WEEK 1: CHAPTER 1 Introduction to Personal Development

Objectives:

At the end of this chapter, the students will be able to:

 Understand his/her strengths and

limitations in dealing with other
persons;
 Show his/her unique ideas and
characteristics to others
 Express freely his/her own
expressions and words about
Personal Development

Personal Development and Human Development

Personal Development covers activities that improve awareness and identity, develop talents and
potential, build human capita and facilitate employability, enhance the quality of life and contribute to
the realization of dreams and aspirations.

Personal development may include the following activities:

 Improving self-awareness
 Improving self-knowledge
 Improving skills and /or learning new ones
 Building or renewing identity/self-esteem
 Developing strengths or talents
 Improving a career
 Identifying or improving potential
 Building employability or (alternatively) human capital
 Enhancing lifestyle and/or the quality of life and time management
 Improving health
 Improving wealth or social status
 Fulfilling aspirations
 Initiating a life enterprise
 Defining and executing personal development plans
 Improving social relations or emotional intelligence

The term human development may be defined as an expansion of human capabilities, a widening of
choices, an enhancement of freedom, and a fulfillment of human rights. This also simply means
developing mentally, socially through growing and experiencing things in your life and learning new
things.

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Why is Personal Development very important?

Abraham Maslow’s Hierarchy of needs will

explain why we need, to give importance to
the personal development. In life there are
five Hierarchy of needs that we have to fill in:

 Self-actualization “what a man can be,

he must be.” Maslow describe this
level as the desire to accomplish
everything that one can, to become
the most that one can be.
 Esteem Needs. All human have a need to feel respected; this includes the need to have self-
esteem and self-respect.
 Love and Belonging Needs. This need is especially strong in childhood and can override the
need for safety as witnessed in children who cling to abusive parents.
o Friendship
o Intimacy
o Family
 Safety Needs with their physical needs relatively satisfied. This includes:
o Personal Security
o Financial Security
o Health and well-being
o Safety net against accidents/illness and their adverse impacts
 Physiological Needs are the physical requirements for human survival. Air, water, and food are
metabolic requirements for survival in all animals including humans.

Maslow’s Hierarchy of School Need

 Self-Actualization – Student is available to learn

 Esteem Needs – Positive classroom and culture present
 Love and Belongingness – Forming Relationships (advisory, adult role models, friendship groups,
peer relationships
 Safety Needs – emotional and physical safety (clear school/class routines, access to
counselors/nurse,
 Physiological Needs – Basic needs are met (eats breakfast, has clean clothing, safe place to go
home to, able to sleep)

Managing your Personal Development

There are five steps to take in managing your Personal Development.

1. Developing a Personal Vision – a clear vision of where you want to be in a few months, or years
and why.

2
2. Planning Your Personal Development –
(SWOT Analysis)
3. Starting the improvement process
4. Recording your personal development by
writing down key developments in your
learning and development as and when
they occur.
5. Reviewing and Revising Personal
Development Plans. Regular review of
your personal development plans and activities.

The Four Prominent Theories and Context of Filipinos in the context of Personality Development
such as:

 Erickson’s Stages of Psychological Development – Focus on the importance of social

relationships on personality development
 Piaget’s Stages of Cognitive Development – the children thinks differently than adults
 Kohlberg’s Stages of Moral Development – focused on the growth of moral thought
 Freud’s Structural Model of Personality – concept of the ego and superego .

Activity 1.

Multiple Choice. Write the letter only

1. It covers activities that improve awareness and identity.

A. Personal Vision
B. Personal Development
C. Human Development
D. SelfActualization
2. “what a man can be, he must be.”
A. Self-Actualization
B. Physiological Needs
C. Safety Needs
D. Psychological Needs
3. This need is especially strong in childhood and can override the need for safety as
witnessed in children who cling to abusive parents.
A. Physical Needs
B. Esteem Needs
C. Love and Beloningness
4. It may be defined as an expansion of human capabilities, a widening of choices, an
enhancement of freedom, and a fulfillment of human rights.
A. Personal Development
B. Social Development
C. Spiritual Development
D. Human Development
5. Physiological Needs are the physical requirements for human survival.

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 A. True
B. False

Answer the following questions.

1. What level am I in the Hierarchy of Needs? (1 word only)

2. How are you going to overcome challenges in reaching your set of goal? (2 sentences only)

WEEK 2: CHAPTER 2 KNOWING ONESELF

Objectives:

At the end of this chapter, the student will be able to

 Discuss what are the different

personalities:
 Appreciate themselves as unique
individuals;
 Impart characteristics, habits, and
experiences
 Have a reflection after each chapter;
 Definition of self;
 Nature and nurture of personality;
 Personality theories
 Techniques in improving Personality

Definition of Self

“To know thyself is the beginning of wisdom.” The famous quote is often attributed to Socrates.

Have you wondered who you really are? Or have you even asked yourself, what is my purpose?

According to Merriam-Webster’s Dictionary Self is:

 The person that someone normally or truly is

 A particular part of your personality or character that is shown in particular situation
 The personality or character that makes a person different from people

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 To know yourself:

 Be aware of your strengths,

weaknesses, likes and dislikes
 Observe and be aware of your moods,
reactions, and responses to what is
happening around you
 Examine how you interact with others.
 Observe how your environment affec
ts you.

The Building Blocks of Self: Your VITALS

V = Values

“Values” such as helping others, being creative, health, financial security, are guides to decision-
making and motivators for goals.

I = Interest,

“Interest” include your passions, hobbies, and anything that draws you attention over a
sustained period of time.

T = Temperament

“Temperament” describes your inborn

preferences. Do you restore your energy
from being alone (introvert) or from
being with people (extrovert)? Are you a
planner or go- with-the-flow type of
person? Do you make decisions more on
the basis of feelings or thoughts and
facts? Do you prefer details or Big Ideas?

A = Around the-Clock Activities,

“Around the-Clock Activities” refers to when you like to do things – your biorhythms.

L = Life Mission and Meaningful Goals,

Ask yourself the same question: “What have been the most meaningful events of your life?”

S = Strengths

“Strengths” can include not only abilities, skills, and talents, but also character, strengths such as
loyalty, respect for others, love of learning, emotional intelligence, fairness, and more.

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Nature and Nurture of Personality

The forces of both nature and nurture shape personality.

Evolutionary aspects – demonstrates how

environmental forces can shape our bodies, brains,
and behaviors over long periods of time

Genetics – the complex traits almost never the

result of a single gene that our genome is the
starting point, not the end point.

Temperament - Is the biologically based disposition

to behave in certain ways. Evidence suggests that
temperament and personality differences are manifest even before birth.

Prenatal environment – Play is an important role in shaping personality. One outcome of the prenatal
environment is birth weight, with low birth weight being associated with poor prenatal environment.

Personality Theories

It is a system of concepts, assumptions, ideas, and principles used to understand and explain
personality.

Major Personality Theories

a. Trait theories
These theories attempt to learn and explain that make up personality, the differences between
people in terms of their personal characteristics, and how they relate to actual behavior.

b. Psychodynamic Theories
These theories focus on the inner workings of personality, especially internal conflicts and
struggles.

c. Behavioristic Theories
These theories place importance on the external environment and on the effects of conditioning
and learning.

d. Social Learning Theories

These are the theories that attribute differences in personality to socialization, expectations,
and mental processes.

e. Humanistic Theories
These theories stress private, subjective, experience and personal growth.

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Techniques in Improving Personality

1. Realize that improvement is needed.

2. Have a strong motive or desire to improve.
3. Take an inventory or make a checklist of your strong and weak points or what is to be improved,
and
4. Have a step-by-step plan for improvement.

Activity 2

I. True or False
1. _________“To know thyself is the beginning of wisdom.” The famous quote is often
attributed to Aristotle.
2. _________ According to Oxford’s Dictionary, Self is the person that someone
normally or truly is.
3. _________ To know others, be aware of your strengths, weaknesses, likes and
dislikes.
4. _________ Interest can include not only abilities, skills, and talents, but also
character, strengths such as loyalty, respect for others, love of learning, emotional
intelligence, fairness, and more.
5. _________ Genetics is the biologically based disposition to behave in certain ways.
Evidence suggests that temperament and personality differences are manifest even
before birth.
II. Identification
1. ______________ It refers to when you like to do things – your biorhythms.
2. ______________ These theories stress private, subjective, experience and personal
growth.
3. ______________ It is a system of concepts, assumptions, ideas, and principles used to
understand and explain personality.
4. ______________ These are the theories that attribute differences in personality to
socialization, expectations, and mental processes.
5. ______________ These theories attempt to learn and explain that make up personality,
the differences between people in terms of their personal characteristics, and how they
relate to actual behavior.
III. Write your short Life Story ( Ten sentences only)

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 WEEK 3: CHAPTER 3 DEVELOPING THE WHOLE PERSON

Objectives:

At the end of this chapter, the student will be able to:

 Discuss the relationships of aspects and theories

of the whole person;
 Appreciate his or her thoughts, feelings and
emotions
 Have a reflection at the end of each chapter.

Holistic Development

Aspects of Human Development

a. Physiological Development
It is focusing more on physical attributes including physical senses.

b. Cognitive Development
Focusing on the intellectual functions of
the mind

c. Psychological Development
During adolescence, individuals undergo
the process of self-evaluation which leads
to a long-range goal setting, emotional and
social independence, and maturity.

d. Social Development
Social Development will manifest a re-
establishment of good relationships and
interactions with other individuals or groups of people.

e. Spiritual Development
It is about a person’s beliefs including values and virtues. They begin to formulate questions
concerning existence, essence, spirituality and God.

Feelings, Thoughts and Behaviors

Thoughts are cognitive. That is mentally produced and possessed. It is usually clear to the person when
he or she is having thoughts that he or she can verbalize them.

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Thoughts

Examples of thoughts:

 I think I’ll have chicken for lunch

 I think planes are scary
 I think the world is a nice place to live in.

You can take off the “I think” and they still be thoughts.

Feeling is a state of consciousness, such as that resulting from

emotions, sentiments or desires. Feelings are usually
emotional states.

Feelings

 Anger. Anger tells us that we want something to change.

 Sadness. Sadness tells us that we are missing something or have suffered a loss.
 Fear. Fear tells us that we need to get away from something or prevent something from
happening in the future.
 Happiness. Happiness tells us that we need or would like more of something

Behaviors are usually seen, while thoughts and feelings are not. It refers to the range of actions and
mannerisms made by individuals, organisms, systems, or artificial entities in conjunction with
themselves or their environment.

They look like the following:

 A man giving a woman a bunch of flowers

 A cat licking his paw
 A child playing with a toy
 A person telling another person a secret.
 A teenager having a tantrum
 A woman having a panic attack
 Someone shouting
 Someone looking lovingly at another person.

Certain behaviors typically occur with certain thoughts and feelings.

For example, if a person feels sad (the emotion), they may cry (the behavior), if someone is feeling
happy (the emotion) they may smile (the behavior)

Spiritual Development

What must I do to be saved?

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“What must I do to be saved?” is truly the
most significant question anyone can ask.
How we personally answer this will impact not
only how we live this life, but also where we
spend eternity. Thankfully, in the Bible
God gives us clear instructions that answer this
eternally important question. It can be
helpful to examine the Biblical answer to this
question in five distinct parts or steps –
referred to as “The five-fingered plan for
becoming a Christian.”

1. Realize that you are a sinner

Before anyone can be saved they must first realize they are in need of being saved. No one is
righteous (right with God) apart from believing in Jesus Christ. The Bible is clear that “There is no
one righteous, not even one… for all have sinned and fall short of the glory of God”. (Romans 3:10,
23)

To be saved we must ask God to forgive the sin in our life. The Bible calls this “confession.” To
confess is to admit or acknowledge something. Literally it means “saying the same thing.” This
implies that our sincere confession agrees with what God already knows and says to be true about
us – that we are sinners before a holy God.

Confession is seeing your life as God sees your life, and acknowledging the sins God already knows
you have committed. It’s saying, “God, I see me as You see me. I confess that I am a sinner, and I
stand in need of Your saving grace.”

2. Repent from your sinful life

The Biblical word for “repentance” literally means to change one’s mind. It describes a complete
transformation of the purpose and direction of one’s life. In other words, when someone repents,
they are turning from something and turning to something. Specifically, they are turning from sin
and to God.

The Bible commands all sinners to “Repent and be baptized…in the name of Jesus Christ for the
forgiveness of your sins” (Acts 2:38). Being a Christian is more than simply going to church or saying
a simple prayer. When someone becomes a Christian they become a whole new person: they are “a
new creation; the old has gone, the new has come!” (2 Corinthians 5:17)

3. Receive Jesus as the Savior of your life

10
Receiving Jesus means that you
trust and love Him with all of
your life. It is believing – with all
of your heart – that Jesus is the
one and only Son of the Living
God and that He lived a sinless
life, died a sinner’s death, and
rose to life conquering both sin
and death. For the Bible declares,
“… the wages of sin is death, but
the gift of God is eternal life in
Christ Jesus our Lord.” (Romans
6:23)

Christ will not be one of your “saviors”, but must be your only Savior! Jesus Himself said, “I am the
way and the truth and the life. No one comes to the Father except through me” (John 14:6). In Acts
4:12 we read, “Salvation is found in no one else, for there is no other name under heaven given to
men by which we must be saved.”

To receive Jesus as Savior of your life means that you have put all your faith (belief and trust) in Him,
and that you realize you are saved by God’s grace alone. The Bible tells us, “… it is by grace you have
been saved, through faith – and this not from yourselves, it is the gift of God – not by works, so that
no one can boast” (Ephesians 2:8-9). Salvation is by God’s grace alone, through faith alone and in
Christ alone.

4. Respond to Jesus as Lord of your life

Jesus Christ is not only the Savior, He is also the Lord. To be sure, saying Jesus is Lord of your life is
different than Jesus being Lord of your life. Jesus asked, “Why do you call me, ‘Lord, Lord,’ and do
not do what I say?” (Luke 6:46).

Clearly, you cannot have Jesus as the Savior of your life and not have Him also as the Lord of your
life. Romans 10:9 says, “… if you confess with your mouth, ‘Jesus is Lord,’ and believe in your heart
that God raised Him from the dead, you will be saved.”

Being a Christian means you are a “Christ-follower.” It means you belong to Jesus. In other words,
you have abandoned your old life (that you lived without Him) and now live a new life (that is lived
for Him). You are now in Christ! You no longer live for sin because you now live for Christ, and you
no longer love sin because you now love Christ. For Christ has set you free from the power and
penalty of sin.

5. Resolve to glorify Jesus with all of your life

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 The Christian is one that is passionately and joyfully sold-out to glorifying Christ Jesus with
everything they say and do. In 1 Corinthians 10:31 Christians are given this God-glorifying
exhortation: “whether you eat or drink or whatever you do, do it all for the glory of God.”

To be resolved means to be unmoved, undeterred, unchanged, and unwavering. It describes the

Christian’s steadfast and stubborn refusal to never forsake, but always be faithful to, the will and
love of Jesus Christ.

This Christ-glorifying resolve naturally compels the Christian to live a life of loving and faithful
obedience to God. Thus, the Christian desires to be submissive and pleasing to God in every way.
This results in the Christian’s commitment to praying to God (Colossians 4:2), reading God’s Word (2
Timothy 3:16-17), attending a Bible-believing church (Hebrews 10:23-25), being immersed in
Christian baptism (Acts 2:38, 22:16), and telling others that Jesus Christ is the Son of God and the
Savior of all who believe in Him (Matthew 28:18-20).

Now, the question that remains is, “Do you WANT to be saved?” Through His Word, God has made
two things abundantly clear: 1) Everyone stands in need of God’s saving grace, and 2) Salvation
comes only through believing in and receiving His Son Jesus Christ as both Savior and Lord.

Jesus perfectly summed up these truths when He said:

“For God so loved the world that He gave His one and only Son, that whoever believes in Him shall
not perish but have eternal life. For God did not send His Son into the world to condemn the world,
but to save the world through Him. Whoever believes in Him is not condemned, but whoever does
not believe stands condemned already because He has not believed in the name of God’s one and
only Son” (John 3:16-18).

Jesus alone can save you from the eternal penalty of your sins. Jesus alone can transform your life
and make you righteous before God. Jesus alone can restore you to perfect fellowship with God.
Jesus alone can grant you eternal life in heaven with God. Jesus alone is the Savior and Lord of all
who believe. Will you repent and confess Jesus Christ as your Lord and Savior today?

ACTIVITY 3

I. Multiple Choice
1. It is focusing more on physical attributes including physical senses.
A. Physiological Development
B. Cognitive Development
C. Psychological Development
D. Social Development

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 2. Focusing on the intellectual functions of the mind
A. Cognitive Development
B. Psychological Development
C. Social Development
D. Spiritual Development

3. It is a state of consciousness, such as that resulting from emotions, sentiments or

desires.
A. Behavior
B. Thoughts
C. Feelings
D. Salvation

4. It tells us that we want something to change.

A. Happiness
B. Anger
C. Sadness
D. Fear

5. Focusing on the intellectual functions of the mind

A. Spiritual Development
B. Psychological Development
C. Cognitive Development
D. Physiological Development

II. State Something

In this activity you will be filling up boxes. You will enumerate experiences (unforgettable) of
what happened to you in real life. You will be stating what are the thoughts, emotions, and
behaviors that manifested in your own experiences.

Experience Thoughts Feelings Behaviors

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 WEEK 4: CHAPTER 4 DEVELOPMENTAL STAGES IN MIDDLE
AND LATE ADOLESCENCE

Objectives:

At the end of this chapter, the student will be able to:

 Discuss different developmental stages of personality

 Appreciate the different stages of being an Adolescent
 Be ready to be an adult and taking responsibilities
 What is Adolescence

Adolescence

Is the period between childhood and adulthood. It is the developmental stage that begins at puberty
and encompasses the period from the end of childhood to the beginning of adulthood.

Puberty

Is the biological defined period during which a person matures sexually and becomes capable of
reproduction.

STAGES OF ADOLESCENCE

Physical Development

Puberty is defined as the biological changes of adolescence.

 Most girls have completed the physical changes related to puberty by age 15

14
  Boys are still maturing and gaining strength, muscles, mass, and height and are completing the
development of sexual traits.

Intellectual Development

Most boys and girls enter adolescence still

perceiving the world around them in concrete
terms

 Becomes better able to set goals and

think in terms of the future.
 Has a better understanding of
complex problems and issues
 Starts to develop moral ideas and to select role models

Emotional Development

 May stress over school and test scores

 Is self-involved (may have high expectations and low self-concept).
 Seeks privacy and time alone

Social Development

 Is more and more aware of social behaviors of friends

 Seeks friends that share the same beliefs, values, and interests
 Friends becomes more important
 Starts to have more intellectual interest
 Explores romantic and sexual behaviors with others
 May be influenced by peers to try risky behaviors (alcohol, tobacco, sex)

Erik Erickson’s Eight Stages of Personality Development

During each stage, the person experiences a psychosocial crisis which could have a positive or negative
outcome for personality development

Psychosocial Stages

Erikson puts a great deal of emphasis on the adolescent

period, feeling it was a crucial stage for developing a person’s
identity.

1. INFANCY

Basic Trust vs. Mistrust – Hope

15
 During this stage, the infant is uncertain about the world which they live. The infant
looks towards their primary caregiver for stability and consistency of care.

2. TODDLER/EARLY CHILDHOOD YEARS

Autonomy vs. Shame – Will

The child is discovering that he or she has many skills and abilities such as putting on
clothes and shoes, playing with toys, etc.

3. PRESCHOOLER

Initiative vs. Guilt – Purpose

The child regularly interacting with other children at school. They begin to plan
activities, make up games, and initiate activities with others. They develop a sense of initiative
and feel secure in their ability to lead others and make decisions.

4. SCHOOL AGE CHILD

Industry vs. Inferiority – Competence

The child’s group will gain greater significance and will become a major source of the
child’s self-esteem. They need to win approval by demonstrating specific competencies that are
valued by society and begin to develop a sense of pride in their accomplishments.

5. ADOLESCENT

Identity vs. Role Confusion – Fidelity

The child has to learn roles he will occupy as an adult. The adolescent try to find exactly
who he or she is. The body image of the adolescent changes.

6. YOUNG ADULT

Intimacy and Solidarity vs. Isolation – Love

Successful completion of this stage can result in happy relationships and a sense of
commitment, safety, and care within a relationship. Avoiding intimacy, fearing commitment and
relationships can lead to isolation, loneliness and sometimes depression. Success in this stage
will lead to virtue of love

16
 7. MIDDLE-AGED ADULT

Generativity vs. Self-absorption or Stagnation – Care (ages 40-45)

Established career, settle down with relationship, begin our family and develop a sense
of being a part of the bigger picture. Being productive at work and becoming involved in
community activities and organizations

By failing to achieve these objectives, we become stagnant and feel unproductive.

Success in this stage will lead to the virtue of care

8. LATE ADULT

Integrity vs. Despair - Wisdom

Erikson believed if we see our lives as unproductive, feel guilty about our past, or feel
that we did not accomplish our life goals, we become dissatisfied with life and develop despair,
often leading to depression and hopelessness.

Success in this stage will lead to the virtue of wisdom. Wisdom enables a person to look
back on their life with a sense of closure and completeness, and also accept death without fear.

Multiple Intelligences

Howard Gardner of Harvard has identified

seven distinct intelligences. Gardner says that
these differences “challenge an educational
system that assumes that everyone can learn
the same materials in the same way and that a
uniform, universal measure suffices to test
student learning.

1. Visual – Spatial

Think in terms of physical space, as do architects and sailors. Very aware of their environments.
They like to draw, do jigsaw puzzles, read maps, and daydream. They can be taught through
drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs,
drawings, 3-D modeling, video, video conferencing, television, multimedia, texts with
pictures/charts/graphs.

2. Bodily – kinesthetic

17
 Use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like
movement, making things, touching. They communicate well through body language and be
taught through physical activity, hands-on learning, and acting out, role playing. Tools include
equipment and real objects

3. Musical

Show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in
their environments. They may study better with music in the background. Tools include musical
instruments, music, radio, stereo, multimedia.

4. Interpersonal

Understanding, interacting with others. They learn through interaction. They have many
friends, empathy for others, street smarts. They can be taught through group activities,
seminars, and dialogues. Tools include the telephone, audio conferencing, time and attention
from the instructor, video conferencing, writing, computer conferencing, E-mail.
5. Intrapersonal

Understanding one’s own interest, goals. They tend to shy away from others. They are in tune
with inner feelings; they have wisdom, intuition and motivation, as well as a strong will,
confidence and opinions. They can be taught through independent study and introspection.
Tools include books, creative materials, diaries, privacy and time. They are the most
independent of the learners.

6. Linguistic

Using words effectively. These learners have highly developed auditory skills and often think in
words. They like reading, playing word games, making up poetry or stories. Tools include
computers, games, multimedia, books, lectures.

7. Logical Mathematical

Reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns
and relationships. They like to experiment, solve puzzles, and ask cosmic questions, they can be
taught through logic, games, investigations, and mysteries. They need to learn and form
concepts before they can deal with details

18
Stages of Adolescent Development

1. Early Adolescence (Approximately 12-14

years of age)
2. Middle Adolescence (Approximately 15 – 16
years of age)
3. Late Adolescence (Approximately 17 – 19
years of age)

Sources:

Personal Development for Senior High School by Christopher G. Reyes, MAED

https://www.google.com/url?sa=i&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fstudy.com%2Facademy%2Flesson
%2Fadolescence-stage-of-development-definition-lesson-
quiz.html&psig=AOvVaw1UekYRhI07HxCPlUwEqJ2V&ust=1611896166866000&source=images&cd
=vfe&ved=0CAIQjRxqFwoTCKiNkqjrve4CFQAAAAAdAAAAABAD

ACTIVITY 4

1. Base on your own experience, list down your major challenges that you have experienced and
how did you overcome it.

Experience Solution

1.

2.

3.

2. In a yellow paper, write a letter addressed to yourself affirming talents, skills and
accomplishments, include also your plans, hopes, and dreams for the future. (5 sentences only)

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