MODULE 2

INTELLIGENT BEHAVIORS “ SEEING MY NATURAL ABILITY

INTENDED LEARNING OUTCOMES

At the end of this module, you will be able to:
1. Conduct yourself effectively in different situations as well as convey ideas and
thoughts to others;
2. Identify your natural qualities and behaviour; and
3. Assess and improve your study habits.

Fourteen intelligent behaviors

Performance can be greatly influenced by one’s behaviour. Behavior is defined
as the manner in which a person conducts himself/herself in various circumstances.
When a person is behaving intelligently, he/she is saod to manifest 14 behaviors or
dispositions (Costa, 2000)

The following are 14 intelligent behaviors indicative of an efficient and effective

problem solver, many of which were originally compiled by Costa 2000.
1) Persistence. It means not giving up when the answer to a problem is not
immediately known.
2) Overcoming impulsiveness. It involves planning, clarifying goals, exploring
alternative strategies, and considering consequences before one begins a task.
3) Listening to others. Some cognitive psychologists think that the ability to
listen to another person and understand their point of view is one of the highest
forms of intelligent behaviour.
4) Flexibility in thinking. It is when one considers other points of view rather
than running with the first thought that comes to mind.
5) Metacognitive. It refers to the awareness of how one is thinking or the
knowledge of what is going on in one’s head.
6) Checking for accuracy and precision. It is the behaviour of not letting speed
surpass the desire for craftsmanship.
7) Questioning and problem- posing. It means asking questions and finding out
problems for oneself.
8) Applying past knowledge to the new situations. It refers to the act of calling
upon one’s store of knowledge and experience as a source of data, theories, or
processes to solve each new challenge.
9) Precision of language and thought. A person with this behaviour uses
descriptive term to distinguish objects, and provide criteria for value
judgements.
10) Using all the senses. These senses of feeling, seeing, hearing, or even
tasting are utilized to solve problems more effectively.
11) Creativity. It means applying ingenuity, originality, and insight.
Creativity develops one’s capacity to generate original, unique, clever, or useful
products, solutions, and techniques.
 12) Living with a sense of underment. Involved in this behaviour are
inquisitiveness, curiosity, and openness to beauty, intricacy, complexity, and
simplicity.
13) Cooperation. It refers to taking advantage of the knowledge and insights
that can only come as a result of social relationships.
14) Sense of humor. It refers to being able to look at situations opportunities,
problems, and relationships with nonchalance and fun.
Assessing many of these intelligent behaviour is an advantage to corporate world.
Business firms look not only for knowledge
Activity:

Topic#2
Emotional self “ Achieving my emotional competencies”
Intended Learning Outcomes
At the end of this topic, the students are expected to:
1. Discuss the nature and kinds of emotions;
2. Identify the physiological reactions to emotions;
3. Enumerate ways of controlling and managing emotions; and explain the primary
emotional responses of the self to achieve emotional maturity.
Fundamentals of Emotion
Based on Plutchik’s (1980) configuration of emotion, there eight fundamental
emotions, namely joy, trust, fear, surprise, sadness, disgust, anger, and anticipation.
Plutchik’s wheel of emotion demonstrates how emotions are interrelated to one
another (figure 3). Emotions adjacent to one another in the wheel are closely related
and can be combined. The combinations can be found on the outer part of the wheel;
love is the combination of joy and trust. Meanwhile, emotions across each other are
conceptual opposites. For example, anticipation is the opposite of surprise and
sadness is the opposite of joy. The eight fundamental emotions also come in the
variety of intensities those nearest to the center of the wheel signify the most intense
emotions, while those farthest from the center are the weaker form.
Plutchik’s wheel of emotion demonstrates how emotions are interrelated to one
another (figure 3). Emotions adjacent to one another in the wheel are closely related
and can be combined. The combinations can be found on the outer part of the wheel;
love is the combination of joy and trust. Meanwhile, emotions across each other are
conceptual opposites. For example, anticipation is the opposite of surprise. The eight
fundamental emotions also come in the variety of _______ those nearest to the center
of the wheel signify the most intense emotions, while those farthest from the center
are the weaker form.

Activity #2 film Showing

Watch the film titled “four sister and the wedding” produced by start Cinema. Then
answer the following questions.
1. Describe each human character in the story.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. How do the characters show their positive and the negative feelings?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3. What feelings are dominant in the characters?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
4. Which characters attempt to block the expression of particular feelings? How do
they do so? Do you find yourself blocking feelings consistently?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Emotion Management Strategies

In any social interaction, feelings may arise. These emotions may be positive or
negative and may effect relationships as well. Thus, people should always keep their
emotions in check to avoid misunderstanding and miscommunication.
 What are the best strategies for managing, emotions? How can you avoid
outburst and negative feelings towards others? Langley (2012) lays out some tips on
managing emotions:
1. Smile to make yourself feel good. Face a mirror and smile. After some time,
your mood will be better and you might even laugh naturally. Do it for atleast 30
seconds.
2. Smile to make others feel good. Smiling opens up your connection with
others. It also leads to experiencing empathy.
3. Get up and move. Exercise activates happy hormones that include endorphin,
dopamine, and serotonin, among others. Movement is also important for the
lymphatic system to get the toxins out of your body. Get up from your desk and
jump and bounce regularly.
4. Check in with your body. Scan your body by feeling the tensions building up.
Learn to relate these tensions with the emotion you feel to understand how your
feelings after your physiology.
5. Physically remove the tension. If you feel tense in your arms, shake them.
Likewise, if there is tension in your chest, stretch and breathe deeply.
6. Breathe. Perform diaphragmatic or deep breathing by contracting your
diaphragm. Let your lower lungs fill with oxygen to pass around your body and
brain. You will feel a tingly sensation and your belly will expand. Do this
exercise for at least 60 seconds. The body cannot sustain anger when you are
breathing deeply.
7. Talk to someone. It is healthier to vent your anger and frustrations to a friend
rather than to supress them. Express your feelings so you can start to resolve
the situation.
8. Disengage and re-engage emotions. Learn to park your emotions to deal with at
a later time, but do not avoid them. You must acknowledge your feelings then
utilize your emotional intelligence to improve them.
9. Label your emotions. After acknowledging your emotions, label them. This
activity reduces the intensity of your emotions. The part of the brain that feels
the emotion is the same part that names it.
10. Label emotions for others. You can often defuse a tense situation by
acknowledging the feelings of others. When you ask, “ I sense that you are
angry. Can you tell me how you feel” the other person will be encouraged to
consider and label his/her emotion as well. He/she may respond with “ yes. I
feel angry,” or “ no, I am not angry; I am annoyed.”

Activity #3 Managing Emotions

The following are question that will help you see how well you manage your emotions.
Write your honest answers on the space provided:
1. Cite at least three experiences that were brought about by your feelings of
anger, grief, love, jealousy, guilt, or fear.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

2. How did you overcome these difficult experiences?

 _______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________________

3. Do you agree that love, despite being a positive emotion, can also cause
problem? Describe an experience which can justify your answer.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_____________________________________________________________________________

SOCIAL SELF “ RELATING HARMONIOUSLY AND PROPERLY WITH

EVERYON”

Intended Learning Outcome

At the end of the lesson the students are expected to:
1. Explain the basic concepts of social relationships;
2. Discuss how relationship with others could be enhanced and improved by
applying the ideas on social relationship;
3. Identify and evaluate critical factors for meaningful social relationship;
4. Analyse your behaviour to achieve harmonious relationships with others.

Social psychology
Many things may come to mind when you heard the word “social.” Generally, this term
has something to do with relating well or interacting with others. The study of social
relationship or interacting with others. The study of relationship or interaction is
called social psychology. Lahey (2007) define social psychology as a branch of
psychology that studies individuals as they interact with others. Plotnik and
Kouyoumdjian (2004) state that social psychology is a broad field whose goal is to
understand and explain how thought, feelinfs, perceptions, and behaviors are
influenced by the presence of, or interactions with others. People interact and behave
in certain ways when they are at home with their family, when they are in school with
their classmates and teachers, or when they are at work with their superiors or fellow
workers. Additionally for Gerrig and Zimbardo (2002), social psychology is the study of
the effect of social factors on individual behaviour, attitudes, perceptions, and
motives. It is likewise the study of behaviors as influenced by interactions and
transactions between persons. Social psychology is the study of group and intergroup
phenomena.

The key word in the various aforementioned definition are interaction and
relationship. Interaction refers to the mutual and reciprocal exchange of
communication or action between two or more person or groups. On the hand,
relationship refers to a particular way in which two or more individuals, group, or even
countries talk to, behave toward, or deal with each other. There is an established
connection, kinship, or attachment between persons or groups attributable to several
factors- interests, philosophy of life, goals, or ways of thinking – that bind them
together. These two terms imply two-way exchanges.
There is a fine line between interaction and relationship. Interaction is always a
component of a relationship. On the other hand, a relationship includes not only the
kind of interaction between the members of the group, but the intellectual,
psychological, or even emotional investment made by the parties to develop and
maintain the relationship. More often, the participants in a relationship agree to do
something similar to each other or even allow the same rights, privileges, or benefits
arising from any action that they both undertake. Interaction and relationship can be
represented along a continuum – from a simple and brief exchange between
individuals or groups to a continuing communication and investments to sustain the
connection.

After going through the discussion on social psychology, you have acquired some
useful insights that may serve as guide in social interaction. Vital to establishing
social relationships at a personal or professional level are time, effort, and
commitment. In your daily life, you always experience interactions with people of
different characteristics, status, position, gender, race, creed, culture, religious faith,
and language, among others. While these interactions may not necessarily evolve into
a deeper relationship, good interactions serve as a foundation for a good connection.
Once a relationship with other people or groups is established, it is important to
maintain and nurture that association.

PERSON PERCEPTION
In psychology, person perception refers to forming impressions and making
judgements about another person’s likability after seeing or meeting him/her. The
assessment involves as well what kind of person one is, including his/her intentions,
traits, and behaviors ( plotnik and Kouyoumdjian, 2004). First impressions, which are
formed within a very short time little conscious thought and biased by past
experiences, are part of person perception ( Macrae and Quadflieg, 2010).

Several other factors influence one’s judgement or perception of another person. One
important aspect is physical appearance. A person who rarely smiles may be thought
of as arrogant or unfriendly. Sometimes, when an individual forms an opinion on a
person based on perception, he/she tries to justify or explain the said judgement. For
instance, rather than simply looking at the other person, the observer tries to explain
or looks for reasons why the other person dresses or behaves in a certain way.

People usually use external appearance as immediate basis for assessing, judging, or
evaluating others. However, it is wrong to judge the character of a person on the basis
of first impressions because biases and errors may occur. It is advisable to always
validate one’s perception through further observations, gathering of feedback and
reports and interaction, among others, before making judgements. To avoid
misperceptions, it is prudent to behave, talk, or dress appropriately and in accordance
with societal, cultural, or institutional rules, policies, or guidelines.

SOCIAL NORMS
Norms are patterns or traits characterized as typical or usual for a group. Other terms
associated with norms are “ average” and “ normal.” For example, an individual’s
mathematics score may be considered above the norm if it is more than the average
score or below the norm if it is less than average.

Norms change over time. Many years ago, mother stay at home to care for their
children; women wear only dresses and skirts in attending church services; or couples
raise big families. Today, these are no longer the norms due to changes in many
factors such as the financial, moral, social, or psychological aspects of society.

Social norms refers to spoken and unspoken rules for behaving in particular
situations. One example is covering one’s mouth when sneezing or coughing. Most
people conform to social norms of the culture in which they exist.

Norms in social behaviour serve to guide or regulate the manner in which people
conduct themselves. Behaviors have to be controlled or regulated because of social
consequences. It is one’s responsibility to make sure that his/her behaviour does not
hurt, offend, or disturb other people.

Observing norms in social behaviour is expected of members of a group and the larger
society in general. Doing so ensures and maintains good relationships within the
group.

Every day, people engage in social situations which require interaction with others
from different walks of life and for many reasons. In these instances, people are
expected to behave based on defined and established norms. It is advisable for a
person to always practice the appropriate behaviors especially in social situations so
as not to disturb or offend others. He/she should make sure that interactions with
others enhance or improve relationships. Every efforts should be exerted to maintain
and enjoy harmonious and good relationships.

Activity: Determining appropriate Behavior

Directions: describe how you are expected to behave and interact with other people in
each of these situations. You may consider the following factors: volume of your voice,
dress code, general behaviour.

1. Attending a formal party

_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________________
2. Studying in the library
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3. Eating lunch in a restaurant
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
4. Attending a class
 _______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
5. Meeting a new friend
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

TOGETHER AS A GROUP
On many occasions, people work in groups. Students organize into study groups to
solve problems together when reviewing for an exam. Teachers meet with each other to
discuss methods to improve teaching and learning strategies. Farmers work together
during the planting and harvesting palay. Employees in an office work as a team.
Given these situations. It maybe said that the people work together for a purpose. In
may cases, the task becomes easier to accomplish because more people contribute to
solve the problem as compared to only one person doing the task.

In social situations where people work and do things together for a purpose, two
things may happen. First, the performance of each individual member of the group is
improved. This is also referred to as social facilitation ( Levine, Resnick, & Higgins,
1993). Take for example two groups with five members each in a javelin throw
competition. The rule is to add the individual distances travelled by the javelin for
each group. As such, each group garner a “ total distance travelled” score. The group
with the higher “ total distance travelled” score wins. In this situation, each member
will exert his/her effort to throw the javelin to the farthest point possible.

Second, working or being in a group may also reduce individual effort, a phenomenon
known as social loafing. For instance, if a group of students is asked to solve a
problem, some members of the group may no longer try their best contribute to the
solution because they feel that there are others who can do it better. Likewise,
individual members may not contribute as much in doing the task because they think
it should be left the more able member of the group.

Another example of social loafing may happen in a tug-of-war game. Participants in

the group will most likely exert less individual effort in pulling the rope compared to a
situation where one participant pulls the rope singlehandedly. The diminished
individual effort in a group activity can be attributed to many reasons, for example, if
the size of the group is very large, individual members may think slackening will not
be noticed or felt at all.

One has bear in mind that in a group work, it is important that each member exert
his/her best effort to facilitate the attainment of the objectives of the group ( few or
many) or the variation in their abilities ( bright or slow members).

Activity: charade ( two groups)

CONFORMITY
Conformity refers to yielding to group pressure to act as everyone does, even when no
direct request has been made ( Lahey, 2009) it is the tendency to behave like others in
the group do.
Conformity is brought about by two motivations: to gain reward ( approval) or
avoid punishment ( disapproval); and to gain information.
Some factors make conformity more likely to exist in a group ( Lahey, 2009)
1.size of the group. The people there are in a group, the more likely a member tend
to conform.
2. unanimous group. Conformity is higher when an individual faces a group in which
all members feel the same way about a topic, a problem, or an issue.
3. culture. Conformity occurs in all cultures. However, some cultures emphasize the
welfare of the individual; thus, people are less conforming. Others focus on collective
welfare so people tend to be more conforming. A high a degree of conformity leads to
faster accomplishment of a task or a work.
4. gender. In the past, females were more likely to conform than males, but research
has shown that it is no longer the case (Eagly ,1978 &Johnson, 1990).

In social groups, the likelihood of conformity among members is very high. However,
individual members are not expected to always yield to the pressure to conform. An
individual member can decide for himself/herself weather or not to conform and to
what extent. The decision to yield to group pressure should be based on answers to
any of the following questions:
1. Will conforming do you good? What advantages or rewards will you get from it?
2. Will conforming put at stake or endanger your integrity and that of your family?
3. Will it cost much on your part if you conform?
4. Will you be penalized or punished if you do not conform?
5. Will things change if you yield/do not yield to social pressure?

As a member of a social group, one has to subscribe to basic and established rules,
policies, or guidances for him/her to truly belong. If all members of the group live by
these institutionalized requirements, then order, discipline, system, peace, and
harmony will sustained.

SOCIAL RULES AND NORMS

People are social animals and are almost always in the company of others. Being in a
group can be both advantageous and disadvantageous. For example, support groups
can provide emotional help and comfort. Moreover, the effect of stress can be reduces
considerably by strong social support. While groups have both negative and positive
effect on behaviors, individuals should not avoid groups, but instead make the best
out of being in them. As a member of society, each person has a role to play, which
may support or complement the role of other people he/she interacts with.

Social roles specify the parts or position of a person in a society. It also specifies
behaviors expected to be exhibited by an individual in practicing his/her role. Whether
aware or not, a person may play several roles, each of which influences the behaviour
of another individual. A father, for example, may play the role of parent, a spouse, a
middle age man, a person of a Filipino ancestry, a brother, a son, a mathematics
professor and the like. An individual’s behaviour undergoes changes so as to meet the
expected behaviour of every role he/she plays in particular circumstances. Thus,
when a mother is at home, she plays the role of a parent; if she is in the office as the
manager, then she plays the role of a boss.

It is important to note that social roles play an important and positive role in society.
Without these delineated roles, students, for example, will not know what to expect
from his/her teacher. Understanding the roles of others, as well as those of one’s own,
facilitate people’s ability to work together towards the common good. When people
work together in groups, the efforts of the different members need to be coordinated
with those of others to prevent chaos. This scenario is where the social roles come in.

A sociogram indicates the social structure of a group and the relationship of people
within that group. It shows who are popular, isolate, islands, and mutual friends.

Activity: Sociogram
Write down your own social role ( 10 social roles)

NATURE AND DEPTH OF RELATIONSHIPS

Relationships are among the most important aspects of our lives. They can be positive
or conflicted, but the lack of relationships could be the worst of all, as it creates
loneliness.

Familiarity
Refers to being comfortable with another person and is a necessary condition for a
close relationship to develop. Friends and lovers are those who have been around
together for so long; who have grown up together; who have gone to school together.
Research has shown that people like to associate with others who are similar to them
in terms of the following: attitudes, behaviour patterns, personal characteristics, taste
in fashion or clothes, intelligence, personality, and the likes.

Attraction
What attracts someone to another person? What makes people spend more time with
each other or with one another? Is physical attraction important at early stages of a
relationship?
Attraction may lead to deeper relationships ( Santrock, 2003). One person may be
drawn or attracted to another due to reasons like similarities or differences in
interests, personality characteristics, life goals, and lifestyles, to name a few.
Attraction paves the way for enjoying the company and being comfortable with the
other person, and for feeling of ease and confidence.

Love
Love is special attachment one has for himself/herself or for somebody else. It is an
intense feeling of a deep or constant affection and emotion in which a person always
sees to the good, happiness, and welfare of the other. The person is willing to sacrifice
or to give up something for the good of the object of his/her love. It can manifest as
love for god, spouse, children, family, or country, among others.
Three of the most common kinds of love are as follow:
1. Romantic love. Also called passionate love, it includes an intermingling of
different emotions: fear, anger, sexual desire, joy, jealousy, among others, poet
and musicians laud the fiery passion of romantic love and the pathos and pain
when it fails. It is one of the major reasons for getting married. In study by
Berschied, Snyder, or Omoto in 1989, college students chose a romantic
partner, rather than a parent or a sibling, as their closest relationship. The
result suggests that college students put a higher premium on romantic
relationships.
2. Affectionate love. Also referred to as companionate love, it is a type of love that
occurs when someone has deep and caring affection for a person and desire to
have him/her near constantly.
3. Consummate love. It is the strongest and fullest type of love ( Sternberg, 1985).
This ideal form of love involves passion, intimacy, and commitment.
The Triangular Theory of Love
In 1985, Robert Sternberg postulated that love is made up of three components:
passion, intimacy and commitment. Passion has something to do with physical and
sexual attraction to another. Intimacy is characterized by the emotional feelings of
warmth, closeness, and sharing of the relationship. Commitment is the cognitive
appraisal of the relationship and the intent to maintain it even in the face of problems.
One or a combination of these ingredients forms a kind of love or love- like feeling.

Some interpretations on the illustration are as follow:

 If passion is the only ingredient present, the feeling is infatuation, as in fling or
an affair.
 Intimacy and commitment without passion show affectionate love.
 The combination of passion and commitment without intimacy results in
fatuous love.
 Consummate love is achieved if all three components are present.
Every person is capable of loving. Without love, people become lonely and social
relationships suffer. There are many ways of showing love, and they could vary in form
and in dept. People who freely share and give love, and are loved in return, are happy
people.
Activity: making a poem
Make a spoken poetry about love ( any kind of love). Record it and pass it to my
account.

ATTITUDES
Are beliefs that predispose people to act and feel in certain way towards people,
objects, or ideas. They can either be positive or negative. A positive attitude is
reflected in a happy, pleasant, or optimistic disposition. On the other hand, a
negative attitude is associated with pessimism or general feeling of dislike. The three
distinct feature of an attitude include belief, feelings, and disposition.
For example, the negative attitude of a person towars sidewalk vendors can be
described by:
a. A belief that sidewalk vendors are dishonest;
b. A strong dislike for sidewalk vendors; and
c. A refusal to buy from sidewalk vendors.

How attitude originate

Generally, attitudes of a person develop over time and have emotional components.
However, they are normally acquired from two sources – first – hand experience and
account by others.

People develop positive and negative attitudes towards certain an object because of a
direct experience with it. For instance, a child who was severely bitten by a cat will
perhaps be traumatized and will develop a phobia or dislike for cats which may persist
until adulthood. Likewise, a person who has had many enjoyable experiences in
school will tend to have a positive attitude towards school.

Attitudes are also learned from others through modelling and reinforcement. If parent
show positive towards certain ethic groups by socializing with them, their children
will develop the same attitudes towards these groups. The same things happens when
parents discriminate against certain groups. This attitude reinforces or strengths
children’s prejudices or biases.

Persuasion and Attitude Change

Attitude is not permanent. They can be change or modified even after they formed.
Persuasive communication plays a big part in this process. The extent of change in the
attitude depends on the speaker, the message, and the listener. If the speaker is
credible resource of information, he/she is more likely to persuade a person to change
or modify his/her attitude. The more the credible the speaker is, the more persuasive
the message becomes. Moreover, speaker tend to be less persuasive if their intention
to change a person’s view is obvious, more so if the speaker will gain something by
changing one’s opinion. An attractive speaker is also more effective in changing
opinions than an unattractive speaker, but it seems to be limited to trivial or
unimportant issues. Certain characteristics of the message also lead to attitude
change. Message that contain the element of fear seem more able to persuade changes
in attitude or thoughts.
Stereotypes
Are generalizations in which the same traits or characteristics are assumed to be
possessed by all members of a group ( Gerrig & Zimbardo, 2002). Stereotypes affect
people’s day-to-day interactions and decisions. Some stereotypes are based on an
outsider’s experience with a number of people in a group which were concluded as
encompassing of all members of the group and oftentimes proven inaccurate. Some
examples include the following statements: Ilocanos are tightwads; Visayans are fun
loving; Kapampangan women cook better than other group of women; Asians are the
worst drivers in the world.

Negative stereotypes are accompanied by prejudice and discrimination. Prejudice is

an unfair, biased, or intolerant attitude or opinions towards the members of a group.
An example is the opinion that overweight women are not as intelligent as women of
normal weight. Acting on prejudice leads to discrimination. Discrimination is a
specific unfair behaviour or treatment towards the member of a group. An employer
refusing to hire women because of their gender is an example of discrimination.
Discrimination against people based on their skin color or ethnic heritage is called
racism, while discrimination against people because of their gender is referred to as
sexism.

Challenges in life are inevitable. They can result in two things: either the person
comes out stronger to face another challenge or he/she feels defeated or discouraged.
The outcome boils down to the person’s attitude, which determines how one looks at
life, events, people, and reality. Thus, a person should strive to develop positive
attitudes rather than negative ones.

Activity: Film showing

Watch a movie entitled “ HOME” and answer the following:
1. Describe the personality of the main character?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Identify the significant failures/ mistakes of the main character?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. What he do to overcome his failures/ mistakes?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________