UNDERSTANDING THE SELF

Introduction
Knowing and understanding oneself is critical to being an effective team member
as well as being successful in life, work, and relationships. It is one of the most
important factor to define your whole personality because it influences
everything you do, and it changes and evolves over time.

The purpose of this module is to help you deepen your understanding and
appreciation for who you are as a person. You will explore how you see yourself
through the lenses of personal identity, your skills and talents, roles, values,
personal core, and how you meet your psychological needs. You will also
examine how you respond to the pressures of changes and transitions in your life.
You will have an opportunity to examine how your personal identity has been
shaped by a variety of people and experiences. You will also have opportunities
to think about and discuss your values, interests, hopes for the future, as well as,
your strengths and challenges. You will learn about how your psychological needs
are the primary source that motivates and drives your behavior. You will also learn
critical knowledge about change and how important it is in today’s workplace to
be adaptive and to embrace change as a personal and professional growth
experience.

As we progress in our lessons, you will be invited and encouraged to take risks, to
step outside your comfort zone, and to challenge your thinking and the thinking
of others. You will be engaged in reflection, partner activities, storytelling,
discussion groups, self-assessment, and giving and receiving feedbacks.

Learning Outcomes
A. Exemplify awareness, understanding, appreciation and acceptance of the
Self;
B. Explain the fundamental concepts of the Self and the basic dynamics of
self-development;
C. Identify values that perfectly fit with self-change and acceptance;
D. Model the imbibed values as part of self-acceptance

Activating Prior Knowledge

Think about this:

Do I know myself as others know me?

Am I aware of my characteristics as others are aware of?
Are my characteristics that I know also known to others?
Are there characteristics (about me) that others know that I am not aware of?
Now, you probably are a little bit confused about who you are now. Our lessons
will unearth many excellent qualities about you that you may have overlooked
over the years.

Topic 1. KNOWING ONESELF

Learning Objectives
At the end of this lesson, you are expected to:

A. Identify characteristics as selling points about you;

B. Emulate values from parents’ lessons checking on your character;
C. Exemplify awareness, understanding, appreciation and acceptance of the
Self;
D. Explain the fundamental concepts of the Self and the basic dynamics of
self-development.

Presentation of Content

UNDERSTANDING THE SELF

Understanding the self is the awareness of and the ability to understand one’s
own thoughts and actions. It entails the ability to attain insights into one’s
attitudes, motives, defences, reactions, together with the weaknesses and
strengths. It is subjective sense of the self and a complex mixture of conscious and
unconscious thoughts, attitudes and perceptions.

Understanding self represents the sum total of people’s conscious perception of

their identity as distinct from others. The self is not a static phenomenon but
continues to develop and change throughout lives—(George Herbert Mead)

Self-understanding has been recognized as a competency for individuals to

function efficiently in any group of organization. It influences the individual’s
ability to make key decisions about self and other people around him.
Understanding self equips individuals with making more effective career and life
choice, the ability to lead, guide and inspire with authenticity.

SELF-CONCEPT

It is the set of beliefs that would hold about who we are. It is the sum total of an
individual’s beliefs about his or her own personal attributes. It is basically the
individual’s image of the kind of person he or she is which includes the awareness
of being (what I am) and awareness of function (what I can do). Self-concept
includes not only our perceptions of what we are but also of what we think, we
ought to be and would like to be. The latter component of the self is called the
ideal self that represents the self-concept that an individual would ideally want
to possess.
Source: Slideshare.net produced by: Sabnam Basu

Our self-concept is “what we perceive ourselves to be,” and involves aspects of

image and esteem. How we see ourselves and how we feel about ourselves
influences how we communicate with others. What you are thinking now and how
you communicate impacts and influences how others treat you. Charles
Cooley calls this concept the looking-glass self. We look at how others treat us,
what they say and how they say it, for clues about how they view us to gain insight
into our own identity. Leon Festinger added that we engage
in social comparisons, evaluating ourselves in relation to our peers of similar
status, similar characteristics, or similar qualities.

The ability to think about how, what, and when we think, and why, is critical to
intrapersonal communication. Animals may use language and tools, but can they
reflect on their own thinking? Self-reflection is a trait that allows us to adapt and
change to our context or environment, to accept or reject messages, to examine
our concept of ourselves and choose to improve.
 2. 3.
known to others not known to or
but not to me to others

1. 4.
known to me known to me but
and to others to others

In the first quadrant of the figure, information is known to you and others, such as
your height or weight. The second quadrant represents things others observe
about us that we are unaware of, like how many times we say “umm” in the space
of five minutes. The third quadrant involves information that you know, but do not
reveal to others. It may involve actively hiding or withholding information, or may
involve social tact, such as thanking your Aunt Martha for the large purple hat
she’s given you that you know you will never wear. Finally, the fourth quadrant
involves information that is unknown to you and your conversational partners. For
example, a childhood experience that has been long forgotten or repressed may
still motivate you. As another example, how will you handle an emergency after
you’ve received first aid training? No one knows because it has not happened.
Source:https://courses.lumenlearning.com/
Application:
Complete this table showing you as a person. Put a check mark
where a characteristics is known. Add more cells if needed.

Characteristics Known to you Known to others You do not

know and
others

Feedback

Activity:
Draw yourself in a family where you exemplify attributes you have learned from
this lesson. Does your nominal position in your family matters if you wish to
influence your siblings about being part of a change? Why?

Topic 2. TWO WAYS IN WHICH WE PERCEIVE OURSELVES

Learning Objectives
At the end of this lesson, you are expected to:
 A. Identify the different concepts about self;
B. Give examples of negatives thoughts that most likely to ruin plans;
C. Explain how negative thoughts may be turned into positive motivations

Presentation of Content
POSITIVE SELF-CONCEPT:
People with positive self-concept believe in themselves are confident about their
ability to deal with problems, make decisions and feel equal with others, have
respect for themselves and expect it from others. These are the people who are
realistic in the assessment of themselves and can admit to a wide range of
feelings, behaviours and needs.

NEGATIVE SELF-CONCEPT:
These are the people who see themselves as failures and have negative,
pessimistic image of themselves who begin to act their part. These negative
feelings feed on themselves and become a downward spiral, gradually
encompassing all of the people’s thoughts, actions and relationships. People with
negative self-concept tend to complain constantly and find it difficult to accept
criticisms.
Source: Slideshare.net produced by: Sabnam Basu

ACTIVITY 1
Cdn.fbsbx.com

The Masks We Wear

People often compare themselves to others. They also wear different masks put
on different faces, depending in the particular norms of the social situation they
are in. Masks provide a comforting way for them to hide their true selves and fit in
and they serve as a protective barrier to avoid getting hurt. Teenagers, in
particular, often go through tumultuous times and experience a roller coast of
emotions, leaving them more vulnerable to loss of identity. This activity allows
participants to analyse, demonstrate, and explore the different ways they act
around the important people in their lives.

Materials
• Paper plates (at least 3 for each person)
• Magazines or newspapers
• Pencils or pens, coloured markers/felt pens
• Optional: Craft (paddle pop) sticks, glue or tape

Procedure
1. Why do people wear masks?
2. Prepare the materials and decorate three masks, with each mask
representing how you present yourself most often.
3. Discuss your masks and how you change from day to day and situation to
situation.
 Application:
1. Which mask do you feel most comfortable in?
2. Which mask would you like to get rid of?
3. How will you use what you have learned today?

Feedback
1. Are you challenged to wear mask in different situations? Why?
2. Do you live in an environment that requires changes of masks when need
arises? Why?

Topic 3. ASPECTS OF SELF-CONCEPT

Learning Objectives
At the end of this lesson, you are expected to:
A. Identify the different aspects of self-concept;
B. Give examples of cognitive aspects which are important in the
intellectual development;
C. Explain how behavioural aspects may interfere with the cognitive
development

Presentation of Content
1. COGNITIVE ASPECT: SELF SCHEMA
Self-schemas are cognitive generalizations about the self, derived from past
experience, that organize and guide the processing of self related information.

2. AFFECTIVE/EVALUATIVE ASPECT: SEL-ESTEEM

The self-esteem reflects the perceived the difference between an individual’s
actual self-concept (who I think I really am) and some ideal self-image (who I
would really like to be).

3. BEHAVIORAL ASPECT: SELF PERCEPTION

In Darn Bem (1972) influential self-perception theory reflects, we observe our
behaviour and our situation in which it took place make attributions about why
the behaviour occurred and draw conclusions about our won characteristic and
disposition. In other words, we understand ourselves the same way we perceive
and understand others.

ACTIVITY 2
Cdn.fbsbx.com

Self-Portraits
Rationale
Self-portraits offer people a creative outlet to express how they view themselves
in a non-threatening format. In addition, self portraits will provide you with a
deeper understanding of everyone’s background.

Materials
• A copy of the self-portrait hand-out for each.
• Pencils, pens, crayons or coloured markers/felt pens

Procedure
 1. Close your eyes and picture yourself by considering how you feel about
your body, home life, school, friends and social activities.
2. Now you are asked to draw your image to the best of your ability and after
which describe your self-portrait.

Discussions:
1. How is your portrait different from the image you project to others?
2. What is a step you are willing to take to improve your vision of yourself?
3. How will you use what you have learned today?

ACTIVITY 3
Cdn.fbsbx.com
Today I Choose….
Everything we do in life is a choice. Every choice has a consequence. The
consequence can be positive or negative. Young people often find it more
difficult to think about the ramifications of their decisions. The pressures and
uncertainties during times of trouble can lead to poor choices. This activity
focuses on the importance of thinking through and planning to help promote
healthy decision making.

Materials
• A copy of the My Life is a Choice hand-out for each participant
• Pencils or pens

Procedure
1. Think of a choice/s you make every day.
2. A copy of the My Life is a Choice hand-out is given to you. .
3. Complete the hand-out and see how many things you actually choose to
do in one day.
Discussion Questions
• Can you name a few difficult situations in which making a good choice
may be a struggle for many people today?
• Why do you think these situations are so difficult?
• How would you advise someone to handle these difficult situations?
• How will you use what you have learned today?
COMPONENTS OF SELF-CONCEPT

BODY IMAGE

SELF-ESTEEM
SELF- ROLE
CONCEPT PERFORMANCE

PERSONAL
IDENTITY
SELF-IDENTITY

A sense of personal identity is what sets one person apart as a unique individual
that includes a person’s name, gender ethnic identity, family status, occupation
and roles. One’s personal identity begins to develop during childhood and is
constantly reinforced and modified throughout life.

BODY IMAGE

Body image is an attitude about one’s physical attributes and characteristics,

appearance and performance. It is dynamic because any change in the body
structure or function, including the normal changes of growth and development
can affect it.

In simple terms, body image is:

“…the perception that a person has of their physical self and the thoughts and
feelings that result from that perception.” (National Eating Disorders
Collaboration)

As this definition shows, body image isn’t just one unidimensional construct. It’s
made up of four aspects:

1. Perceptual body image: how you see your body

2. Affective body image: how you feel about your body
3. Cognitive body image: how you think about your body
4. Behavioral body image: the way you behave as a result of your
perceptual, affective, and cognitive body image (NEDC, 2017)

When your body image is positive, you are able to accept, appreciate, and
respect your body (NEDC, n.d.). You won’t necessarily avoid feeling any
insecurities or think your body is perfect, but you will be able to acknowledge any
insecurities for what they are and believe that your body is perfect for you.
https://positivepsychology.com/

SELF-ESTEEM

Self-esteem if the judgement of personal performance compared with the self-

ideal. It is derived from a sense of receiving and giving love and being respected
by others.

Self-esteem refers to a person's beliefs about their own worth and value. It also
has to do with the feelings people experience that follow from their sense of
worthiness or unworthiness. Self-esteem is important because it heavily influences
people's choices and decisions. In other words, self-esteem serves a motivational
function by making it more or less likely that people will take care of themselves
and explore their full potential. People with high self-esteem are also people who
are motivated to take care of themselves and to persistently strive towards the
fulfillment of personal goals and aspirations. People with lower self-esteem don't
tend to regard themselves as worthy of happy outcomes or capable of achieving
them and so tend to let important things slide and to be less persistent
and resilient in terms of overcoming adversity. They may have the same kinds of
goals as people with higher self-esteem, but they are generally less motivated to
pursue them to their conclusion.
https://www.mentalhelp.net/
 COMPONENTS OF SELF-ESTEEM
https://www.teljeunes.com/

Self-confidence (feeling of security)

This is the foundation of self-esteem. If we feel secure with our family, if we feel
loved and our needs are met, our self-esteem develops. That’s when we try to
take our place and dare to try new things and new experiences. For example,
when we learn to walk, we fall down the first few times, but with encouragement,
we develop our confidence and try again!

Identity
This is the knowledge we have of ourselves. By experimenting, learning, and
getting feedback from the people around us, we come to identify our
characteristics, abilities, needs, and feelings. Identity can be divided into several
parts: including physical (the representation that each person has of their own
body) and social (how I come into contact with other people, the groups I
associate with, my economic situation, my place as a student, worker, teen, how
I act with my girlfriend or boyfriend, which sex attracts me, etc.).

Feeling of belonging
We all belong to several groups: family, friends, school, sports team, etc. We also
define ourselves by belonging to these groups, by the relationships we have with
other people and the experiences we have in these groups: feeling like part of a
group, feeling solidarity, seeking out the other group members, communicating
well, sharing, etc. The various groups we belong to allow us to feel understood
and know that there are people who are like us.

Feeling of competence
To feel competent, we need to have different experiences, succeed and fail, and
learn new things. The feeling of competence is related to motivation: a person is
motivated when they face challenges that they are able to meet. Success results
in a feeling of efficacy and pride that promotes self-esteem and pushes the
person to accept new challenges.

Self-esteem is not carved in stone. It changes and stabilizes based on the people
we meet and our life experiences. Although it can be a challenge during
adolescence, one thing is certain: the more different situations we face, the more
we learn about ourselves and the better we know who we are and who we want
to identify with, what we don’t want to repeat, and what we want for our lives.

ROLE PERFORMANCE

Role refers to a set of expected behaviours determined by familial, cultural and

social norms. The level of self-esteem is dependent upon the self-perception of
adequate role performance in these various social roles.
Source: Slideshare.net produced by: Sabnam Basu

ACTIVITY 4

MY SELF-ESTEEM BINGO
Discuss each of the items in the bingo box.

Talk of three Share a Talk about The best way to Describe your
things you happy your hang out pamper myself is most quiet
with friends …… time
are grateful event in
for your life

My favourite Mention a Talk someone Say something A favourite

part of the way where you admire positive about memory of
day you can yourself mine is when
manage ……
your anger

I am Name FREE I feel best when Share a

happiest something people….. characteristic
when…. you would you admire in
like to be yourself
better at

Share the I feel good Describe your Your greatest Describe your
greatest about perfect personal greatest
compliment myself …… vacation accomplishment strength
you ever that you are
received proud

Share I am good Share a Name a person Describe your

something at ….. characteristic who can most
you would you admire in motivate you the enjoyable
like to do but others most outdoor
haven’t yet activity
RECAP: 9-14-2020 SELF PERCEPTION

The two ways we perceive ourselves oftentimes are the outlook we project in our
community. It feels good to have a positive outlook because the positive energy
radiates in our whole being. We become jolly, energetic, and we see people
around us in a very pleasant mood. We also do things with enthusiasm and finish
them with good results or even if it fails or mediocre, we always have the positive
attitude like being ready to do it all over again with successful thoughts in mind.
On the other hand, the negative outlook sometimes overshadows our hopes and
dreams in life because of pessimistic attitude. The people who see themselves in
a negative manner are often thinking about failures, difficulties, hostile people,
and unfriendly environment, etc. These negative feelings would encompass the
thoughts and becomes the action. It is sad to note however that this would result
to unpleasant actions and unstable relationships. Take note, some of the
characteristics of pessimistic people are: constantly complaining and hardly
accept criticisms. Negative thoughts could be turned into a positive attitude
(optimistic) when one is challenged to do better and make the negative concept
an avenue to outdo all the fears of failures, losing, being left behind, etc.

You have realized how important it is to balance both your positive and negative
thoughts through the activity you have done by drawing or making your masks.
You have explained your sides why you have to wear particular mask for
particular encounter with people. You also vowed to work hard on the negative
side of your personality. Mind you class, it takes long and painful process to
realize everything. Time is the essence when you work for your personality
development. But, it is about time that you are working for the following: (extreme)
sadness, anger, disappointments, hiding weaknesses, fear, emotionless,
rudeness, ridiculous, bully, proud, pretentious, hatred, loneliness, and many
other negative feelings that you mentioned in your explanations. I know it is
difficult because I have gone through that stage too. Years may pass before you
can totally see the best in you but don’t ever forget to LOVE and ACCEPT yourself
the way you are. This is priceless gift to yourself.

WHAT’S NEXT? = ASPECTS OF SELF CONCEPT

1. Have a mental picture of yourself in the following aspects: cognitive,

affective, and behavioral. You have choices. Do you choose to be better or
the best? Then, what are you going to do? POST ALL YOUR ANSWERS IN
YOUR OWN ROOM AND MAKE IT AS YOUR DAILY CHALLENGE.
2. See the DISCUSSION QUESTIONS and use the components of SELF-
CONCEPT as your guide in doing #1.
UNIT 2: POWER LEARNING

Introduction

The importance of college education proves to be of great help to individuals who dreamt of
improving the way of life. The advantage of a college education is associated with a higher rate
of employment and better earnings. The college graduates’ earning gap between high school
graduates has widened considerably. In this, the professionals have realized that their earnings
are directly linked to the valuable education they have acquired from their respective college or
university.

College Education is extremely helpful in creating and expanding a diverse network. Finishing a
college degree is essential for getting a good job and in converting the skills into value for the
organizational sector. A college student is equipped with unprecedented qualities such as team-
spirit, innovation, hard work and time management. These virtues hardly encompass the high-
school graduates, something that clearly separates them with the ones embracing higher
education.

Learning Outcomes

By the end of this section, you will be able to:

1. Identify specific strategies to achieve college success;
2. Explain how grades play a role in shaping success;
3. Describe the value of success, particularly in the first year of college;
4. Develop a personal definition of success, in college and other areas of life.

Activating Prior Knowledge:

How many success stories have you known that education was the key to attaining great heights
of achievement? Is there anyone in your family that you look up to as an inspiration to achieving
college degree? To you, how important is college or university degree?

Topic 1
Power Learning Strategies

Learning Objectives

At the end of this lesson, you are expected to:

1. explain the importance of college education;

2. enumerate the effects of obtaining college education;
3. strategize individual steps in establishing good study plans;
4. identify the areas of multiple intelligences as applied in your own strengths and
interests;
5. Use strategies for managing time effectively as a college student;
6. Understand and apply strategies for taking notes efficiently;
7. Determine the specific time-management, study, and note-taking strategies that work
best for you individually;
8. Identify multiple intelligences you possess.
 Presentation of Content
A. Why go to college
College degree is important in attaining long-term financial gain, job stability, career satisfaction
and success outside of the workplace. With more and more occupations requiring advanced
education, a college degree is contributory to your success in today's competitive workforce. The
many reasons why people work hard to achieve good education are the following:
1. Earn money
2. Break out of your shell
3. Gain new skills
4. Find better direction
5. Live healthier and happier life
6. Expand career option
7. See the world
8. Get involved

B. Steps of Power Learning

P.O.W.E.R.: Prepare, Organize, Work, Evaluate, and Rethink. Each step in the process provides
students with a strategy that will help them achieve success not only in the academic realm but
in their careers.

How do you prepare? What are you going to evaluate?

How do you organize? Why do you rethink? For what?
What work are you supposed to focus on?

Learning is an endeavour that you keep in mind. A purposeful action to gather information and
then validate the accuracy of that information through experience and use. Learning is
the cognitive process of acquiring skill or knowledge. It is a process of acquiring
new or modifying existing knowledge, behaviours, skills, values, or preferences. It is knowing or
discovering something and becoming aware of the existence of something.

More often success depends on how a student embraces and masters the following seven
strategies in studying and learning:

1. Learn how to take effective notes in class.

2. Review the text and your reading notes prior to class.
3. Participate in class discussion and maybe even join a study group.
4. Go to office hours and ask your instructor questions.
5. Give yourself enough time to research, write, and edit your essays in manageable stages.
6. Take advantage of online or on-campus academic support resources.
7. Spend sufficient time studying.

Another strategy to consider implementing is group study. For example, rather than relying just
on your own knowledge, notes, and skills, try studying with other students in your difficult classes.
Studying in a group gives every group member a chance to ask questions and talk about concepts.

Overall, students struggle in college not because of natural intellect or smarts, but because of
time management, organization, and lack of quality study time. The good news is that there are
ways to combat this, specifically by doing things like creating a regular study schedule, studying
in groups, and taking advantage of your school’s academic resources, like a tutoring center,
instructor office hours, and any available online help.

C. Developing Good Study Skills

Understanding Yourself as a Learner

1. What is your learning style? - learning style refers to the way you prefer to take in
new information, by seeing, by listening, or through some other channel.
2. What times of day are you most productive? If your energy peaks early, you might
benefit from setting early morning time for studying or writing. If you are a night owl,
target aside a few evenings a week for schoolwork.
 3. How much clutter can you handle in your work space? Some people work fine at
a messy desk and know exactly where to find what they need in their stack of papers;
however, most people benefit from maintaining a neat, organized space.
4. How well do you juggle potential distractions in your environment? If you can
study at home without being tempted to turn on the television, check your e-mail, fix
yourself a snack, and so on, you may make home your work space. However, if you need
a less distracting environment to stay focused, you may be able to find one on your
college’s campus or in your community.
5. Does a little background noise help or hinder your productivity? Some people
work better when listening to background music or the low hum of conversation in a coffee
shop. Others need total silence.
6. When you work with a partner or group, do you stay on task? A study partner or
group can sometimes be invaluable. However, working this way takes extra planning and
effort, so be sure to use the time productively. If you find that group study sessions turn
into social occasions, you may study better on your own.
7. How do you manage stress? Accept that at certain points in the semester, you will feel
stressed out. In your day-to-day routine, make time for activities that help you reduce
stress, such as exercising, spending time with friends, or just scheduling downtime to
relax.

To begin identifying your learning style, think about how you would go about the process of
assembling a piece of furniture. Which of these options sounds most like you?

1. You would carefully look over the diagrams in the assembly manual first so you could
picture each step in the process. If you chose this style of learning, you may be a visual
learner. You understand ideas best when they are presented in a visual format, such as a
flowchart, a diagram, or text with clear headings and many photos or illustrations.
2. You would silently read the directions through, step by step, and then look at the diagrams
afterward. If you chose this style of learning, you may be a verbal learner. You understand
ideas best through reading and writing about them and taking detailed notes.
3. You would read the directions aloud under your breath. Having someone explain the steps
to you would also help. If you chose (c), you may be an auditory learner. You understand
ideas best through listening. You learn well from spoken lectures or books on tape.
4. You would start putting the pieces together and figure out the process through trial and
error, consulting the directions as you worked. If you chose this type, you may be
a kinesthetic learner. You learn best through doing and prefer hands-on activities. In long
lectures, fidgeting may help you focus.

Learning Styles and Multiple Intelligences

D. Multiple Intelligences Model
Howard Gardner's theory of multiple intelligences proposes that people are not born with all
of the intelligence they will ever have. This theory challenged the traditional notion that there is
one single type of intelligence, sometimes known as “g” for general intelligence, which only
focuses on cognitive abilities.

When you hear the word intelligence, the concept of IQ testing may immediately come to mind.
Intelligence is often defined as our intellectual potential; something we are born with, something
that can be measured, and a capacity that is difficult to change.

In recent years, however, other views of intelligence have emerged. One such conception is the
theory of multiple intelligences proposed by Harvard psychologist Howard Gardner.

Visual-Spatial Intelligence

People who are strong in visual-spatial intelligence are good at visualizing things. These
individuals are often good with directions as well as maps, charts, videos, and pictures. 3

Strengths: Visual and spatial judgment

People with visual-spatial intelligence:

 • Read and write for enjoyment
• Are good at putting puzzles together
• Interpret pictures, graphs, and charts well
• Enjoy drawing, painting, and the visual arts
• Recognize patterns easily

Linguistic-Verbal Intelligence

People who are strong in linguistic-verbal intelligence are able to use words well, both when
writing and speaking. These individuals are typically very good at writing stories, memorizing
information, and reading.1

Strengths: Words, language, and writing

People with linguistic-verbal intelligence:

• Remember written and spoken information

• Enjoy reading and writing
• Debate or give persuasive speeches
• Are able to explain things well
• Use humor when telling stories

Logical-Mathematical Intelligence

People who are strong in logical-mathematical intelligence are good at reasoning, recognizing
patterns, and logically analyzing problems. These individuals tend to think conceptually about
numbers, relationships, and patterns.4

Strengths: Analyzing problems and mathematical operations

People with logical-mathematical intelligence:

• Have excellent problem-solving skills
• Enjoy thinking about abstract ideas
• Like conducting scientific experiments
• Can solve complex computations

Bodily-Kinesthetic Intelligence

Those who have high bodily-kinesthetic intelligence are said to be good at body movement,
performing actions, and physical control. People who are strong in this area tend to have
excellent hand-eye coordination and dexterity.4

Strengths: Physical movement, motor control

People with bodily-kinesthetic intelligence:

• Are skilled at dancing and sports

• Enjoy creating things with his or her hands
• Have excellent physical coordination
• Remember by doing, rather than hearing or seeing

Musical Intelligence

People who have strong musical intelligence are good at thinking in patterns, rhythms, and
sounds. They have a strong appreciation for music and are often good at musical composition
and performance.5

Strengths: Rhythm and music

People with musical intelligence:

• Enjoy singing and playing musical instruments

• Recognize musical patterns and tones easily
• Remember songs and melodies
• Have a rich understanding of musical structure, rhythm, and notes
Interpersonal Intelligence

Those who have strong interpersonal intelligence are good at understanding and interacting
with other people. These individuals are skilled at assessing the emotions, motivations, desires,
and intentions of those around them.5

Strengths: Understanding and relating to other people

People with interpersonal intelligence:

• Communicate well verbally
• Are skilled at nonverbal communication
• See situations from different perspectives
• Create positive relationships with others
• Resolve conflicts in group settings

Intrapersonal Intelligence
Individuals who are strong in intrapersonal intelligence are good at being aware of their own
emotional states, feelings, and motivations. They tend to enjoy self-reflection and analysis,
including daydreaming, exploring relationships with others, and assessing their personal
strengths.5

Strengths: Introspection and self-reflection

People with intrapersonal intelligence:

• Analyze their strengths and weaknesses well

• Enjoy analyzing theories and ideas
• Have excellent self-awareness
• Understand the basis for his or her own motivations and feelings

Naturalistic Intelligence

Naturalistic is the most recent addition to Gardner’s theory and has been met with more
resistance than his original seven intelligences. According to Gardner, individuals who are high
in this type of intelligence are more in tune with nature and are often interested in nurturing,
exploring the environment, and learning about other species. These individuals are said to be
highly aware of even subtle changes to their environments. 1

Strengths: Finding patterns and relationships to nature

People with naturalistic intelligence:

• Are interested in subjects such as botany, biology, and zoology

• Categorize and catalog information easily
• Enjoy camping, gardening, hiking, and exploring the outdoors
• Dislikes learning unfamiliar topics that have no connection to nature

ACTIVITY

Select a partner and then work on the following:

1. Discuss your individual interests of learning with your partner;

2. Compare your notes;
3. How do you think could you complement each other (to assist each other) in
fields of learning difficulties? Are the other classifications of intelligences be
helpful to one’s learning weaknesses?
4. Present your output by posting in our FB page.

Application:
Complete the table as your guide to strategically follow a time-table for a successful study
habit. Include your break time in the table.

TIME ACTIVITY LOCATION STUDY WITH

POWER DRESSING

Introduction

The importance of dressing properly in any occasion for a professional individual is a major
concern because it presents a visual image and sends a message that he/she cares for
the company s/he represents and the people s/he deals with. Dressing to prepare for a
meeting or to present for and on behalf of your company is a serious manifestation that
people see your level of professionalism in all types of transactions.

Learning Outcomes

Upon the completion of the chapter, students shall have been able to

A. Define and explain power dressing;

B. Express orally their thoughts and feelings effectively;
C. Improve manner of dressing according to occasions;
D. Recognize the importance of dressing properly.

Activating Prior Knowledge

Have experienced attending a party that required particular attire but you did not mind wearing
just anything like what they required? How did you feel about it? Was it awkward? Why?

Learning Objectives

At the end of this lesson, you are expected to:

A. Define power dressing;

B. Illustrate and explain to dress properly;
C. Express your thoughts/ideas effectively on wearing proper clothes on proper
occasion

Presentation of Contents

POWER – capacity to exert an influence

DRESSING – a style for gearing up for occasion

What is Power Dressing?

A style of clothing and hair to make wearers seem authoritative and competent. A unique style
of an individual that shows the position and the authority in business or at work.

Power dressing discourse was significant in building a new type of working woman appearing in
the society at the time. The notion of career woman stepped into contemporary society as women
reached high powered job positions, which previously were intended to men. With the help of an
empowering self-presentation such as power suits, women were trying to break through the glass
ceiling. The development of power dressing was pivotal in bringing to public visibility women in
executive or business position. It served as a way to construct their image and to make them
recognizable at public society's eyes. Women saw this new clothing style as way to detach from
the classical feminine meaning of fashion, mainly associated with aesthetics and frivolity.

Power dressing locates power at body level giving a message about women and their profession,
enclosing at the same time something about self-esteem and confidence

POWERFUL IMPACTS

Breaking Stereotypes
A perfect recipe for RESPECT
Impact for first impression

WOMEN BODY SHAPES

TYPES OF WOMEN BODY SHAPES

APPLE BODY SHAPE

-Hide bust and accentuate legs
-Bust is bigger than hips

DO’S AND DONT’S

- draw attention to the parts you love; bust and legs
- slimming control underwear helps define your body
- structured and tailored clothes, single breasted
structure with 1 or 2 buttons
- a line- skirts help waist look smaller
- strong black colours help accentuate the parts you
love
CASUAL
DRESS

COCKTAIL DRESSESS
WORK ATTIRE
WEDDING GOWNS

PEAR/ TRIANGLE BODY SHAPE

-Butt is bigger than upper body
-Opposite of apple shape
-Accentuate the hips

DO’S AND DONT’S

- power dr and dresses show slim shoulders
- Paulding in jackets to broaden shoulders
- Clothes which stop above the waist line
- Thin belts on the waist
- A good padded bra will improve cleavage
CASUAL

WORK
FORMAL
WEDDING GOWNS

RECTANGLE OR ATHLETIC BODY SHAPE

-Waist is about the butt and bust

-Arms and legs are the asset

-Almost similar to hour glass

DO’S AND DON’T’S

- Avoid round necklines which makes breasts look
smaller
- Leggings to show slender legs
- Pull in a waist clinching belt to create a new waist
- Asymmetric lines to draw attention to shoulder
- Wear long jackets
- Wear tops with collars
- Do layer
- Colorful buttons
CASUAL
DRESS

WORK ATTIRE
GOWNS

WEDDING DRESS
 INVERTED TRIANGLE BODY SHAPE
- Shoulder is broader than hips
- Minimal on upper body

DO’S AND DONT’S

- Sexy tailored jackets
- Large bangle to balance your shape
- Use a belt to counter balance
- Tulip skirts and haulms pants

CASUAL ATTIRE
DRESS
WORK ATTIRES

FORMAL
WEDDING DRESS

SLENDER
- Slim but lax curve

DO’S AND DONT’S

- Clothes which creates curves such as ruffles and
pleads
- Stay away from large prinks
-Padded/ push up bras create curves
CASUAL

DRESS

WORK
GOWNS
WEDDING

HOUR-GLASS BODY SHAPE

- Defined waist is the asset
- Bigger thigh
- Rounded bottom and hips
- Small waist
- Full bust
CASUAL

WORK ATTIRE

GOWN
WEDDING DRESS
WOMEN FACE SHAPE

ROUND FACE

-vertical to horizontal ratio is equal

-cheeks are the widest part of your face

MAKE- UP
- Arched Eyebrows: well-defined brows,
angled arch while shaping and filling in your
brows.
- Contour: Contour those cheeks! to give your
face some depth
- Blush: shimmery blush will enhance your
cheeks and give them a healthy glow.

- HAIRSTYLE:
Tousled Pixie
Asymmetrical Lob
OVAL FACE

- length is longer than the width

- Jawline is slightly narrower than the width

MAKE-UP
Balance: Try and keep things balanced when it
comes to your eyes and lips.

Naturally Arched Brows

Highlighter: use this along the bridge of your

nose, your forehead, and at the top of your
cheekbones.

HAIRSTYLE:

Side Swept Pixie

Tousled Bob

SQUARE FACE

- comparatively straight sides with minimal

curve at the chin
- they also have angled jaws

MAKE-UP
Contour The Sharp Angles : wide jaw

Highlight: use a concealer that is one shade

lighter on your forehead and under the
hollows of your cheeks

Dramatic Lips: bright red, coral or purple,

based on what you prefer.
HAIRSTYLE:
Side Swept Bangs
Angled Bob

RECTANGLE/OBLONG FACE

- forehead, cheeks, and jawline are nearly the

same width
- chin is only slightly curved

MAKE-UP
Soften The Angles: soften the jaws and temples

Cat Eye: helps the eyes look bigger and wider

Blush: apply it to the tops of the cheeks instead of

right in the middle.

HAIRSTYLE:
Long Pixie
Shoulder length hair with bangs
DIAMOND FACE

- high cheekbones and pointed chins

- the forehead is narrower

MAKE-UP
Pouty Lips

Contour Sides: the sides near the cheeks

Highlight: the forehead, cupids bow, the

chin and along the bridge of the nose.

HAIRSTYLE:
Long Layered Waves
Chin Length Bob
Side Swept Bangs
HEART SHAPE

- pointed chin and a wide hairline

- Forehead is the prominent feature
- have a killer cheekbone
- also called an inverted triangle

MAKE-UP
Smokey Eyes
Bronzer contouring: If there’s a theme to be
followed with a heart-shaped face, it’s to go
for a soft look Max Volume Mascara

HAIRSTYLE:
Lob With Bangs
Long Way Layers
WOMEN ACCESSORIES

CASUAL
Necklaces- Fine metal necklaces
- layered to 2-3 chain and pendant necklaces that has a cool vibe
Rings – thin gold, white gold, and rose gold
Bracelets – fine metal bangles
Earrings – gemstone stud earrings ( 3mm)

PROFESSIONAL OCCASIONS
Necklaces- gemstone pendant
Rings – fine metal band
Bracelets – sleek metal bracelets
Earrings – stud earrings

PARTY OCCASIONS
Necklaces- statement necklace
Rings – cocktail ring
Bracelets – chunky bangle or big cuff
Earrings – colored gemstone statement earring

FORMAL OCCASIONS
Necklaces- long pendant with solitaire diamond
Rings – crystal solitaire ring
Bracelets – tennis bracelet
Earrings – crystal earring jackets or ear climber

MEN BODY SHAPES

RHOMBOID BODY SHAPE

-straples
-Perfect body
-Make use of sports wear

DO’S AND DONT’S

Showcase your athletic body shape in slim and fitted
clothes. Take advantage of sports- inspired modern
looks
- An “average” build refers to what most designers
use as the foundation of their designs

- In other words- Most off the rack clothing will fit you
well pending minor adjustments
CASUAL

WORK ATTIRE
FORMAL

INVERTED TRIANGLE BODY SHAPE

- Broad shoulder and chest

- Narrower hips and waist
- Add belt for focus around the hips
- V-neck shirts

DO’S AND DONT’S

Horizontal stripes: Especially from the chest
down, to broaden your comparatively narrow
waist.
Printed legwear to draw eye downward
Slim fit- shirts
Slim cotton polo shirt
Regular V-neck shirts
Don’t wear shirts with scoop necklines
CASUAL

WORK ATTIRE

FORMAL
RECTANGLE BODY SHAPE

- shoulder is wide as the waist and hips

- layers
- horizontal stripes
- circular necklines

DO’S AND DONT’S

Horizontal stripes: Especially across your
upper torso (short and long-sleeved Breton
tees), as they’ll add width to your slight frame
Structured tailoring
Layered looks
Do not wear prints, color pops and detailing

CASUAL
WORK ATTIRE

FORMAL
 TRIANGLE BODY SHAPE

- Chest are narrower than the waist and

hips
- Don’t wear horizontal striples
- Focus on upper body

DO’S AND DONT’S

-Tailored patterned blazers
-Vertical stripes. This pattern creates a
streamlined effect that elongates and
slims down the upper body
-Horizontal stripes are preferred only if
they are visible from the chest upward
-Jackets with structured shoulders
Single-breasted suits
-Bright color panels

CASUAL
WORK ATTIRE

FORMAL
 OVAL

- vertical stripe has slimming effect

DO’S AND DONT’S

-Keep it simple and dark. Solid colors are always
good.
-Trousers
-Suspenders
-Neckties

CASUAL
WORK ATTIRE

FORMAL
MEN FACE SHAPES

HEART FACE SHAPE

- Broad forehead, rounded cheekbones that
slope down to a small chin

HAIRSTYLE
Medium Length Swept
Mid-Length and Long Hairstyle

OBLONG/ RECTANGLE FACE SHAPE

- A tall, rectangular face with rounded corners
- forehead is broad but a similar size to
cheekbones and jawline
OVAL FACE SHAPE

- Somewhat broad forehead with narrower

cheekbones and a round, tapering
jawline
- good canvass for experimentation

HAIRSTYLE
-Classic Shortbacks Conservative quiff
-Voluminous Pompadour
-Fuller Rocker-Esque Shoulder length
-Shave Head
 ROUND FACE SHAPE

- Circular and wide

- cheekbones with a tapering jaw and forehead

HAIRSTYLE
-Pompadour
-Flat Top
-Front Fringe

SQUARE FACE SHAPE

- Face is wide at all points , all measurements are

fairly similar
- broad forehead, strong cheekbones and an
angular jaw rather than rounded

Hairstyle
-Close FAdes
-Side Partings
-Short Layers
DIAMOND FACE SHAPE

- rarest face
- jawline stronger than cheekbones with a smaller
but relatively broad forehead and pointed chin

HAIRSTYLE
Textured Fringe
Fringe LIKE a Faux Hawk
ACTIVITY:

1. Choose two body shapes and make a video presentation showing the
applicable do’s and don’ts of each body shape.

Application
1. Study your body shape and then determine
which kind and cut of dress is suited to you?
2. Name all possible occasions you probable are
attending, what type of dress are you
wearing?
3. Why is it important to consider the occasion?

Feedback

Many exciting and wonderful opportunities await you in the future. You are likely
to play the role of a business executive, a teacher, an accountant or a parent.
Discuss and share with your classmates how dressing properly may bring
success to anything you do.

SOURCES:

https://en.wikipedia.org/wiki/Power_dressing#Social_meaning
https://scarletmagazine.co.ke/lipstick-shades-for-different-occasions/
https://www.slideshare.net/mobile/PujaJha3/power-dressing-50799833
https://www.slideshare.net/mobile/kashifbillal/power-dressing-1860969
https://en.m.wikipedia.org/wiki/Power_dressing
https://www.slideshare.net/mobile/TopWeddingTips/best-makeup-tips-for-your-face-
shape
https://www.slideshare.net/mobile/priyaldhir/power-dressing-work-place-and-business-
etiquette
TABLE MANNERS AND ETIQUETTE

Introduction

Basic table manners are important because they ensure that both gusts and hosts are
comfortable at the table. If you chow good table etiquettes, others will have good
impression about you. You will probably get more dinner invitations and you can make
more friends. Observing table manners shows demonstrates respect to people who have
prepared the meal and that they will see that you are polite and sensitive to the needs of
people around you.

Learning Outcomes
Upon the completion of the chapter, you shall be able to:

A. Define and explain the importance of table manners;

B. Express orally your thoughts and feelings about people who do not observe table
manners;
C. Emulate lessons taken from examples when in meals with family and friends.

Activating Prior Knowledge

Have you experienced eating with some friends and one made noise
in slurping soup in the panciteria? Did you laugh? But have you spoken
to that friend in private to tell him that what he did was not proper?
Well, in some countries slurping noodles is part of their culture but we
have to be observant in other places.

Learning Objectives

At the end of this lesson, you are expected to:

A. Define table manners;

B. Illustrate and explain how the different table manners must be observed;
C. Express your thoughts/ideas effectively on rules to follow when eating with fellow
guests in an occasion you are invited.
 Presentation of Contents

TABLE MANNERS

Table manners are the rules used while eating, which may also include the use of utensils.
Different cultures observe different rules for table manners. Each family or group sets its own
standards for how strictly these rules are to be used.

12 BASIC RULES OF TABLE MANNERS

1. SIT UP STRAIGHT

Try not to slouch or lean back on your chair

 2. DO NOT SPEAK WITH YOUR MOUTH FULL OF FOOD

No one like to see a ball of masticated meat in your mouth.

3. CHEW QUIETLY AND TRY NOT TO SLURP

Making noises in not only unappetizing and distracting but it can also interrupt the flow of conversation
4. KEEP BITES SMALL

It is smart to keep bite sizes in a moderate forkful

5. EAT AT A LEISURELY PACE

It shows the host that you want to enjoy the food and the company
6. DON’T WAVE UTENSILS IN THE AIR

7. KEEP YOYR ELBOWS OFF THE TABLE

Elbows take up table space and can be a danger in knocking plates or glasses.
 8. DON’T REACH

Not only it is impolite but there is always the possibility of upsetting glasses or running your
sleeve through someone’s plates or mashed potatoes.

9. DON’T FORGET THE “PLEASE” AND ‘THANK YOU’

These are handy words in most situations but especially vital at the table where common courtesies are
noticed by everyone present.
 10. EXCUSE YOURSELF WHEN LEAVING THE TABLE OR ANSWERING A PHONE
CALL

If you must leave the table, make your excuses somewhat obvious and appear to be pressing.

11. COMPLIMENT THE COOK/HOST

Even if the food is perfectly awful, say something nice. You don’t need to lie, simply find the
positive side of the burnt food. It is always pleasant to end the meal on a positive note.
 12. WIPE YOUR MOUTH WITH YOUR NAPKIN

Ever notice that disgusting smudge on the edge of your glass? This can be avoided by first wiping

your lips with your napkin.

TABLE ETIQUETTE AND MANNERS

OUTCOMES TOPIC OBJECTIVES

• Define and explain what table etiquette and good manners are

• describe how to use good manners in differing scenarios

• demonstrate examples of good manners while role-playing

• Effectively demonstrate an understanding of the various kinds of social graces/etiquette/good

manners and right conduct appropriate in certain situations

TABLE ETIQUETTE and TABLE MANNERS

Relates to a code of behaviour among people within an organization, group or society which involves
knowing and respecting people’s customs and traditions while observing certain behaviour and actions in
an appropriate manner

The way you eat your food, or the socially acceptable way to eat your food especially when eating a meal
with others. Are the rules of etiquette used while eating, which may include the appropriate use of utensils?
Different culture observes different rules for table manners. Each has its own standard or how strictly these
rules are to be enforced

Etiquette/manners are the conventional rules that regulate social behaviour. They govern being considerate
of others, table manners, correspondence, online behaviour, being a wedding guest, staying overnight
outside of one's home, and getting along with co-workers.

RULES OF TABLE ETIQUETTE AND GOOD MANNERS

(DO’s & DON’Ts)

GETTING STARTED

Some dinner parties are formal and have place cards where the host or hostess wants you to sit. If not,
ask if there are seating preferences. Wait until the host sits before you do. In some cultures, a blessing will
be said. Even if you don’t follow the beliefs of the prayer, show respect and be silent. If the host offers a
toast, lift your glass. It is not necessary to “clink” someone else’s glass.

SEATING ETIQUETTE

Your host may have seating arrangements in mind, so you should allow him to direct you to your seat.
As the host, you should suggest the seating arrangements.
In a restaurant, the guest of honor should sit in the best seat at the table. Usually that is one with the
back of the chair to the wall. Once the guest of honor's seat is determined, the host should sit to her left.
Other people are then offered seats around the table.

The host sits at the head of the table with the hostess at the other end. This works whenever there six,
ten, fourteen or eighteen people. Husbands and wives are never seated next to each other.

If the GOH is a woman, she is seated at the Host’s right and her husband at the Hostess’ right. The second
most important woman is seated across from the GOH, on the host’s left and her husband is seated
accordingly on the hostess’ left

However, when the people is divisible by four, it is not possible for the Hostess to sit at the other end of
the table. In this case the hostess’ moves one place left, with the man sitting at the end of the table,
opposite to the host. This will keep the tradition of seating guest alternately. Husbands and wives are
separated.

Exception would be for the engaged couples where they might fielding a lot of questions about engagement
and marriage

For informal dining, the easiest system is to alternate between male and female guests, with the Host and
Hostess on either end of the table

However, if it is a dinner with very close friends and family, it is perfect time to sit married couples and
their kids together
NAPKIN ETIQUETTE

As soon as you sit down, turn to your host or hostess and take a cue for when to begin. Once the host
unfolds his or her napkin, you should remove your napkin from the table or plate, and place it on your lap.
If you are dining out, you should place your napkin in you lap immediately.

Keep your napkin in your lap until you are finished eating. If you must get up at any time during the meal
and plan to return, place the napkin on either side of your plate or place your napkin on the chair. After
you are finished, place your napkin on the table to the left of your plate

At informal meals, place the napkin in your lap immediately upon seating. During formal occasions, before
unfolding the napkin, wait for the hostess to remove her napkin from the table and unfold it in her lap.

Place the napkin in your lap upon seating.

When leaving the table temporarily, put the napkin on your chair.

At the meal's end, fold your napkin and place it to the left of your place setting.

WHEN TO EAT

If you are eating out, you should wait until all the members of your group have been served before picking
up your fork. At a private dinner, observe the host or hostess and pick up your fork when he or she does.
However, if you are at a buffet, you may start when there are others seated at your table.

At a small table of only two to four people, wait until everyone else has been served before starting to eat.
At a formal or business meal, you should either wait until everyone is served to start or begin when the
host asks you to.

RESTING UTENSILS

When you pause to take a sip of your beverage or to speak with someone, rest your utensils in one of the
two following styles:

Continental Style: Place your knife and fork on your plate near the center, slightly angled in an inverted
V and with the tips of the knife and fork pointing toward each other.
American Style: Rest your knife on the top right of your plate (diagonally) with the fork nearby (tines
up).
When each course is finished: Place the knife and fork parallel with the handles in the four
o'clock position on the right rim of the plate.
SILVERWARE

One of the most common issues to confuse today’s diners is which utensil to use for each course. A typical
rule of thumb is to start with the utensil that is farthest from your plate and work your way toward the
center of your place setting. If you see the host or hostess doing something different, you may follow his
or her lead. The important thing is to remain as inconspicuous as possible. If you drop a piece of silverware
on the floor, don’t try to pick it up. Ask your server for another. The same with your napkin.

FOOD
For dinners where food is served at the table, the dishes should be passed in a counter-clockwise flow.
Never reach across the table for anything. Instead, ask that condiments be passed from the person closest
to the item. Salt and pepper should be passed together. Always use serving utensils and not your own to
lift food from the serving dish.

EATING
Table manners were designed to keep people from scarfing food down like animals, so learn them before
you eat with others. One of the most important things to keep in mind is that you should never call attention
to yourself by blatantly breaking the rules set by society.
FOOD PASSING ETIQUETTE
Pass to the right (if the item is not being passed to a specific person). One diner either holds the dish as
the next diner takes some food, or he hands it to the person, who then serves herself. Any heavy or
awkward dishes are put on the table with each pass.

SOUP ETIQUETTE
Hold the soupspoon by resting the end of the handle on your middle finger, with your thumb on top. Dip
the spoon sideways at the near edge of the bowl, then skim away from you. Sip from the side of the spoon.
To retrieve the last spoonful of soup, slightly tip the bowl away from you. During service of a formal
dinner, the food is brought to each diner at the table; the server presents the platter or bowl on the diner's
left. At a more casual meal, either the host dishes the food onto guests' plates for them to pass around the
table or the diners help themselves to the food and pass it to others as necessary.

WINE ETIQUETTE
-Hold the glass by the stem or the base
-Smell your wine. Sniff it, taste it and think about it
-Drink from the same position on your wine glass to reduce unsightly mouth marks
-Hold the towards the base when pouring wine
-Fill your glass less than half way and try your dinking equivalent to the people around you
-Offer wine to others before pouring for yourself

ESSENTIAL DINING ETIQUETTE RULES

1. Turn off your cell phone before sitting down. It is rude to talk on your phone or text while in the
company of others.

2. Never talk when you have food in your mouth. That’s just gross. Even someone asks you a
question, wait until you swallow before answering

3. Taste your food before you add salt, pepper, or other seasoning. Doing otherwise may be insulting
to the host or hostess. If you are dining with a prospective employer, the person may perceive you
as someone who acts without knowing the facts.

4. Don’t cut all your food before you begin eating. Cut one or two bites at a time.

5. Never blow on your food. If it is hot, wait a few minutes for it to cool off. Scoop your soup away
from you.
Some foods are meant to be eaten with your fingers. Follow the lead of the host or hostess.

6. If you are drinking from a stemmed glass, hold it by the stem.

7. Break your bread into bite-sized pieces and butter only one bite at a time. Try at least one or two
bites of everything on your plate, unless you are allergic to it.

8. Compliment the hostess if you like the food, but don’t voice your opinion if you don’t.

9. Use your utensils for eating, not gesturing.

10. Keep your elbows off the table. Rest the hand you are not using in your lap.

11. Eat slowly and pace yourself to finish at the same approximate time as the host or hostess.

12. Avoid burping or making other rude sounds at the table.

13. If you spill something at a restaurant, signal one of the servers to help. If you spill something at
a private dinner party in someone’s home, pick it up and blot the spill. Offer to have it professionally
cleaned if necessary.

14. When you finish eating, leave your utensils on your plate or in your bowl.

15. Never use a toothpick or dental floss at the table.

16. You may reapply your lipstick, but don’t freshen the rest of your makeup at the table.

AFTER THE MEAL

After you finish eating, partially fold your napkin and place it to the left of your plate. Wait until the host
or hostess signals that the meal is over, you may stand. After the meal is over, don’t eat and run. If nothing
is planned after dinner, stick around for approximately an hour before saying good-bye to the host and
thanking him or her for the dinner. If the event is informal, you may offer to help clean up.
END MEALS ETIQUETTE
At a formal affair, plates are removed by a professional staff. But as most informal meals are served without
help, the hostess clears the plates, often with the help of a guest or two. At a family meal, members clear
their own plates.

CLEARING THE PLATES

If the meal is formal, plates will be removed by the staff. At informal meals, the hostess will probably clear
the plates, possibly with one or two guests helping. At a family meal, members clear their own plates. If
the meal is formal, plates will be removed by the staff. At informal meals, the hostess will probably clear
the plates, possibly with one or two guests helping. At a family meal, members clear their own plates

LEAVING THE DINING ROOM.

To signal dinner is concluded, the hostess catches the eye of the host, lays her napkin on the table, and
suggests that everyone go into another room for coffee and after-dinner drinks. The hostess rises from her
chair.
When it's time to leave, rather than detain one's host with a lengthy good-bye, make the departure brief
but cordial.

PROPER TABLE SETTING

THREE COMPONENTS OF A PLACE SETTING

DINNERWARE
Plates, cups, bowls, saucers, platters and other serving pieces

FLATWARE
Butter, dinner and steak knives; salad/dessert, dinner fork; soup, dessert and teaspoons.

GLASSWARE
Water goblet, milk and wine glasses,sherbet glass

COVER
Arrangement of a place setting for one person. Allow 20-24” for each cover with the dinner plate in the
middle.

PROPER DINNERWARE PLACEMENT

Dinner Plate: 1” from the table edge
Bread/Butter Plate: Top left above the salad plate
Salad Plate: Lower left above the napkin
Soup Bowl on plate or separate

TYPES OF FLATWARE
Soup spoon
Larger than teaspoon
Salad/dessert fork
Smaller than dinner fork
Butter knife
Shape and size smaller than dinner knife

PROPER FLATWARE PLACEMENT

1 to 1½” from the table edge
Handles are lined up and the utensils are even with the plate

FORKS
Left of the plate
Dessert fork placed above the center of the plate

KNIVES AND SPOONS

Right of the plate
Dessert spoon is sometimes placed above the center of the plate.
Arrange in order of use
Starting at the outside and working toward the center

FORKS
Tines up

KNIVES
Sharp cutting edge toward plate
Spoons
Bowls up
Butter knife
On bread/butter plate
Water goblet
Tip of the knife blade.
Other beverage glasses
Right of goblet, slightly forward and diagonal.
Cup and saucer
Lower right.
Placement of Napkin
Three Places
-Left of the forks
-Center on the dinner plate
-In the water goblet
When removed, should not disturb the flatware

COMMON RULES OF ETIQUETTE

SITTING DOWN
From the left side of your chair.

PASSING FOOD
To the right.

NAPKIN
Place on lap before starting to eat. Cover your mouth and nose if you must cough or sneeze. Leave on your
chair if leaving the table and returning during a meal. Leave to the left of the plate when finished with the
meal.

TABLE SETTING
Deciding which knife, fork, or spoon to use is made easier by the outside-in rule – use utensils on the
outside first and working your way inward. So, if you are served a salad first, use the fork set to the far
left of your plate.
Your water glass is the one above the knife in your place setting and your bread plate is to the left.
 Application

Complete the Table Setting Worksheet.

Even though this place setting looks correct; there are seven errors below.
Identify the errors.

• ____________________________________________

• ____________________________________________

• ____________________________________________

• ____________________________________________

• ____________________________________________

• ____________________________________________

• ____________________________________________
TABLE SETTING AND ETIQUETTE

Performance Exam

• What influences the Setting of the table?

1. ____________________________________________

2. ____________________________________________

3. ____________________________________________

• What are three Components of a Place Setting?

1. ____________________________________________

2. ____________________________________________

3. ____________________________________________

• What rule applies to the table cover?

1. ___________________________________________

2. ____________________________________________

• What rules apply to the Proper Dinnerware Placement?

1. Dinner Plate:____________________________________

2. Bread/Butter Plate:____________________________________

3. Salad Plate:____________________________________

4. Soup Bowl:____________________________________

5. What rules apply to the types of Flatware?

6. ________________________________________

7. ________________________________________

8. ________________________________________

• What rules apply to Proper Flatware Placement?

1. How many inches from the table’s edge?

2. Forks:__________________________________

3. Knives and Spoons:_________________________________

4. Arrange in order of what?______________________________

5. Forks with tines where?_________________________________

6. Knives with sharp cutting edge towards where? ________

7. Spoons with the bowls (of the spoon) where?___________

8. Butter knife placed where?____________________________

• What is the rule in Proper Glassware Placement?

1. Water goblet:_________________________

2. Other beverage glasses:_______________

3. Cup and saucer:______________________

• What is the rule in Placement of Napkin?

1. Three places:

• ___________________________________

• ___________________________________
 • ___________________________________

2. When napkin is removed, it should never what? _______

• Supply the Common Rules of Etiquette

1. Sitting down:_____________________________________

2. Passing food:______________________________________

3. Napkin:

• ______________________________________

• ______________________________________

• ______________________________________

• ______________________________________

4. When eating with a small group:_________

5. Follow the actions of whom?____________

6. Avoid talking with what in your mouth?_____

7. Chew with your mouth what?____________

8. Cut food:___________________________________

9. How should you sit at the table?____________

10. Avoid leaning on what at the table?_______

11. When finished with soup:___________________

12. Eating a roll/bread:

a. _________________________________________

b. _________________________________________

13. Tipping Etiquette:__________________________

14. Where to tip?:_____________________________

15. Cell Phone Etiquette:

a. _________________________________________

b. _________________________________________

c. _________________________________________

Feedback
Many exciting and wonderful opportunities await you in the future. You are likely
to play the role of a business executive, a teacher, an accountant or a parent.
Discuss and share with your classmates how you develop your personality by
making table manners as part of your personality development.