This class will be composed students of which, after the 3 week course, they will learn to understand and apply the meaning of personality, how to use it properly and how it will influence their lives. Moreover, it will teach them communication skills such as listening carefully, talking properly, Reading, viewing and writing.
The chosen activities will need a kaleidoscope, Bingo worksheets and several supplies depending on the chosen activity.
For the KALEIDOSCOPE activity, arrange the class to form a huge circle, and pass the kaleidoscope around each student, instructing them to look inside the kaleidoscope and observe. After the activity, ask them what they have observed and how can they relate the mixture of colors and patterns seen inside the kaleidoscope into their daily lives. After which, discuss the analogy of how people of the same and different races be similar to that of the kaleidoscope. Form a discussion group, and divide the blackboard into two sections to record the student point of views, allowing students to participate if they agree or disagree with the analogy and why.
Another activity is identifying the needs and wants of students. With this, needs will be explained as something they must have in order to continue living and cope up to sustain life. These will be written in one side of the blackboard.
On the other side, the student will write what they want. It will be explained first that wants are the things they desire but can live without it. These will be written on the other half of the blackboard. After the activity, the needs will be discussed to let the student understand why these things are needed for survival and why wants are not basic to survival. By pointing to each need and wants, the question “can you live without this?” will be asked and see if there are wants that appears in the needs list.
The PERSONALITY BINGO is about finding a classmate who had similar characteristics and signing it in an appropriate square. After the activity, discuss that people have different characteristics. This activity will be discussed to students with regards to their similar personalities and characteristics to some of their classmates. Through this, the students will lead to understand why there are some people they fear or dislike most especially if others are different or too similar to them. Discuss this activity in relation to the kaleidoscope as to how people with different personalities mix and match which makes the world more colorful, and with these, we all have to learn to accept the different characteristics of others.
An activity that enables students to identify and know themselves better is the UNFINISHED QUESTIONS. In a sheet of paper, have the student complete some or all the unfinished questions. Questions includes * I feel best when people . . . * My strongest point is . . . * My weakest point is . . . * Right now I feel . . . * If people really knew me . . . *The best thing about adolescence is . . . * In the adolescent stage, the most difficult to cope up with is… For them to understand collect their answers and discuss it gently to the class ensuring that the discussion won’t discriminate even the most weird answer.
The SURPRISE PACKAGE activity uses three different, brightly colored boxes (or sacks). Ask the students what the boxes might contain; if the contents are needs or wants, and what the choices reveal about one’s values. (You may want students to write suggestions on post-it pads)
Another way of letting the students identify their similarities and differences is the CANDY JUDGEMENT. In this activity, candies come in different flavors and are passed around. Each student has to eat the candy and tally if they like the flavor or not. The students who likes the same flavor or doesn’t like the same flavor will grouped together and discuss that each person are like candies, they have different unique tastes and characteristics.
As what Vella demonstrates through real life examples how her twelve transcendent principles flesh out in a variety of specific contexts all around the world, According to Vella, it is best to use active learning methods rather than passive when educating since this teaching method is designed to show the students how easy for it to interact thus, showing the power of dialogue. This teaching strategy will change the classroom behavior of a “teach and learn” attitude. Engaging the students in the class activity will enhance the understanding of student as well as attain the teachers goals of passing to the students the lesson of the activity which is for the students to review themselves as well as their personalities and accepting that people are different and the same but are acceptable as human beings.
In Vella’s 12th principle in Learning to Listen, Learning to Teach, which is Accountability: Success Is in the Eyes of the Learner, in the very end of the lecture, the educator wants to understand if the learner has actually learned the achievement-based outcomes. To be able to determine if a student had learned what has been taught is to let the student apply the things they have learned. You’ll know that they have understand and learned fully when they have confidence to put into action what they have known. With this, the incorporation of every strategy of every lesson is after giving few statements and inputs about personality development and a review right after every activity.
I have learned that students are all the more willing to explore themselves. In the peak of adolescence, students are more than curious and eager to know who they really are, what’s their purpose, who are their friends and true friends and with whom can they be comfortable. According to Vella, “the displayed learning principle for the idea of dialogue teaching method, is still lacking and incomplete as a whole.” When it comes to deciding which two principles seem most absent and most needed, I would say it would have to be praxis and active learning – learning with idea, feelings and actions. Today, the value of learning and gathering information and knowledge had increased as seen in more information being released, more books, attending more and different kinds of seminars and trainings as well as more internet surfing which were provided by more and more websites, but even so, people still lack transformation.
Vella, in her second principle of Learning to Listen, Learning to Teach had emphasized that creating an atmosphere where learners feel safe: where they can trust in the feasibility, relevance and sequence of the learning objectives; where the learners can be both “creative and critical” in their response to the program in an affirming environment, makes a safe environment for learning. In the process of teaching a very fragile topic about personality development, the environment should in a place where all students felt accepted. In a classroom, where the intelligent and the not so intelligent where combined, it is ideal that the Personality Development lesson be taught inside an auditorium or gymnasium, where the atmosphere and memories of the place is not focus on the academic levels that a student can reach and of the rights and wrongs of every lesson for a lesson about personality development has neither right nor wrong.
This lesson reviews personalities; how they are developed, how they influence our lives and what each and every person is like.
Oral Communication Skills
The following passages contain sounds commonly mis-articulated. Read each, following correct intonation patterns.
“Vision is necessary for everyone. Without vision, people perish; without vision, a nation cannot progress. There are all sorts of visions. Some are involuntary, like those that came into Joan of Arc; some are clear-cut plans deliberately conceived and tenaciously held for long periods of time. But do not wait until visions come. Actively seek them out.”
“Young people should spend more time reading. The reading tastes of boys and girls differ greatly. Girls generally like to read stories where the girl is beautiful and lovable, and the man is handsome and brave. This is an ideal world open to young and romantic hearts. This is the sunny place where flowers bloom forever and dreams never die and every romance has a happy ending.”
Cognitive Strategies in Reading
“Using bottom-up strategies, readers start by processing information at the sentence level. In other words, they focus on identification of the meaning and grammatical category of a word, sentence syntax, text details, and so forth. As they process information that each sentence gives them, they check to see how this information fits, using top-down strategies such as background knowledge, prediction, getting the gist of a text, and skimming.” (Barnett, 1988; Carrell, 1989).
Metacognitive Strategies in Reading
Another is Metacognitive strategy. According to Devine (1993) and Flavell (1981), these are strategies that exist to keep track and control cognitive strategies. They include:
“checking the outcome of any attempt to solve a problem, planning one’s next move, monitoring the effectiveness of any attempted action, testing, revising, and evaluating one’s strategies for learning.” (Baker & Brown, 1984, p. 354)
“In other words, skimming a text for key information involves using a cognitive strategy, whereas assessing the effectiveness of skimming for gathering textual information would be a metacognitive strategy” (Devine, 1993, p. 112).