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Effective Communication Module

communication

Introduction:

 

  1. In this module, the participants can grasp the basic process of communication to effectively interact to other people.
  2. Module Goal and Objectives:

By the end of this module the participants will be able to:

a.)    Recognized the value of communication in day to day living.

b.)    Gain insights on how to effectively communicate to others effectively to their team members.

c.)     Apply the principle of communication to their daily endeavor.

Learning Task-Group Activity

Activity Title: Family Feud

Procedure:

1)      The participants will count of 1-7 and form a small group.

2)      In every group there shall be four members and will choose among themselves who will be person A, B, C, & D.

3)      Person A will face Person B while Person C will face Person D.

4)      Each member/person has different roles to play in every scenario and they are expected to play their respective roles appropriately.

5)      There will be four scenario and in each scenes they will act out as pacifier, preacher, blamer and avoider.

6)      For the first scene, Person A will be the Avoider while Person B will be the Blamer, Person C will the Pacifier and Person D will be the Preacher.

7)      For the second scene, Person A will be the Pacifier and Person B will be the Preacher, Person C will be the Avoider and Person D will be the Blamer.

8)      For the third scene, Person A will be the Blamer while Person B will be the Avoider, and Person C will be the Preacher whereas Person D will be the Pacifier.

9)      For the fourth scene, Person A will be the Preacher while Person B will be the Pacifier, Person C will be the Blamer whereas Person D will be the Avoider.

10)   The facilitator will tell them the different scenes and act it out for two minutes and then they will stoop then change roles for the next scenes.

SCENARIO:

a)      Money lost left by their mother on the cabinet.

b)      Who didn’t flush the toilet?

c)       Who eat the fruit salad placed in the refrigerator?

d)      Who broke the expensive vase, gift by your father to your mother?

Large Group Process:

When the activity is through, the participants will form a big circle for processing and identifying their emotions, learning and related experience.

A. Affective:

i.      How do you feel right now after playing the activity?

ii.      What kind of experience you are feeling?

B. Cognitive:

i.      What do you think you can get, out of the activity?

ii.      In your opinion, what was the activity all about?

C. Situationalization:

i.      Based on the learning you acquired, have you experienced the same or related to it?

ii.      How do you deal in communicating others?

 Rational Educative Exposure

  • Communication – transmitting of information from one person to another.

o   Composed of sender (the one of sent the message), message (information), channel (means/mode), receiver (one who receives the message).

  • Two kind of communication

o   Verbal – words

o   Non-verbal – body language

  • Barriers of communication

o   Physical – surroundings, environment, noise, signal, etc.

o   Physiological – health

o   Psychological – mental lapses, tone of voice, stereotyping

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Increasing Self-Awareness Module

Introduction:

  1. In this module, participants will be exposed to lectures, processing and group activity which will help them increase a deeper sense of self-awareness.
  2. Module Goal & Objectives:

By the end of this module, the participants will be able to:

a.)    Identify their strength and weaknesses

b.)    Enhance their level of self-awareness

c.)     Appreciate the importance of self-awareness

 

Learning Task-Group Activity

Activity Title: Marriage and Divorce

Procedure:

1)      Facilitator will instruct the participants to form a big circle.

2)      Facilitator will let the participants choose a partner and have them face to face.

3)      Facilitator will tell them the mechanics of the activity and the participants shall execute it: for example, “left hand to left hand”, the participants will then hold hands using their left hands and shall state their one weakness.

4)      Then the facilitator will command another and the participants shall not break the first command and will execute the second and shall tell their partner their strength.

5)      After every participants executed and able to told their partners their strengths and weaknesses, the facilitator will shout “DIVORCE” meaning, the participants will exchange partners and should be three partners away and beyond.

6)      A participant who can’t find a partner will be the next “IT” and he/she will be in-charge to make two commands.

7)      This activity has a time-constraint of 15 minutes.

 

Large Group Process

After the activity is the group processing. Participants shall interact with each other by expressing their thoughts, feelings and experiences.

Affective:

1)      How was the experience?

2)      What makes you feel that way?

Cognitive:

1)      What have you learned out of the activity?

2)      What do you think this activity will do to you?

Situationalization:

1)      Are there any instances in your life that you can say you able to utilize your self-esteem?

2)      Can you share with us an incident where your strength and weaknesses was challenged?

 

Rational Educative Exposure

  • Self – Awareness

o   Self refers to I/Me while awareness refers to consciousness

o   Identifying strength and weakness enhanced self-awareness for example, “I am aware that I can dance”. “I am aware that I can sing”.

o   Components of Self-Awareness:

1) Self-Knowledge – anything you/I know about yourself/myself;

2) Active Involvement – doing something about what you know about yourself/myself

o   Three Kinds of Self-Awareness:

  • Internal Awareness – refers to your feelings, emotions, what is happening inside your body.
  • External Awareness – refers to your five senses, what is happening outside your body.
  • Fantasy Awareness – refers to your thoughts, dreams, aspirations and wishes.

o   Awareness Continuum – continuous awareness of the internal, external and fantasy awareness.

o   Self-awareness is the beginning of understanding and relating to other people to be able to communicate effectively.

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Leadership Training Seminar

leadership training seminar powerpoint

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Self-concept Formation Seminar

self-concept 

Rationale:

Being a high school student is not quite easy. Tons of challenges wait for them. There will be a powerful desire for independence and a strong need for peer acceptance. Hence, they must understand their role as a student, as a friend, as a member of the family, and as a member of the community. Above all, they must have positive self-concept for them to easily manage their personal, academic and work roles.

 Time Frame: half-day or three (3) hours

 Comprehensive Guide Goal:

The “Self-Concept Formation Seminar” aims to let the high school students to have a better understanding of themselves as an individual and as a member of diverse local and global communities.

Comprehensive Guide Objectives:

  • Recognize increased roles and responsibilities of the individual student within the family, school, and local community.
  •  Develop skills needed to maintain a positive self-concept.
  • Identify activities the individual student might participate in to become contributing member of a school community.

Materials:

  • Three stacks of paper
  • Fan
  • Cartolina/manila paper
  • Pentel pen

Program Flow:

o   Registration

o   Opening Prayer

o   Rationale

o   Energizer

o   House Rules

o   Seminar Proper

  • Lecture with Demonstration
  • Structured Learning Activity: “Self-Concept”
  • Group Interaction
  • Lecture
  • Structured Learning Activity: “Improving Your Self-Concept”
  • Group Interaction
  • Lecture
  • Structured Learning Activity: “Roles: How do they Impact Me and for what Am I Responsible”
  • Group Interaction
  • Lecture

o   Open Forum

o   Evaluation/Synthesis

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Team Building Seminar-Workshop

Teamwork: team working together.

Rationale:

In every organization, camaraderie and teamwork ability should be developed among its members since it’s useful for the success of the organization. Without these, the team will grow and prosper and a possibility that it will not sustain or it will eventually shatter. Indeed, each members shall work together and bring out each other’s best to achieve their common goal. If this is seen in an organization they will no doubt surpass any obstacles they will encounter and most especially succeed in any activities they will undertake.

Time Frame: Four (4) hours

 

Comprehensive Guide Goal:

The “Team-Building Seminar-Workshop” intends to strengthen the camaraderie and teamwork ability ot the members of every organization. It purposely design suitable to a school or socio-civic organization to help them increase the members’ social awareness and building one team.

Module will cover:

A.)   Boosting Self-Awareness

B.)    Effective Communication

C.)    Strengthening Team Work

 

Comprehensive Guide Objectives:

At the end of the half-day seminar-workshop, the participants are expected to:

a.)    Increase their level of self-awareness by understanding their strength and weaknesses

b.)    Improve their interpersonal skills;

c.)     Appreciate the significance of working together as a team.

 

Content/Topic:

A.)   Boosting Self-Awareness

  1. Group Activity
  2. Processing
  3. Lecture

B.)    Effective Communication

  1. Group Activity
  2. Processing
  3. Lecture

C.)    Strengthening Team Work

  1. Group Activity
  2. Processing
  3. Lecture

 

Resources:

a.)    Chalk

b.)    Cartolina/Manila Paper

c.)     Name Tags

 

Program Flow:

  • Registration
  • Introduction
  • Opening Prayer
  • Energizer
  • Expectation
  • House Rules
  • Rationale
  • Group Activity
  • Processing
  • Lecture
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Effective Study Habits (Seminar Workshop)

Rationale:

           Every student has different styles and strategies in studying. Some used to study everyday while most just study during examination and others chose not to study at all. Primarily, studying should be given much attention to all students in order to accomplish their goals in life, they should allocate ample time to study their lessons and make their assignments and projects. As observed, students who really find time to study are the ones who are likely to excel academically, whereas those who have poor academic performance are students who don’t engage in studying. Sad to note, only a small percentage of students have good academic standing and larger scale for those who are struggling to pass. This is of course due to poor study habits in which majority of the students have failing grades. Lack of motivation to study is as well one of the reason why students don’t love to study and find it boring and tedious that they rather play or watch movies. In addressing this issue, students should be given attention, support and encouragement from family members, teachers, friends, and significant others; or they should seek some motivation within themselves.

Hence, it is the intention of this module to help the students in coping their academic problems.

Time frame: two hours

Comprehensive Guide Goal:

Study habit seminar aims to engage the students in interactions, group activities and lecture to let them experience fun-filled learning activities. Through this, the students shall be able to learn new styles and strategies in studying in order to improve their study habits. Additionally, students will be motivated to pursue their studies and get a better grade.

Module will cover:

a)     Developing study habits

b)     Mastering the habits of studying

Comprehensive Guide Objectives:

At the end of the activity, the participants are expected to:

1.)   Recognized the importance of having a good study habits.

2.)   Appreciate the task for being a student.

3.)   Value their worth as a student and its impact to their lives.

4.)   Apply the strategies of studying in improving their study habits.

5.)   Develop a productive ways to make their life as a student’s more meaningful.

CONTENT/TOPIC

RATIONAL EDUCATIVE EXPOSURE TIME METHODOLOGY
DEVELOPING STUDY HABITSa.)   Definition

b.)   How Habits Developed

c.)    Importance

5 minutes

10 minutes

10 minutes

Group interaction

Processing

Lecture

MASTERING THE HABITS OF STUDYINGa.)   Strategies in studying

b.)   Application of good study habits

30 minutes

20 minutes

Group Activity

Lecture

 

RESOURCES

Materials:

Manila Paper, Hand-outs, Pentel Pen, Attendance Sheet, Cartolina

PROGRAM FLOW

Registration            ———————————–           1:00 – 1:15

Opening Prayer       ———————————-           1:15 – 1:20

Rationale                ————————————           1:20 – 1:25

Energizer                ———————————–           1:25 – 1:40

House Rules             ———————————–           1:40 – 1:45

Seminar Proper

Lecture                   ————————————           1:45 – 2:10

Group Activity         ———————————-           2:10 – 2:25

Presentation            ———————————-           2:25 – 2:40

Lecture                   ————————————-           2:40 – 3:00

Open Forum            ———————————–           3:00 – 3:20

Evaluation               ————————————-           3:20 – 3:30

Developing Study Habits

  1. Introduction
  2. In this part, participants will go through the process of developing a good study habits, such that their attitude towards learning will be strengthen and capitalize.
  3. Module Goal and Objectives:

After the one-hour discussion, the participants will be able to:

a)     Identify positive and negative habits;

b)     Understand the use of personal study-skills habits;

c)      Realize their duties and responsibilities of being a student;

d)     Construct an effective study habits.

Learning Procedure

1.)   The facilitator will begin the discussion by asking the participants a question, “What is a habit?’, either asked verbally or written on a chalkboard. This will lead to a discussion about habits bots positive and negative. Facilitator will need to keep the discussion about positive and negative appropriately.

2.)   Facilitator will gradually move this discussion into personal study skills habits/strategies by asking the participants, “Do you use study skills habits?” allow the students to give responses and then facilitate short processing. After, discuss clearly on how these habits/strategies were developed and/or learned.

3.)   Facilitator will assess the students if they understand the discussion. S/He will ask, “are you willing to develop a study habits?” facilitator will incorporate practical application for better understanding.

MASTERING THE HABITS OF STUDYING

  1. Introduction:
  2. For this aspect, “Mastering the habits of studying”, is indeed essential to every student. In this way, students will have an opportunity to be more adept in studying their lessons, making projects and taking exams so they’ll have fun and enjoyable learning experience.
  3. Module Goal and Objectives:

By the end of the lesson, the participants shall be able to:

a.)   Gain insights on the different tips in studying;

b.)   Recognize the usefulness of the study skills strategies

c.)    Incorporate the different strategies in studying to their day-to-day academic endeavor.

  1. Learning Procedure:

1.)   The facilitator will instruct the students to count off 1,2,3,4,5 and group themselves according to their respective numbers. The group will create “poster” describing their study skills that have been helpful and useful to their prior learning situations. Each group will be given ten (10) minutes to finish the activity, after which, they shall select a representative to discuss their output.

2.)   After the presentation of each group, the facilitator will congratulate everybody for a job well done. And will distribute the “Study Skills Tip Sheet” to each students, making it sure that everyone has the “Study Skills Tip Sheet”.

3.)   The facilitator will discuss the “Study Skills Tip Sheet” and ensure that all students are following the discussion.