27 Oct My Personal Timeline

My Personal Timeline A personal timeline portrays the influential events and happenings of a person’s life so that he/she can understand where he/ she has gone wrong and right in the past. It helps to plan the future in a better constructive way. Directions: 1. Using a bond paper, write the major events in your life and the significant (parents/grandparents/relatives/close friends) people in your life. 2. Add your age, specific dates, and places in the timeline. 3. Draw the timeline horizontally, vertically, diagonally or even using ups and down depending on your imagination. 4. Be creative in your representations by using symbols, figures, and drawings. Use crayons or any art material depending on the available resources or just a simple paper and pen may be fine. 5. Write a title for your timeline. It can be a word, a phrase or even a simple sentence. You can also look for the personal timeline website template samples available online. The link is https://www.template.net/business/timeline-templates/personal- timeline-template/ Source: http:/ / blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your- life-storyprobing-to-create-shift-to-life-liberating-meanings/ Reflection: 1. Is there a ‘center’ or a central theme in your timeline and life? What is it all about? 2. While identifying the turning points in your timeline, what were your thoughts and feelings? 3. Who were the most significant people in your life? How did they influence you? 4. What would you change or add if you could in your timeline? How would each of these changes or additions affect your life, or even change its present course? 5. Where do you want to be in a year, 5 years, and 10 years? What do you expect your future timeline would be? Source: http:/ /blogs.psychcentral.com/relationships/2012/08/the-timeline-of- your-life-storyprobing-to-create-shift-to-life-liberating-meanings-2-of-2/

6 Let Us Practice Activity 2: My Developmental Tasks when I was a Grade 1 1 Student Directions: 1. Using the Developmental Tasks Summary Table above, assess your own level of development when you were in Grade 1 1. 2. Write your answers on a whole sheet of paper using the format below. What are the What are the What are the expected expected tasks expected Areas in Life tasks you have you. have tasks you have successfully partially not accomplished? accomplished? accomplished? Personal Life Community Processing Questions: 1. Rate yourself from 1—10 [10 as the highest] on whether you have accomplished those expected tasks when you were in Grade 1 1. 2. [low do you feel about the transition from high school to college or from adolescent to young adult? 3. Do you think you are ready for this transition which may mean more responsibilities and greater accountability? If no, what are the expected tasks you need to work on?I If yes, what are the ways to take so you can better plan for the future?

Let Us Practice More Activity 3: How Mindful Am I? Directions: Study the following Guidelines for mindful speech by Dr. Christopher Willard from Mindfulness for Teen Anxiety: Is what I want to say True? Is what I want to say Helpful? Am I the best one to say it? Is it necessary to say it Now? Is it Kind to this person and others? In your journal, mark for yes, X for no, or ? if you’re not sure if the statements below followed the Guidelines for Mindful Speech. There could be more than one ‘correct’ answer. The purpose of this activity is to reflect on the situations and whether you’ve witnessed or experienced something similar in your own life. 1. I did really well on an exam. I said to my friends, "I got the top score. What did you get?" Did I T.H.I.N.K. before I spoke? TH N_ K 2. One of my friends was bragging about getting a good score on a test, and I didn’t want to tell him I failed. I said, "Congratulations!" then started talking about something else. Did I T.H.I.N.K. before I spoke?_ T H N_ _K 3. People kept telling me about this strange color Mrs. Jenkins dyed her hair. When I saw her, I didn’t think it looked that bad, so I told her, "Your hair’s not as weird as everyone says it is." Did I T.H.I.N.K. before I spoke? TH N_ K 4. A woman with a big belly was about to enter the building. I told my friend, "We need to go open the door for that lady. She’s pregnant." Did I T.H.I.N.K. before I spoke? HI N_ K 5. A boy told his friend to hold the door open for me because I’m pregnant. I said, "Hey, I’m not pregnant! You sayin’ I’m fat?" Did I T.H.I.N.K. before I spoke? TH N_ K 7 6. A boy told his friend to hold the door open for me because I’m pregnant. I said, "Thank you for holding the door, but I’m actually not pregnant." Did I T.H.I.N.K. before I spoke? THI _N_ K 7. I saw a couple of kids cheating on a test. I went up to the teacher after class and told him what I’d seen. Did I T.H.I.N.K. before I spoke?_ T_ H INK 8. I saw a girl looking at her phone during a test. I went up to the teacher after class and told him she was cheating. Did I T.H.I.N.K. before I spoke? T H N_ _K

Let Us Assess Directions: Identify the following characteristics of human development by giving its corresponding developmental stage which are found inside the box. Write your answers on a separate sheet of paper. Pre-natal Early Childhood Adolescence Middle Age Infancy Late Childhood Early Adulthood Old Age 1. It is a pre-gang age, exploratory, and questioning stage of development. 2. It is a foundation age when basic behavior is organized and many ontogenetic maturation skills are developed. 3. It is a transition age from childhood to adulthood when sex maturation. 4. It is gang and creativity stage when self-help skills, social skills, school skills, and play are developed. 5. It is the age when hereditary endowments and sex are fixed and all body features. 6. It is the age when increasingly rapid physical and mental decline are being experienced by the person. 7. This is the transition age. It happens when adjustments to initial physical and mental decline are being experienced. 8. It is the age of adjustment to new patterns of life and roles such as spouse, parent and bread winner. 9. This is where rapid physical development occurs resulting to changes in ways of feeling, thinking and acting. 10. It is the stage of development where learning physical skills becomes necessary for ordinary games. 1 1. It is a person wants to start a family and assume civic responsibility. 12. This stage of development occurs when a person has a desire to help teenage children to become happy and responsible. 13. It is when a person needs to adjust to decreasing strength, health, retirement and reduced income. 14. It is when language and basic reasoning are acquired and initial socialization is experienced. 15. It is when the internal and external features of the human body are fixed and identified. Let Us Enhance Portfolio Output No. 4: Mindfulness with Reflection Directions: Answer the following questions. 1. Has someone ever asked you a question that you really didn’t want to answer? How did you respond? 2. Have you ever gotten (or given) a "compliment" that really wasn’t a compliment? How did you feel afterwards? 3. Did you ever do something to be helpful that turned out badly? What happened? What do you wish had happened? 4. Have you ever caught someone cheating (either on a test or on a boyfriend/girlfriend)? Did you say anything? Why or why not? 5. Have you ever gotten in trouble because someone caught you cheating (or thought you were cheating)? What happened? What do you wish had happened? 6. In what other situations have you seen someone T.H.I.N.K. (or not) before speaking? What happened? Source: http://www.mindfulteachers.org/2016/01/think-before-you-speak-2.html

. .9 Let Us Reflect Activity 5: Sentence completion Directions: On the space provided, supply the missing word or phrase to complete the statements. The developmental tasks of adolescence include the development of a sense of {1} During [2] , youth experience dramatic changes in the shape of their bodies, an increase in gonadal hormones, and changes in {3} During early adolescence, the primary task consists of managing these [4) and the subsequent influences these have on behavior, mood, and [5) Cognitive skill development over the adolescent years enables youth to become increasingly capable of managing their own [6] while also facilitating their identity formation and maturation of moral reasoning) The successful development of these cognitive skills relates to youth’s ability to plan, an important skill for successful pursuit of [7] goals. The youth are able to come to a {8] of the social and cultural settings in which they live. In fact, research has found an increase in youth’s [‘3] to civic involvement when such cognitive developments are coupled with prosocial values and [10] to think and discuss issues of tolerance and human interaction with others. 11