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WILLIAM V.S. TUBMAN UNIVERSITYWILLIAM V.S. TUBMAN UNIVERSITYTubman Town, Maryland County
Post Box: 3570, Harper, Maryland County, Republic of Liberia
email: [email protected]
MODULEON
POWER LEARNING STRATEGIES, STUDY SKILLS AND HABITSWITH LESSONS ON SELF-CONCEPT AND ITS DYNAMICS
This Manual belongsto:
Prepared by:
DR. ROSEMARIE T. SANTOS
Prepared by:
DR. ROSEMARIE T. SANTOSDirector for Institutional Research
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Name:______________________________
Course & Section:_____________________
Student Number:______________________
Time & Day:_____________________________
Subject Facilitator______________________
COLLEGE : ACCESS COLLEGE
DEPARTMENT : COURSE NUMBER : 1
COURSE TITLE : Power Learning Strategies, Study Skills and Habits with Lessons on Self-concept and Its Dynamics
CREDIT UNIT : 3
SEMESTER : First
CURRICULUM YEAR : First Year Students
COURSE/CERTIFICATE/
DIPLOMA/DEGREE : General Education Curriculum
2
MODULAR INSTRUCTIONIN
POWER LEARNING STRATEGIES, STUDY SKILLS AND HABITS WITH LESSONS ON SELF-CONCEPT AND
ITS DCS
Revived: September 14, 2009 by an Act of the Liberian Legislature
transformed the William V.S. Tubman College of Technology (TC) into a
University.
President: ELIZABETH Davis-Russell, Ed.D. Ph.D.
Address:
Harper Office: William V. S. Tubman
University, Tubman Town, Maryland
County
Mailing Address: Post Box: 3570,
Harper, Maryland County, Republic of
Liberia
Email: [email protected]
Monrovia Office:
15th Street Sinkor, adjacent Royal Hotel, Monrovia, Republic of Liberia
College of Arts & SciencesMass Communication Music
College of Agriculture & Food SciencesGeneral AgricultureFood Sciences
College of Business & AdministrationAccountingBanking & FinanceEconomicsManagement Public Administration
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W.V.S. Tubman
University “At A Glance”
Our Course OfferingsOur Course Offerings
Our Course Offerings
College of Health Sciences
BS-Nursing Public Health
College of Engineering & TechnologyCivil EngineeringElectrical EngineeringMechanical Engineering
College of EducationPrimary EducationSecondary EducationGuidance & CounselingEarly Childhood Development
Tuition per credit hour for Liberian students is $5.00USD; International students $25.00USD. Tuition and fees can be payable in Liberian dollars (LRD) at the prevailing exchange rate established by the Central Bank of Liberia on the day of the transaction. Tuition and Fees can be paid in either currency with bank accounts set up to accommodate USD or LRD.
WILLIAM VS TUBMAN UNVERSITYHISTORY AND PROFILE
William V.S. Tubman College of Technology, then known as TC, opened
its doors to students in August of 1978 prior to the formal Legislative Act, which
occurred on 20 of September, 1978. TC provided technical education for the
middle level manpower needs of Liberia until June 1990 when the college was
forced to close its doors as a result of the Liberian civil conflict. The college
produced over 50% of Liberia’s technical manpower needs in architectural, civil,
electrical, electronic and mechanical engineering technology. Many of the
graduates are currently serving in Liberia, Africa and other parts of the world.
4
Tuition
In August 2009, an Act to repeal the Act of 1978 and to create the William
V.S. Tubman University was enacted by the national Legislature. Subsequently,
The William V.S. Tubman University is a “new-old” institution of higher
learning. It is “old” in that it is an institution of higher learning formerly known as “
William V.S. Tubman College of Technology”, TC, for short.
TC began n 1978 as a gift from the people of Maryland County to their
beloved son of Maryland, Liberia’s 19th president, William V.S. Tubman. It was
the occasion of his 75th birthday. The College of Technology had begun in
August 1978, having an admission of 87 students. TC thrived in producing 50% -
60% of Liberia's technocrats in the fields of architectural, civil, electrical,
electronic, mechanical engineering. Enrollment had increased to 221 and the
College of Technology had graduated from offering Associate degrees in these
fields. By 1990, the National Commission on Higher Education (NCHE) in Liberia
accredited TC to offer 5?year Bachelor of Science degree in the afore-named
fields in engineering. Education at TC came to an abrupt halt upon national civil
conflicts.
The campus, its infrastructural support, buildings, libraries, etc. were severely looted, damaged, and left bereft of its promising glory of producing Liberia's technocrats. In 2006 - 2007, the Ministry of Education (MOE) and the NCHE set out to awaken the sleeping giant. They created an Interim Management team and funded their assessment. The team reported with success of the possibility of TC's revival. MOE and NCHE funded an engineering assessment that later led to the establishment of a permanent team in 2008. The Visitor of the College appointed Dr. Elizabeth Davis-Russell as President, thereby ascribing her place in history as the first female president of TC.
Dr. Davis-Russell immediately assessed the viability of the College within the southeast region of post-conflict Liberia. She raised the bar by envisioning an institution having five colleges to provide much needed education, services, contribution to the region, the nation of Liberia, the world at large. She envisioned the new William V.S. Tubman University (TU).
Tubman University opened its doors to students in September 2009 with
five colleges: College of Agriculture and Food Sciences, College of Education,
College of Health Sciences, College of Management and Administration, and the
College of Technology. A total of 287 students were enrolled during the first
5
semester.
Tubman University has a population close to 297 general and
professional staff and roughly has 666 students enrolled in the five colleges for
the 1st semester of school year 2012-2013. The university occupies about 294
acres of highly vegetated low hills and plains on the Harper-Pleebo highway; and
is five (5) miles from Harper City.
Under the leadership of Dr. Elizabeth Davis-Russell, the administration is
committed to creating a 21st century university characterized by quality and
excellence.
Mission:To provide quality educational experiences that transform the lives of individuals
for worthy service.
Vision:Tubman University aspires to be a center of quality and excellence.
Core Values:
Our core values portray who we are and what we do. As such, we have determined our core values to be as follows:
We are caring, accessible community characterized by excellence, integrity, civility and ethicsWe are learner-centered and are intellectually engaged. Our focus is threefold: local, national, and international, with an emphasis on the celebration of diversity and the promotion of equal opportunities. We maintain the highest academic standards and comport ourselves with professionalism.We value civic virtue, dependability and trustworthiness.We value innovation, adaptability and creativity.
Principle One:
Tubman University operations shall be open, honest, with civil discussions free of
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Mission and Vision
Principles of Operation
violence.
Principle two:
Tubman University operations shall be transparent in all forms especially information flow and financial matters.
Principle two:
Tubman University operations shall be transparent in all forms especially information flow and financial matters.
Principle three:
Tubman University operations shall choose the concept of teamwork that breeds cooperation and collaboration where individuals are accountable and responsible.
Principle four:
Tubman University operations shall ensure the avoidance of overlapping, mobilize clear lines of responsibilities and leverage dynamic leadership for progress.
Principle five:
Tubman University operations challenge all to be punctual as a new attitude to realize new vision, new perspective, and new creation for all success.
Principle six:
Tubman University operations shall promote mutual respect and ethical behavior that lead to positive outcomes.
Principle seven:
Tubman University shall uphold confidentiality in the strictest form.
Principle eight:
Tubman University believes in cleanliness in individuals and environments for
healthy status, longevity and safety purposes.
Principle nine:
Tubman University operations shall emphasize collective destiny, decisions and
actions supported by data and evidence.
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Strategic Goals and Objectives of WVSTU:
Develop and maintain academic excellence that stimulates
intellectual growth
*Obtain national & international accreditation for all colleges in the University*Develop and increase relevant research and technical capacity of faculty
and students*Establish three learning resource centers
Maintain a student-centered University
*Establish a holistic approach to student development life and activities both curricular and co-curricular
*Expand the national and international experiential learning of the students*Identify and embark on professional/ intellectual activities that will enhance
the capacity & experience of the students
Expand community outreach that is locally & nationally relevant, and globally competent
*Provide experiential learning opportunities for the students through community outreach programs
*Use community outreach as an alternative source of income generation for the university
*Partner with communities and engage in activity that will transform lives and empower people to be self-reliant
Recruit and retain high level administrators, faculty and staff
*Recruit and maintain adequate faculty-to-student ratio in line with international best practice
*Create and encourage TU community partnerships in, for example, retirement plan, financial plan, investments, small loans systems, etc.
*Provide an increased and improved power/energy for sustainability and operational efficiency
*Provide adequate housing, health and recreational facilities for administrators, faculty and staff
*Improve transparency, accountability, as well as communication flow amongst employees
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Goals & Objectives for 2012-2015
Increase revenue *Identify, establish and maintain additional sources of funding for the
university*Develop & market project proposals for grants/sponsorship
Establish business ventures as sources of revenues to the university
Develop the rich cultural fabric of our diversity *Strengthen the spirit of diversity and internationalism in the university *Enhance the intellectual and cultural climate of the university.
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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
her deepest gratitude to those individuals who provided input every step of development
of this module. These dedicated college professors and administrators provided
thoughtful, enthusiasm of doing one’s work to share their role in assisting us; providing a
wealth of ideas and strategies. Likewise; for giving unstintingly of their time, and helped
shaped many aspects of this manuscript.
The proponent also deeply appreciative of the confidence afforded to her by the
Associate VP for Academic Support Services in facilitating the course. Indeed! I value
above-and-beyond-the-call-of duty and the contributions displayed immensely.
I wish to express my gratitude to my loved one’s, for the inspiration; to my
colleagues, for the moral support; college deans for their steadfast help and
encouragement.
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 suggestions have added substantially to the
quality of the text.
Thank you so much!
DR. ROSEMARIE T. SANTOS
Director for Institutional Research
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Module Contents
MODULE I
(Midterm Coverage)
William V.S. Tubman University Orientation
Power Learning Strategies Why go to College POWER Learning: The five
key steps to achieving success
MODULE II
(Midterm Coverage)
What is Learning Styles? Multiple Intelligences Developing Study Skills What is Previewing? Sizing up your Instructor The SQ3R Method
MODULE III
(Final Coverage)
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
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Congratulations! You’re in college. Why? Although it seems as if it should
be easy to say why you’re continuing your education, for most students it’s not
simple. 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.
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:
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MODULE 1
POWER LEARNING STRATEGIES
Why Go to College?Why Go to College?
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 to communicate. Wherever you end up, you’ll need to be able to
analyze and 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 and
technology that are changing the world. Genetic engineering… drugs to
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 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.
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P.O.W.E.R. Learning itself is merely an acronym-a word form from the
first letters of a series of steps that will help individual students take in, process
and make use of the information you’ll be exposed to in college. It will help you
to achieve your goals, both while you are in college and later after you graduate.
The steps in P.O.W.E.R learning serve as a 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
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PREPARE
ORGANIZE
WORK
EVALUATE
RETHINK
P.O. W. E. R Learning: The Five Key Steps
to Achieving Success
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.
Before we seek to accomplish any task, all of us do some form of
planning. The trouble is that, most of the time such planning is done without
conscious thinking. The best way 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 setting
starts with knowing yourself. As you’ll see we focus on understanding
yourself. It is 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.
15
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 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 abilities than with poor goal-setting
strategies. 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 it hard to maintain the enthusiasm-not to mention the hard
work-required to succeed.
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. In fact,
one of the biggest mistakes that student make in college is plunging into an
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academic project –studying for a test, writing a paper, completing an in-class
assignment-without being organized.
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 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.
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There Are Several Kinds of Organization.
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. But when we do that, we’re fooling ourselves.
We all have some motivation, that inner power and psychological energy that
directs and fuels our behavior and allows us to persist, even when its going
rough. Without any motivation, we’d never get out of bed in the morning and
accomplish anything.
Evaluate
“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 evaluation,
which consists of determining how well the work we have produced matches our
goals for it. Let’s consider some steps that it makes sense to follow in evaluating
what you’ve accomplished:
18
Take a moment to congratulate yourself and feel some
satisfaction. Whether it’s been studying for a test, writing a paper,
preparing a review sheet, or 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 an out-of-body-experience. Evaluate your accomplishments
as if you were a respected teacher from your past. If you’ve written
a paper, reread it from the perspective of the teacher. If you’ve
completed a worksheet, think about what comments you’d write across
the top if you were that teacher. Remember, you’re no longer you,
assessing something 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. But don’t think of it as a step back: Revisions you make
as a consequence. Of your evaluation bring 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
assumptions. While evaluation means considering how well what we
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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, reviewing you’ve accomplished the task . Consider
the approach and strategies you’ve used. What seemed to work
best? Do they suggest any alternatives that might work better 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 these underlying assumptions reasonable? If you had
used different assumptions, would the result have been similar or
different.
20
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. So it’s not surprising that the accuracy 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.
Learning styles reflect our preferred manner of acquiring, using, and
thinking about knowledge. These styles are not abilities, but types of learning .
They represent the ways we approach these tasks.
21
(Midterm Coverage)
WHAT IS LEARNING STYLES?What is Learning StylesDeveloping Study SkillsWhat is PreviewingSizing up your InstructorThe SQ3R Method
WHAT IS LEARNING
STLYE?
WHAT IS LEARNING
STLYE?
We don’t have just one learning style, but a profile of styles. Even though
our ability may be identical to someone else’s, our learning styles might be quite
different.
Learning style is biologically and developmentally impose set of 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, warm or cool room temperatures, seating arrangements, mobility 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 difficult information. Learning style also encompasses motivation on
task persistence, kind and amount of structure required, conformity versus non-
conformity. “Rita Dunn, Jeffrey Beaudry, and Angela Klaves,” Survey of research
on learning Style,” Education Leadership Vo. 46, no. 6 March, 1989)
Every normal individual possesses varying degrees of intelligence but the
ways in which intelligence combine and blend are as the faces and the
personalities of every individual.
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
22
Dr. Howard Gardner Multiple
Intelligence (IM)
Dr. Howard Gardner Multiple
Intelligence (IM)
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 of action), mnemonics (using languages to remember
information), explanation (using language to reform), and meta-language (using
language to talk about oneself
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 and to perform
transformations upon those perceptions. This intelligence involves sensitivity to
color, line, shape, form, space and the relationship that exists between these
materials elements. It includes the capacity to visualize, to graphically represent
visual or spatial ideas, and to orient oneself appropriately in a spatial matrix.
Bodily-Kinesthetic
Intelligence.
23
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 physical skills such as coordination, dexterity, strength, and 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 of
music (global, intuitive), a formal or “bottom-up” understanding (analytic,
technical) or both.
Interpersonal Intelligence
The ability to perceive and make distinctions in the moods, intentions,
motivation and feelings to other people. This can include sensitivity to facial,
expressions, voice and gestures; the capacity for discriminating 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 of what knowledge.
This intelligence includes having an accurate picture of oneself (one’s strengths
and limitations); awareness of inner moods, intentions, motivations,
temperaments, and desires, and the capacity for self-discipline, self-
understanding, and self-esteem.
Naturalistic Intelligence:
24
The ability to see connections and patterns within the plant and animal kingdom
and is sensitive to the natural world. This intelligence includes the ability to
observe plants, collect rocks and catch 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 processing information through different
modalities or channel (hearing, seeing, touching, doing).
Most of us tend to have strengths and preferences for learning and
processing information through different modalities or channels (hearing, seeing,
toughing and doing). The following description of modality preferences (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 from others, self or oral reading,
lecture discussion, brainstorming, oral reports, speeches, TV, radio, music,
verbal games, paraphrasing, repetition, spelling, bee, audio tapes, book on tape,
25
Modality preferences and Instructional Strategies
creative dramatics, phonic, reader’s theater (dialogue), poetry, and verse. They
remember through language and use of self-talks or verbalizations to help
themselves get 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, projects, writing assignments). During
silent reading, they are input to hold their attention or get meaning, so it should
be permitted if not loud and distracting to others.
*Visual learners.
These students learn by seeing, watching and observing and are strong in
remembering visual detail. They often learn to read best through in 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 or shape or words and then color-code structural elements
such as prefixes, syllables, suffixes and vowels.
These students remember best through pictures and images. Information should
be written for them to refer to, and graphics, pictures, keywords, or phrases in
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writing should accompany verbal presentations and directions. Visual learners
need instruction to include many graphic organizers (chart, cluster, web, outlines,
story maps, diagrams, etc.). They would benefit from writing things down,
circling, information, underlining, color highlighting their text, 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 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 learners who need to be involved
physically with project and activities. These students need to use manipulative
and have many objects to touch and utilized to help lock in learning through their
sense of touch. These students need many opportunities to participate in
learning games, laboratory experiences, performance/acting out experiences,
crafts, drawing, various, arts, contraction, and 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 number because it only “eats” The larger number.
Tactile-kinesthetic learner when they can top out or clap out the 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 listen with
headphones to a tape-recorded lecture, or reciting information to be remembered
while walking is helpful.
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Analytic and Global Learners. The terms to left hemisphere dominant/right
brain or right hemisphere dominant, analytic/global, and inductive/ deductive
have been used in the literature to describe individuals’ learning styles. Basically,
left hemisphere dominant, analytic, and inductive, learner are the same types of
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
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; simultaneous
processing, imagination, sense of color, musical abilities, pattern thinking, spatial
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.
1. Previewing Your Textbook
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
preview each of new text, you can determine what material will be covered in the
book, how familiar you are with the material, and how difficult the material will be
28
DEVELOPING STUDY SKILLS
DEVELOPING STUDY SKILLS
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 the book. Are there pictures? Graphics? Maps? Charts?
Illustrations? Questions at the end of the chapters? Pages with a lot of white
space?
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
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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 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, read the preface or introduction. It usually discusses the scope of
the book and explains why the author or authors wrote it.
Third, find the table of contents and read the chapter or units titles, main
headings, and subheadings included within. Turn these 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
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pictures, charts, graphs, and illustrations? These factors all determined the level
of difficulty of the text and 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, 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 pencil? Or is your study
environment, perhaps, flat on your stomach on the floor, in front of the TV, with
the dog licking your ear and your brothers playing video games nearby? If this
sounds at all familiar, you many find concentration- or the lack of it- one of 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.
Studying in the same place every day. Psychologically, this establishes a
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 is more beneficial
than being surrounded by music or other noise. From experience, you know you
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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 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 well-known 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 your schedule
for one typical day in your school week.
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Start with time you generally wake up, and continue to identify how you
spend your 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 Activity Time Activity
Now answer on your paper 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?
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.
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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 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, but very few recall the middle numbers. Studying, he says,
is the 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.
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
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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?
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.
Sizing Up Your Instructor
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“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 while others rely on lots of structure.
Some are very explicit in what they expect from students and what kind 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 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---
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4. Grades---
3.The SQ3R Method
An important part of improving your study skills is finding a dependable
study technique. Some of you may have already discovered a method that gives
you good results, but others may have 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 study. You can do
so by practicing a technique that involves you in the 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:
S Q 3 R
U U READ
R E
V S
E T RECITE
Y I
O
N REVIEW
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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.
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 is, you need to read to answer questions.
Look to the following 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 an involved reader, and comprehension
and retention of the 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
38
students tend to forget as much as 80 percent of what they have learned from
reading 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.
39
40
(Pre-Final Coverage)
SELF-CONCEPT AND ITS
DYNAMICS
Of course you know who you are. You know your first and last name.
You know where and when you were born, and you have no trouble identifying
your ethnic background.
What makes you unique and special are your thoughts, your beliefs, and
your dreams. 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.
.
* 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?
41
SELF-CONCEPT-
WHO I AM?
SELF-CONCEPT-
WHO I AM?
A person is said to have, good or positive self-concept when he sees himself to
have worth and feels good about him/her self.
*Self-Concept is essential to every individual’s life? Do you know where
this 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 process, we acquire picture of ourselves and we begin to qualify
our 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 example, If I have view myself in a negative way, my experiences will
be more 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 self-
concept.
THE THREE DIMENSIONS OF SELF-CONCEPT
There are basically three Dimensions of self-concept, these are the following;
SELF-IMAGE
What is Self-Image?
42
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; our physical attributes such as
height, built, weight and others. 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 SELF-
CONCEPT?
You must begin by assessing your present self-concept level. Is your self-
concept basically positive or negative? Then explore which area in the different
dimensions you are weak.
How will you know if you have a healthy self-concept 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?
43
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. As
a result a woman develops hang-ups and some forms of neurotic behavior as
security blankets. For example, extreme redness, putting too many make-up;
insistence on being addressed with titles such as “doctor” or “attorney”, “sir” /
“madam”, and even collecting Mercedes Benzes.
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 appearance. He learns how to acknowledge and accepts his limitations
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 potentials to develop by trying. He is
not afraid of making mistakes. He does not fall into traps of “being perfect”. The
44
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: too much stress
on achievements, perfection as standards comparing 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 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 self-esteem 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. He is the first to reject himself. Usually this is the result of
the upbringing that he is very conditional, 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.
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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 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.
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 self-
knowledge.
Many people think that we use only about 10% of our potential
because some persons or force limit us. However;
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1. The part of our lives that we fail to touch does not have to remain
so.
2. We can begin to use more of our given potential if we are willing to
learn and use a few simple truths.
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.
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 elder saying a multitude of things about us. 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 the people who said these things were so much older and
held 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 in-between and accepted
them as truth. Very few of us never stopped logically or objectively
examined those beliefs. We just accepted them.
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WHY WE ARE THE WAY WE ARE?
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.
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 acted stupid,
because the subconscious mind obeys 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 beings, we will always have the power to change our
thoughts and actions according to our beliefs.
4. We can always change and upgrade our self-image.
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 self-concept. One significant area we will look into is
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.
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A. PARENTAL BEHAVIOR AND SELF-CONCEPT DEVELOPMENT
A friend of mine once shared an experience she had when
she was teaching in the United States. It was a meeting she had
with one of the mothers in a parent-teacher conference. Her
student was a
young boy
who was very withdrawn. Out of concern she approached his
mother to initiate some conversion. To my friend’s horror, the mother openly
berated her son for thirty minutes. What was wrong about him/her. Finally, my
friend decided to interrupt her 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 son?.” She was not even conscious of
it. 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. Whether conscious or not.
Parental behavior manifested in the way 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
feelings of worth as a person. It’s important to note here that sometimes 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 bitterness, which you have had towards your parents. We are not,
however, discounting the possibility that this might happen especially since the
process invites you to assess your parents influences on you. 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.
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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. We, however,
discover later that this is not so, seldom do people want to really hurt others.
What they have manifested as negative behaviors oftentimes, are simply results
of their own psychological 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.
Such as their own deep unresolved resentments with their own parents, which
are coming through. Perhaps they have a strong feeling of inadequacy in
fulfilling their role as a parent. Only when we see our parents as human beings
too, and that they have sincere intentions, can we begin the process of healing
the past wounds. We begin to forgive them because they are victims of their own
human weaknesses. Of course, this is not to say that all is well. 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. For example, in the area of sex roles, men are
expected to be the breadwinner while women are to maintain the household.
Even if both the husband and wife are working, 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
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wife works would be ostracized by his neighbors. Eventually, he could lose a
sense of respect for himself.
What are Cultural Norms?
Cultural norms and expectations
define our self to others.
Therefore, we live up to them just
as we experience rejection. But sometimes these norms and expectations
become unrealistic and unhealthy for the individuals. This is why we need to
review these norms and expectations because consciously or unconsciously they
influence the development of our self-concept. This 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
As A Man
How can you answer the following questions?
What have you been told about your body image?
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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?
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 each of these four areas conscientiously would bring out a
greater appreciation and celebration of one’s self.
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1. THE EXPERIENCE OF ACHIEVEMENT
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. It is not so much that we do not have these
powers and abilities to achieve. Rather, it is more of our inability to acknowledge
and own them. The experience of achievement, therefore, is possible only if we
believe in ourselves, in what we have and what we possess. To enhance your
self-concept in this area, the following suggestions would be carefully
considered:
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 in the
family that would be an achievement. Claim it as such.
B. Consider your achievement not in terms of 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. Your achievement itself is a reward. 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
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have to be 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. It will only
make you feel bad about yourself. 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. Also, as human being, you have limitations. When 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. 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 achievement experienced, identify personal
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. Identify them
and acknowledge them. So, if you pass an examination with flying 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
self-discipline. Or you could say it was your ability to comprehend the subject
matters.
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F. With every achievement find the possibility of having a chance to
publicly share this achievement.
Although our society tends to teach us to be quiet about our achievement,
psychologically, it facilitates the process of “owning” 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 or she will be happy too with your achievement.
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. If you can afford it, spoil your self.
After all, when you’ve got it, you deserve it. After a hard days work, despite all
your problems, you are able to 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 with such “programming” of our beliefs. One
of the greatest things we could suffer from our unhealthy irrational belief is
viewing our self negatively and feels unworthy. We experience “putting down”
our self, blaming, getting angry, hating and ending up our self.
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Usually, we see these beliefs at work in our “Self-talks”. These are things
we tell our self about in an event. The event itself does not directly cause an
emotional reaction. 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 by looking
over some of the most common unhealthy and irrational belief systems, which
could directly or indirectly affect us, especially our self-concept. 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.
2. I must be perfectly competent, adequate and successful in achieving my
goal before I can think of self as worthwhile.
3. I have no control over my own happiness. My happiness is completely in
the control of external circumstances.
4. The past experiences and events of my life have determined my present
life and behavior. The influence of the past 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 self-
concept is our ability to
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receive feedback, especially
positive feedback. We need information coming
from other people about us, especially our strength, so that we can validate and
confirm what we know of ourselves already and include other data that we are
not aware of. In doing so, other people serve as “mirror” to us and we discover,
reaffirm more of our beauty and uniqueness as person.
Many of us, however, find difficulty in receiving both positive and negative
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 feedbacks. We don’t know how to receive them. Maybe it is our very
culture that has toughened us. We are told that once we acknowledge out
positive qualities, it is not socially acceptable. We are considered “proud” and
our religious 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 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 regarding our behavior and
actions, which have affected others in a positive way (This is called
the positive feedback) or in a negative way (negative feedback). As
information, we can either accept or reject it. But we must respect it
since it is another person’s opinion.
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2. Listen to feedback given. Do not immediately react to a feedback
without first knowing where it is coming from. Learn to listen first.
What particular behavior or behaviors do I have which affected the
other? How was the other affected? 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 the person means. What have
I done to make you say that I am good or that I am insincere?
It’s very hard to live with judgment 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 does not and should not pinpoint intentions but
only 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 other person’s need and
expectation. When I meet the other person’s need and
expectation with my behavior, they will affect the other
positively. If I don’t meet their expectation, then It affect them
negatively. For example, I don’t meet a person’s expectation for
total 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
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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 quality. If you disagree with their assessment, treat it as just a
feedback. That’s how the other 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
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.
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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
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.
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When we have someone who fits into the description that Roy Creft gave,
we wouldn’t have many problems with recognizing our worth as a person. We all
need friends. Real 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. Reflect on their significant role in your life. 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.
To experience this loving further in our life, we must spend more time to
communicate to GOD. It is a two-way process. Not just in 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
affirming God. Our worth is further validated by these meaningful relationships
and support system.
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62
JOHARI WIDOW
(SELF-DISCOVERY)
1. The FREE area in known both to you and to others-the area of mutual
sharing and interaction.
2. The HIDDEN area in known to you but not shared with others.
3. The BLIND area is known to others but 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. 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.
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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.
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 self-image 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 imperfections but always
striving to better ourselves with genuine self-acceptance. The self-accepting
person not need fear what he discovers about herself. He can be open to 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
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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 to grow and expand though discovering the truth,
creating beauty, producing order and promoting justice.
A person whose tendency towards fulfilling his blocked (refer to
better “C”) may become a 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 frequently avoids or escapes anything, which involves
pain; the mature person confronts the requirements of his world and
attempts to respond to it.
B) The neurotic habitually expresses his difficulties, but since repression
is in the end ineffective and even harmful, these difficulties continue to
trouble him. The mature person can effectively sublimate his
difficulties and channel them towards creative ends.
C) The neurotic is characterized by many personality splits. There is a
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 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.
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H) The neurotic’s involvement is quit narrow and tied to the immediate
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.
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BIBLIOGRAPHY
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Carballo, Leni-Ramos “Keeping In Touch”, A Workbook in Human Relations
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ABOUT THE PROPONENT
Dr. Rosemarie T. Santos is the Coordinator of the Euthenics Department of Universidad De Zamboanga. She graduated her BSE-Major 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 UZ-Community 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 Education subjects and diligence in doing researcher inspired her to prepare this module. She is also teaching in the Graduate School handling MAEd. Subjects major in Supervision and Administration and an advisee of thesis and dissertation writing.
At present, she is broadening her educational horizon by joining William V.S. Tubman University, at Maryland County, West Africa Liberia as a Director for Institutional Research. In her flaming desire and enthusiasm and interest to contribute and build capacity to Liberian young man and woman, she decided to share her piece of works for the students particularly in the ACCESS COLLEGE.
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DR. ROSEMARIE TEREZ-SANTOS
