functions of guidance and counseling under
Section 3 (a) of this Act. (RA 9258)
CAREER GUIDANCE COUNSELOR
CAREER GUIDANCE COUNSELOR ROLE
- is to work with students and parents to help guide
students' academic, behavioral and social growth. Can do career
counseling with students, parents and other professionals.
Individuals in this field work in elementary, high schools, senior
high schools, Colleges and Universities.

36. - will help students in
secondary schools to see a variety of
available academic options that would
help them through their preferred
learning styles, and be helped to find
how to develop plans to reach their
educational and occupational goals.
CAREER GUIDANCE PROGRAM

37. CAREER GUIDANCE SERVICES
Educational institutions
may or may not offer
formal and extensive
career planning or career
counseling activities. Some
offer basic career guidance
services, although such
may be only a small part of
the guidance or school
counseling program. It is
useful to know how much
services may be maximized
to respond to the career
needs of the clientele.

38. – provides information to help client get to know more about
the world of work and the factors that impinge upon it. This
includes career week; job fairs; seminars and workshops mainly to
provide knowledge that will orient people to the different kinds of
possibilities available, their nature and their requirements. It also
includes printed materials – career brochures, newspaper clippings
on job trends, websites to open, posting on job openings,
corporate practices, and the like, as well as books or magazines on
biographical sketches of possible career models. Film clips or
documents that expound on jobs or occupations are also very
useful.

39. Individual Inventory Service
– involves helping the client get to know more of
himself/herself through varied assessment
instruments – psychological tests, rating scales,
health records academic history, sociogram reports,
socioeconomic data, interview, observations and
other forms of assessments.

40. – helps the individual
make a personal career plan and a
plan of action by discussing the
relationship between discoveries
about the world of work and the
self vis-à-vis personal aspirations
and circumstances. It also helps
the client overcome the obstacles
in making the appropriate career
moves. It also ensures that the
client is able to take the
appropriate actions to enter the
world of work or to make the
transitions necessary. This can be
done individually or in groups.

41. SHS
– facilitates the entry into the proper setting, with due consideration of the
outcomes of counseling. Proper setting can include selection of appropriate
training or educational institution – music or dance school; martial arts or
gymnastics; art, etc. it also includes the selection and entry into the appropriate
high school setting – technical vocational, science, regular basic education; and
post high school course – technical-vocational, certificate programs; degree
program. It also involves the selection and entry into a postgraduate course or
institution. Finally, it includes the selection and employment in the work setting
most compatible to the individual and his/her traits, aspirations, etc.

42. Follow-up Service
– assess the client’s
performance and
satisfaction in the setting
pursued. It tries to iron out
difficulties to work out
certain adjustments
required. It also involves in
helping the client make
decisions necessary with
regard to the training
program, institution,
course, occupation and
work setting pursued.

43. Research and Evaluation service
– seeks to determine the success
rates of graduates in the educational or
occupational setting entered and decide
on the modification or strengthening of
certain programs or activities used for
preparing the clientele. It also seeks to
determine whether strategies or
techniques employed for career guidance
and planning are appropriate, effective,
and satisfying in bringing about the goals
of the Career Program and the
individuals who underwent them.

44. WHY IS CAREER GUIDANCE AND
COUNSELING KEY TO THE DELIVERY
OF VOCATIONAL-TECHNICAL
EDUCATION?

45. Career guidance and
counseling programs
-help individuals acquire the
knowledge, skills, and
experience necessary to
identify options, explore
alternatives and succeed in
society.

46. THESE PROGRAMS BETTER PREPARE INDIVIDUALS
FOR THE CHANGING WORKPLACE OF THE 21ST
CENTURY BY:
 TEACHING LABOR MARKET CHANGES AND
COMPLEXITY OF THE WORKPLACE
 BROADENING KNOWLEDGE, SKILLS, AND ABILITIES
 IMPROVING DECISION MAKING SKILLS
 INCREASING SELF-ESTEEM AND MOTIVATION
 BUILDING INTERPERSONAL EFFECTIVENESS
 MAXIMIZING CAREER OPPORTUNITIES
 IMPROVING EMPLOYMENT MARKETABILITY AND
OPPORTUNITIES
 PROMOTING EFFECTIVE JOB PLACEMENT
 STRENGTHENING EMPLOYER RELATIONS

47. WHO BENEFITS FROM CAREER
GUIDANCE AND COUNSELING
PROGRAMS?

48. Everyone benefits--youth and adults,
male and female, disabled, disadvantaged,
minorities, dropouts, single parents, displaced
homemakers, teachers, administrators, parents
and employers.

49. WHERE ARE CAREER
GUIDANCE AND COUNSELING
PROGRAMS BEING OFFERED?

50. Everywhere--elementary, junior and senior
high schools, community colleges, technical
institutes, universities, career resource centers,
correctional facilities, community-based
organizations, human services agencies,
community and business organizations, skill
clinics, employment and placement services.

51. WHAT ARE THE KEY COMPONENTS OF SUCCESSFUL
CAREER GUIDANCE AND COUNSELING PROGRAMS?
 A planned sequence of activities and experiences to achieve specific
competencies such as self-appraisal, decision making, goal setting, and
career planning
 Accountability (outcome oriented) and program improvement (based
on results of process/outcome evaluations)
 Effective management needed to support comprehensive career
guidance programs
 A team approach where career advocates and registered counselors are
central to the program
 Adequate facilities, materials, resources
 Strong professional development activities so career advocates and
counselors can regularly update their professional knowledge and skills
 Different approaches to deliver the program such as outreach,
assessment, counseling, program and job placement, follow-up,
consultation, and referral.

52. HISTORY OF CAREER GUIDANCE
• Before 1950’s – most parents aspired for their
children to become professionals.
• Before 1960’s – when the Philippine economy was more secure
and predictable, there was some appeal for
pursuing careers primarily to allow self-
expression, the satisfaction of personal
interest, or the development of talents.
Before 1940s – women did not need to go to college was
gradually obliterated, “gender-related” courses
persisted until the early 1990s.

53. • Gender-related issues also affected the selection
of courses and careers.
• In 1980s, an exodus became evident when women who had
education degrees opted to become domestic helpers or
chambermaids in different parts of Asia and Europe.
• In the 1990s, new courses, mostly involving computer work –
computer science, computer technology, management
information system, computer programming, web-designing-
gained popularity.
• When the National Entrance Examination was introduced in
the early 1970s, to distinguish between those qualified to take
a degree course from those who must be channeled to a
vocational-technical course, both parents and students
protested.

54. Focal Points of Career Planning and
Counseling
• Need, Goal, Value, Interest
• Aptitude, Social Interest,
• Attitude, Emotional
Intelligence
• Personal Background
• Physical Attributes
• Work Experience
• Braches of the Occupational Fie
• Nature of the Job
• Job Requirements (Physical,
Social, Cognitive, Emotional,
Spiritual, Educational and
Work requirement)
• Job Outlook
• Benefits and Challenges

56. 1. Differential Psychology-
interested in work and
occupations
2. Personality- view individuals
as an organizer of their own
experiences
3. Sociology- focus on
occupational mobility
4. Developmental Psychology-
concerned with the “life
course”

57. 1.Trait Factor - Matching
personal traits to
occupations-Frank
Parson’s (1920’s)
2. Psychological –
Personality types
matching work
environment- Holland
(1980’s)
3. Decision - Situational or
Sociological- Bandura
(Self Efficacy-1970’s)
4. Developmental - Self
Concept over life span-
Super (1950’s)
Career Development Theories for the
past 75 years fall into four categories:

59. There are six basic types of work
environment, which correlate directly to the
personality types. Holland emphasizes that
people who choose to work in an environment
similar to their personality type are more likely
to be successful and satisfied. This idea is
important as it shows Holland’s theory can be
flexible, incorporating combination types.

60. Holland’s theory is centred on the notion that
most people fit into one of Six Personality
Types:
Realistic - work with hands, machines, tools,
active, practical, adventurous
High traits - practical, masculine, stable
Low traits - sensitive, feminine, stable
Occupations - construction, farming,
architecture, truck driving, mail carrier
Investigative – thought, analytical approaches,
explore, knowledge, ideas, not social
High traits – scholarly, intellectual, critical
Low traits – powerful, ambitious, adventurous
Occupations – biologist, chemist, dentist,
veterinarian, programmer
Artistic – literary, musical, artistic activities,
emotional, creative, open
High traits – expressive, creative, spontaneous
Low traits – orderly, efficient, conventional, social,
masculine
Occupations – artist, musician, poet, interior
designer,
writer
Social
Likes to do things to help people -- like, teaching,
nursing, or giving first aid, providing information;
generally avoids using machines, tools, or animals
to achieve a goal; Is good at teaching, counseling,
nursing, or giving information;
Values helping people and solving social problems;
and
Sees self as helpful, friendly, and trustworthy.
Enterprising
Likes to lead and persuade people, and to sell
things and ideas; generally avoids activities that
require careful observation and scientific,
analytical thinking;
Is good at leading people and selling things or
ideas;
Values success in politics, leadership, or business;
and
Sees self as energetic, ambitious, and sociable.
Conventional
Likes to work with numbers, records, or machines in a
set, orderly way; generally avoids ambiguous,
unstructured activities
Is good at working with written records and numbers
in a systematic, orderly way;
Values success in business; and
Sees self as orderly, and good at following a set plan

61. Holland Types are usually expressed
in 3 letters- Ex: RIA

63. Super’s Life-Span, Life-Space Theory
One of Super’s greatest
contributions to career
development was his emphasis on
the importance of developing a
self-concept, as well as his
recognition that this self-concept
can change with new experiences
over time. Before this, career
development was mostly seen as a
singular choice; however, Super
viewed career development as a
lifelong activity.

66. Super’s self-concept
is the belief that our
identities and by extension
our career identities are a
product of how we see
ourselves. Our vocational
choices put this concept
into practice in the real
world.

67. When Super developed his model,
people's lives tended to move through five
clearly defined "Life Stages", which were a
major feature of the model. Today, people's
careers tend to follow a less predictable pattern,
so if you want to use the Life Stage idea (which
may or may not be appropriate) we recommend
you adjust them to fit the pattern of your own
life.
Super’s Five Life and Career Development
Stages

68. Finding a Better Work/Life Balance Using the
Model

69. fliptop
The Life Career Rainbow
helps you think about your
work/life balance now, and how
you can adjust it to better suit
your needs. It then helps you
think about how you want your
work/life balance to change over
the next five years.
We do this with three pie charts.
With the first, you'll look at your
current work/life balance. With the
second, you'll look at what you want it
to be right now, while with the third,
you'll think about what you want it to
be in five years time.
Where you identify
imbalances between your current
and desired pie charts, we'll look
at how you can address these,
developing goals that will help
you move towards your desired
state.
Finding a Better Work/Life
Balance Using the Model

70. Draw Your Current
Work/Life Balance Pie
Chart
STE
P

71. Using the first blank pie
chart on our Life
Career Rainbow
Worksheet, mark out
the time you currently
spend in the eight
different Life Roles.

72. Figure 2: Sample of a Current Work/Life Balance Pie Chart
Tip:
Try to be objective when you do this. It's all-too-easy for people to let
emotion cloud their judgment here, and think that they routinely spend
more time on roles they dislike than they actually do.

73. Develop your Ideal Work/Life
Balance Pie Chart
STEP
Using the Life Career Rainbow diagram in figure 1 as a starting point, reflect
on your values and the things that you hold to be important in your life, as well as
thinking about your current satisfactions and dissatisfactions as you develop this
ideal. As an example, people who intensely value professional achievement may
spend much more time in the Work Role than people who predominantly value
nurturing a healthy family. The latter will emphasize the Parent or Spouse Role.

74. On the second blank pie chart, mark the amount of time
you would like to allocate to each of the roles right now.
Figure 3: Example Ideal Work/Life Balance Pie Chart

75. STE
P Develop your
Five-Year Ideal
Work/Life
Balance Pie Chart

76. Again, look at the Life Career
Rainbow, and think about changes in
the pattern of your life that you can
reasonably expect to occur. Then
think about how you would like your
life to look in five years time.
On the third blank pie chart, mark
the amount of time you would like to
allocate to each of the roles in five years'
time.

77. menz
Look at
Discrepancies and
Identify Barriers and
Challenges
STE
P

78. Compare your ideal charts
from steps 2 and 3 with the current
chart from step 1.
Identify the discrepancies, and list
the reasons for them. Have you become
complacent and let yourself get swept
away by events. Or are there real factors
that are preventing you from achieving
your ideal work/life balance? If so, identify
those factors.

79. STEP
Develop Goals to
Meet the Challenges
in Step 4
This is where you
identify specific
strategies to achieve
the ideal work/life
balance you want.

80. Look at the discrepancies and barriers you identified in
step 4 and set appropriate goals to move yourself from your
current state to your desired state. Just be aware that if you want
to make a substantial change to your work/life balance, you'll need
to think this through carefully, including understanding and
reconciling yourself to the trade-offs that will result from the
change.
Taking a simple example, if you're a hard-working male
manager and your wife is pregnant with your first child, now is a
great time to develop great time management and delegation
skills! And taking this further, if your paramount goal is to be a
great father, you may need to slow down at work and accept the
trade-off that unless you're particularly astute, you probably won't
earn as much over the next five years as the career-focused person
who's currently your peer.

81. Key Points

82. The overall message of Super's
Life Career Rainbow is that CAREER
DEVELOPMENT is a lifelong process
that is influenced greatly by other
areas of life. There is no one-way to
develop a career and one of the most
important aspects of career planning
is finding the balance between work
and the rest of life.

83. The Life Career Rainbow is a
useful tool for thinking about how the
demands on your time change
depending on life circumstances. It
helps you understand why you might
be overloaded or experiencing stress,
and helps you understand what you
can do about it and the trade-offs you
should expect as a consequence.

84. Once you see how you split up
your work roles and your life roles, it
will be easier to identify where your
work and life is out of balance and
begin the process of creating the
harmony you need.

85. Reflection
Video presentation:
CAREER GUIDANCE

87. Evaluation
1. How did you feel about the
topic?
2.What is your realization about
career guidance?
3.How can you apply career
guidance in your own
profession? family? community?

91. Flores, Helen M., The Philippine Star,(
Updated August 29, 2013 - 12:00am), 2 26
googleplus1 6
Homepage ( Article MRec ), pagematch: 1,
sectionmatch: 1
Bandura, A. (1997). Self-efficacy: The
exercise of control. New York: W.H. Freeman.
http://www.instructionaldesign.org/theorie
s/social-learning.html
References:

92. Super, D.E. (1990) A Life-Span, Life-
Space Approach to Career Development in
Brown, D. Brooks, L. & Associates (2nd edn)
Career Choice and Development San
Francisco: Jossey-Bass, pp197-261.
Super, D.E., Savickas, M.L., & Super, C.M.
(1996) ‘The life-span, life-space approach to
careers’, in Brown, D., Brooks, L, &
Associates (Eds) Career Choice &
Development, (3rd Edn), San Francisco,
California, Jossey-Bass, pp121-178.

93. http://www.careers.govt.nz/educators-
practitioners/career-practice/career-theory-
models/supers-theory/
The Calgary Board of Education,
(www.cbe.ab.ca/).
The University of Hawai’i System,
(www.hawaii.edu).

94. Bollee, Richard N., What Color is Your
Paracheute? 2009, A Practical Manual for
Job-Hunters and Career-Changers Ten
Speed Press, Berkley, California
Santamaria, Josie O., Ask Your Career
Counselor, 2013, Inquirer Books, Philippine
Daily Inquirer, Inc., Chino Roces Ave.,
corner Yague and Mascardo Streets, Makati
City, Phippilines
Books:

95. Villar, Imelda Virginia G., Career Counseling
in the Philippines, 2009, Alined
Transformations Publications, 3423
Guernica St., Makati City 1235, Philippines
Books: