Immaculate Conception Cathedral School, Inc.

REVITALIZED HOMEROOM GUIDANCE PROGRAM

Student Development Center
727-27-42 to 44 loc. 317

GRADE LEVEL: Grade 2

DOMAIN: Academic Development

MONTH: AUGUST MODULE #: 1
TOPIC: TIME MANAGEMENT
MY PRIORITIES IS MY NEEDS.
I. INTRODUCTION:

“Waiting for the right time and being able to do what i have to do first, makes me a respectful student.”
Making the most use of your time and working more smartly rather than harder are the cornerstones of time
management. It necessitates preparation and then adherence to the preparation, and that involves
discipline. Your timetable and your priorities are key to time efficiency. Go over your priorities, then list
them.

II. LEARNIING OBJECTIVES:

 To be able to be called a “good student”

 To identify tis and steps in managing time and responsibilities
 To be a respectful child in doing work and job
 To be a decent Filipino citizen by following rules

III. MATERIALS:
 My Time Jar Paper
 Brown construction paper
 Yellow construction paper
 Glue
 Scissors
 Coloring materials
 Pencil or Pen

IV. ACTIVITY: MY TIME JAR PAPER

1. With the provided sheet for the student to answer, they will be instructed to provide drawings or
words of their answer to the question.
2. In a Brown construction paper, cut 4 rock like circles. Then let them write inside the 4 things they
should prioritize.
3. Now, in the Yellow construction paper, Cut 6 small rocks. Then, let them write inside the 6 other
important things they should prioritize.
4. Then they will paste it inside the Time jar paper provided.
5. They may add art, creativity and color to their answers. They are given freedom to express
themselves.
6. They are given at least 30 minutes or so.
7. After the activity, they may present it to the class or in a group.

Adapted from: DEPED Homeroom Guidance Module

ATTACHMENT FOR THE ACTIVITY

NAME: __________________________________________________
GR. & SECTION: _____________________________________________

MY PAPER TIME JAR

Immaculate Conception Cathedral School, Inc.

REVITALIZED HOMEROOM GUIDANCE PROGRAM
Student Development Center
727-27-42 to 44 loc. 317

Immaculate Conception Cathedral School, Inc.

REVITALIZED HOMEROOM GUIDANCE PROGRAM
Student Development Center
727-27-42 to 44 loc. 317

Immaculate Conception Cathedral School, Inc.

REVITALIZED HOMEROOM GUIDANCE PROGRAM
Student Development Center
727-27-42 to 44 loc. 317

Immaculate Conception Cathedral School, Inc.

REVITALIZED HOMEROOM GUIDANCE PROGRAM
Student Development Center
727-27-42 o 44 loc. 317

Adapted from: DEPED Homeroom Guidance Module

 V. PROCESSING QUESTIONS:
 What are the things you should prioritize first?
 What are the other important things that matters to you?
 How will you be a responsible student?
 Do you see yourself as a respected student?

VI. DISCUSSION
Strong time management skills become more and more important for us learning students as teachers give
us more control over the time, manner, area, and speed of our learning. These abilities are extra important
for our identity growth in the classroom learning.

Together with openly providing these techniques and resources, they need to give them numerous chances
to practice their use. The more opportunities we can give our children to make time management decisions,
the better their ability to do so will be to manage their time.

PRIORITIES.Start with a job that is both needed immediately and important.

Being a good student -Do assignments, review and take exams.

Being a respectful child -Do household chores, clean self, sleep.
Being a filipino citizen -follow rules and laws, follow school rules.

TIME MANAGEMENT- A daily schedule helps you manage and control your time each day. It will HELP you to
stay organized and focus on what matters most and even help you overcome procrastination.

reference: https://avidopenaccess.org/resource/develop-your-students-time-management-skills/

VII. APPLICATION: 
Your time is your life.

rather than always depending on our teachers directing every step in the learning, we need to give ourselves
opportunities to break larger projects into smaller tasks and to prioritize multiple tasks over an extended
period of time. This, of course, will need to be adjusted depending upon the age and our experience as
learning students, but all learners can work toward self-managing their time and tasks. It is also important to
provide students with opportunities to reflect on their time management practices so that they may refine
their own personal best practices.
When we develop our students’ time management skills, we not only help them successfully meet class
deadlines, we also help them gain a life skill that will benefit them both personally and professionally in the
years ahead.

Immaculate Conception Cathedral School, Inc.

Adapted from: DEPED Homeroom Guidance Module

 REVITALIZED HOMEROOM GUIDANCE PROGRAM
Student Development Center
727-27-42 to 44 loc. 317

DOMAIN: Academic Development

MONTH: AUGUST MODULE #: 2
TOPIC: ACCEPTING DIFFERENCES

“I BELONG… WE BELONG”
I. INTRODUCTION:

Each student is unique. However, people may appear as similar in some

actions, attitudes and beliefs. Family plays an important role in this. As the basic unit of the society, today’s
lesson aims to help you become more aware of yourself as part of a family. Seeing similarities and
differences of others in your community could make you appreciate your own. It also shows how you will
understand one another within your family and work harmoniously with them despite individual differences.

ii. LEARNIING OBJECTIVES:

 to identify the differences and similarities among OTHERS family and MY classmates.
 to get to appreciate the value of having a healthy relationship with them.
 to be able to practice different healthy ways of ACCEPTING other people

III. MATERIALS:

- It okay to be different Paper

- Pencil/Pen
IV. ACTIVITY

1. With the provided sheet for the student to answer, they will be instructed to provide
drawing or words of their answer to the questions.
2. They can be creative and add their own personality to the activity.
3. They are given at least 20 minutes or so.
4. After the activity, they may present it to the class or in a group or dyad.

VIII. PROCESSING QUESTIONS:

1. Were you able to determine your similarities and differences among other's family and your
classmates?
2. Can you say how to accept and why we have to accept differences with others?
3. What do you think are the healthy ways of finding similarities with other people?
4. Can you see yourself as part of your family?

ATTACHMENT FOR THE ACTIVITY

Adapted from: DEPED Homeroom Guidance Module

 NAME: ___________________________________________

GRADE AND SECTION: __________________________________________

Read and put (√) check mark if the statement describes you, and cross mark (x) if
not. Write your answers to this activity and to the questions below on your sheet of
paper.

IS THIS YOU? √ OR X
1. I have a brown skin.
2. In the family, we pray before sleeping.
3. I look like my father.
4. I like to play with a dog.
5. i like the color blue.
6. I have 2 siblings.
7. my grandparents lives with us.
8. in our home, we have a dog/cat.
9. I help in household chores.
10. I can see my differences with others.

HOW MANY (√) CHECKS DO YOU HAVE? ___________

HOW MANY (X) EX DO YOU HAVE? __________
HAVE YOU COMPARE YOUR RESULTS WITH OTHERS?

IX. DISCUSSION

Adapted from: DEPED Homeroom Guidance Module

 How important is family to forming our beliefs in uniqueness and differences?
The family is where we start to accept and respect each other.
This helps a lot in our positive contribution to the community!

UNIQUE FAMILY- You may be different from others in terms of looks, attitudes, and actions. Why do you
think so?
There are a lot of factors why you are different from others.
One of them is your family. They affect much of you.
That is why, accepting and understanding diversities does not only open ourselves to being responsible but it
is easy for others to see our true self withour feeling judged and/or insecure of ourselves.

Your classmates also have their family. That is why all of you differ from one another. It is important to learn
that you and others have differences. Even twins are different! You need to accept and respect other people
who may be different from you.

This is how to have a happy relationship in the community.

6 steps to accept and understand differences:

1. Respect each other’s "BOUNDARIES"

2. accept people's differences but find your similarities.
3. Make sure you listen to their opinions.
4. Avoid being proud of yourself too much.
5. Do not use their difference to bully them,
6. COMPLIMENT THEM.

reference: https://drive.google.com/file/d/1-jVQseIcV9BXehnGfqyYrM9ys-XSu8Fg/view

X. APPLICATION:
You are your own home. WHAT YOU SHOW OTHERS IS WHAT AND HOW YOUR PARENTS RAISE YOU.
UNIQUE, DIFFERENT BUT RESPECTFUL.

Immaculate Conception Cathedral School, Inc.

REVITALIZED HOMEROOM GUIDANCE PROGRAM
Student Development Center
727-27-42 to 44 loc. 317

DOMAIN: Academic Development

MONTH: AUGUST MODULE #: 3

Adapted from: DEPED Homeroom Guidance Module

TOPIC: BECOMING A SELF-STARTER

I WILL DO IT!!
I. INTRODUCTION:
Let us first define the word initiative, it means having an opportunity to do something before others, next let us
look at how "self-starter" is defined. A self-starter is a person who begins work on his own without needing a lot of
instructions and help. Some kids are naturally independent, while others seem to need more assistance staying on
track. But with the right kind of help, almost all kids can develop initiative and be a self-starter to manage their
own school works and activities.

II. LEARNIING OBJECTIVES:

 To understand work habits that might get in the way of working Independently.
 To identify ways how to act with initiative
 To identify and remember work habits that help people become more independent workers at
home and at school.

III. MATERIALS:
- Space inside the classroom

IV. ACTIVITY:
1. Make sure to settle the students down. And divide them to at least 3 groups, you can decide to the
number of groups depending on the talents presented that each groups wants to show to the whole
class;
 DRAMA/ACTING – The students may act how a president can lead a country.
 SINGING A SONG – The group/teacher can choose 1 song to sing that portraits being brave
and free
 DANCE TO A SONG – The group/teacher might choose 1 song to dance that portraits being
brave and free
 DRAWING – The teacher will give the group 1 white Cartolina and let the students create a
slogan or poster
2. They are given 10-20 minutes to practice and finish their work.
3. Then after, each group will present it to the whole class.

V. PROCESSING QUESTIONS:
1. How did you handle being in a group?
2. Who leads the group the most?
3. Why did you choose that group?
4. How does it feel being able to choose for self with good results?

VI. DISCUSSION

What is sense of initiative in children?

Kids who develop initiative are eager to try new activities and experiences without
excessive fear of failure. They learn what they can and cannot control.
When they do make mistakes, they don't feel guilty;
they understand that they just need to try again.

Children are born with great imagination and a strong desire to explore the world. Encourage
this pursuit, help them discover the beauty and wonder of everything that surrounds them. It is
with their own will to explore the world, gain experience and be able to idenitify the right and

Adapted from: DEPED Homeroom Guidance Module

 wrong through socializing in the classrooom setting. A the student's activity during their 6-10 of
age, produces their sense of initiatives, self-actions to their environment, creative fulfillment
and expression of self, social goodness, prosocial behavior, and establishing healthy connection.
an initiative child:
is any child with a standard or non-potential for action and development, a child with a will for
self-expression and self-affirmation, a child with a real opportunity and need for interactions in
the social environment with the aim of new actions and solutions for overcoming problems.
One of the essential messages of the initiative child is "I will do it, I want to be noticed..."
Being an Independent child:
Self-dependence, in turn, is related to the ability to evaluate opportunities, plan activities,
predict results and perform independent actions with a view to completing a task, achieving a
goal without the help of others.
it emphasizes the importance of independence by Learning to take initiative is a behavior that
helps kids navigate their lives with courage and optimism. Initiative directs our attention toward
a challenging goal and helps us overcome obstacles.
reference: https://centerprode.com/conferences/4IeCSHSS/coas.e-conf.04.19215d.pdf

VII. APPLICATION:
it is advisable for the educator to draw the attention of the children to the understanding that a person is
valuable but is part of a group/society and successful groups are those in which there is cooperation,
assistance, understanding and more.

Immaculate Conception Cathedral School, Inc.

REVITALIZED HOMEROOM GUIDANCE PROGRAM

Adapted from: DEPED Homeroom Guidance Module

 Student Development Center
727-27-42 to 44 loc. 317

DOMAIN: Career Development

MONTH: SEPTEMBER MODULE #: 1
TOPIC: Decision Making
THE DECISION AND ITS EFFECTS.
I. INTRODUCTION:

Making decisions is an important part of a child's personality development. The ability assists him in selecting
a logical career interest of his calling. Encourage your child to make small decisions from an early age, so that
this skill becomes an important part of your child's identity.

II. LEARNIING OBJECTIVES:

 To be able to learn how to decide on their own

 To relate values, beliefs and interests into decision making
 To understand how important decision’s results will be

III. MATERIALS:
- Story about decision making
- Pencil
- Paper

V. ACTIVITY: STORY TELLING

1. First, Read the story to the whole class
2. Give time to reflect and ask how was the story
3. After the activity, they may share their reflection to the class or in a group or dyad.
4. Then, write their reflection on the paper with the processing questions.

THE BOY WHO CRIED WOLF

In a village far away from the city, A young boy gets a job in the farm of a shepherd.
His job is to be looking after his flock of sheep. The shepherd wants the boy to feed them
every morning and each day he must take the sheep up into the hills to walk and eat grass as
their healthy food.

But while he will be on the hills, the shepherd told him,

“BOY, YOU SHOULD BE CAREFUL OF WOLVES! FOR IF YOU HAVE SEEN A WOLF NEAR MY
SHEEPS, RING THE BELL AND SHOUT ‘WOLF! WOLF! THERE’S A WOLF NEAR THE VILLAGE!”

The shepherd never forgets to remind the boy that If he sees a wolf he is to ring the bell he
has been given and shout 'Wolf! Wolf! There’s a wolf near the village!’

So every day, the boy is alert and make sure he follows the shepherd’s commands.

But, as days passed by, the boy started feeling bored:

the days are long and there is no-one to talk to.

Then he thought of an idea to pretend that there is a wolf!

Adapted from: DEPED Homeroom Guidance Module

 He suddenly rings the bell and shout 'Wolf! Wolf! There’s a wolf near the village!!’

And immediately the men from the village come running with their weapons to protect their
sheep. The men look for the wolf, but sees nothing.

The boy tells them laughing

“HAHA I WAS BORED AND YELLED THERE’S A WOLF, BUT THERE IS NONE.”

The men are little pissed but says that this will be the last he should do it.
The boy said yes, but on his mind it was fun and would like to do it again.

A few days later the boy is feeling bored again, and suddenly yelled,
‘WOLF! WOLF! THERE’S A WOLF NEAR THE VILLAGE!”

This time when the men arrive, but saw no wolf, they approached the boy and asked where
the wolf is but the boy said the wolf has already run off but they don’t believe and they are
unimpressed and the boy worries that the men don't believe him.

Shortly after the boy is minding the sheep, the wolf really does appear and attacks the sheep.

The boy rings his bell and shouts

‘WOLF! WOLF! THERE’S A WOLF NEAR THE VILLAGE!” but no one comes.

Down in the village the men hear the boy but they know that he is lying. The wolf took all the
sheep and the boy was left with nothing.

As the shepherd says that night to the little boy:

'Nobody believes a liar...even when he's speaking the truth.'

VI. PROCESSING QUESTIONS:

1. How were the results of the decisions of each ministers have done?
2. When deciding, how was honesty affects the ministers’ results?
3. What will you do every day if teacher’s give you tasks to do?

IV. DISCUSSION

Making these decisions typically involves processing available information, consulting others, browsing
the internet, or accessing other information sources. Children, like adults, face situations that require
them to make important or minor decisions.

In making decisions, once beliefs and interests will mostly be the basis of a child’s decision in life.

In decision making, behavioral outcomes are governed by the rules of probability that summarise the
probabilistic relationships between choices and their outcomes. Most decision consequences are not
certain, but more or less probable. For example, when choosing a restaurant for dinner, a high-quality
restaurant will probably serve a tasty meal, but one can never be sure about that.

Overall, they found that all age groups, even six to seven-year-olds, applied a complex weighted-additive
strategy, but that children did so unintentionally. This suggests that the ability to make quick and good

Adapted from: DEPED Homeroom Guidance Module

 decisions by holistically integrating a variety of different information is already present in young children,
at least in deterministic decision environments.

reference: https://www.scientia.global/dr-tilmann-betsch-what-children-can-and-cannot-do-in-decision-making/
#:~:text=Decision%20Making%20in%20Childhood&text=Making%20these%20choices%20generally%20involves,more%20or
%20less%20important%20decisions.

VII. APPLICATION:
One Should Carry Out Every Work Honestly. It Is deciding whether we do and show our best self, showing our
best traits by being responsible of our actions, by believing in our interest and beliefs. As One have to
undergo the Consequences of our Own Activities.

Immaculate Conception Cathedral School, Inc.

REVITALIZED HOMEROOM GUIDANCE PROGRAM
Student Development Center
727-27-42 to 44 loc. 317

Adapted from: DEPED Homeroom Guidance Module

DOMAIN: Career Development
MONTH: SEPTEMBER MODULE #: 2
TOPIC: Developing awareness of Personal Interest
My FAVORITE AND NOT SO FAVORITE THINGS TO DO
I. INTRODUCTION:
in recent years’ researchers have begun to build a science of interest, investigating what interest is, how
interest develops, what makes things interesting, and how we can cultivate interest in ourselves and others.
They are finding that interest can help us think more clearly, understand more deeply, and remember more
accurately. Interest has the power to transform struggling performers, and to lift high achievers to a new
plane.

.II. LEARNIING OBJECTIVES:

 Identify at least two tasks you like to do at home and at school
 Identify at least two tasks you dislike at home and at school.
 To be able to understand the important involvement of home to school interests.
 To gain more information about their own interests

III. MATERIALS:

- MY FAVORITE AND NOT SO FAVORITE THING TO DO sheet

- Pen/Pencil

IV. ACTIVITY:
1. With the provided sheet for the student to answer, they will be instructed to provide drawing or
words of their answer to the questions.
2. They can be creative and add their own personality to the activity.
3. They are given at least 20 minutes or so.
4. After the activity, they may present it to the class or in a group or dyad.

V. PROCESSING QUESTIONS:
- Is it important to have things you like to do? Why?
- Is it okay not to like everything you do?
- Do you have favorite things you like to do at school and home?
- Do you have to do things at school and home that are not your favorite?

VI. DISCUSSION
There is a distinctive conncetion between house and classroom settings for the child’s learning ability
and awareness. And since your house is the major setting in which your potential and personality will
develop, it's critical to establish a welcoming environment that will not only complement what happens in
the classroom but also foster a love of learning.
Your students will get driven via Curiosity and encouragement, first to please you and
later to please themselves. This promotes self-assurance, curiosity, the fun of learning new skills, and other
positive attitudes that all support effective learning.

Adapted from: DEPED Homeroom Guidance Module

Why What You Do at Home Is So Important at School. School and Home should define the line it
have between the experience of learning. From school, our home is the continuation or the part
where all the lessons learned will be nourished, practiced and be enhanced.

What is the importance of home to students?

 There is evidence that supportive home environment enhance child's confidence in

his/herself, enable them to be sociable. This confidence helps students in developing their
adjustment capabilities in different environments which positively influences students'
educational performances.

According to studies, children benefit much from a close relationship between their family and
school. If family that remain actively involved in their children's education see improvements in
their academic performance, attendance, social skills, and graduation rates.
That is why, interests that are enhanced became values, skills and personality that defines a child.
This later on, shows what they want to be when they grow-up, gather more information about it.
reference: https://www.learninga-z.com/site/resources/breakroom-blog/home-school-connection#:~:text=Studies
%20show%20that%20a%20strong,and%20an%20increased%20graduation%20rate.

VII. APPLICATION:

Accessing digital Learning A-Z resources at home or on the go is a great way to start, strengthen,
maintain, and improve the student-parent-teacher partnership and the home-to-school connection.

Parents and teachers working together effectively often improves students' success in school. This
should not only be done in school but should also be continued at home.

ATTACHMENT FOR THE ACTIVITY

Adapted from: DEPED Homeroom Guidance Module

NAME: __________________________________________________
GR. & SECTION: _____________________________________________

MY FAVORITE THINGS TO DO: MY LEAST FAVORITE THING TO

AT SCHOOL… AT SCHOOL…

AT HOME… AT HOME…

Immaculate Conception Cathedral School, Inc.

REVITALIZED HOMEROOM GUIDANCE PROGRAM
Student Development Center
727-27-42 to 44 loc. 317

Adapted from: DEPED Homeroom Guidance Module

DOMAIN: Career Development
MONTH: SEPTEMBER MODULE #: 3
TOPIC: SCHOOL RELATED WORK HABITS
“WANTED: SCHOOL HELPER”
I. INTRODUCTION:
The best way to ensure that students take an active role in maintaining the classroom is to assign classroom
jobs on a rotating basis. Classroom jobs have the added benefit of giving students important responsibilities
and ownership in the classroom. Some of the classroom jobs are:

 Book shelf chief: Keeps the books neat and organized

 Sweeper sweeps the floor
 Spill Crew: deals calmly and efficiently with spills of small items, juice, water and so on
 Board Eraser deans all boards at the end of the day
 Nurse Buddy; accompanies students to the clinic if they are sick or hurt
 Messenger: Delivers notes or messages to other teachers
 Paper Handler passes out and/or collects class work, homework, blank paper, and so forth

II. LEARNIING OBJECTIVES:

 Identify and apply the steps to obtain helper jobs within the classroom.
 Identify personal helper qualities and ethical behavior.
 To identify the importance of being responsible to a job given.

III. MATERIALS:
- CLASSROOM HELPER sheet
- Pen/Pencil
-
IV. ACTIVITY:
1. With the provided sheet for the student to answer, they will be instructed to provide words of their
answer to the questions.
2. They can be creative and add their own personality to the activity.
3. They are given at least 20 minutes or so.
4. After the activity, they may present it to the class or in a group or dyad.
5. The teacher then, might give them positions inside the classroom.

ATTACHMENT FOR THE ACTIVITY

CLASSROOM HELPER
Adapted from: DEPED Homeroom Guidance Module
 Grade Two Job Application

FIRST NAME:
________________________________________________________
LAST NAME:
________________________________________________________

AGE: ______________ SECTION: ________________________

BIRTHDAY: ______________________________________________
TEACHER’S NAME: _____________________________________ __

I would like to do these classroom jobs:

______________________________________________________
______________________________________________________
________________________________________________

I want to be a helper because:

______________________________________________________
______________________________________________________
________________________________________________

Circle your qualities:

Obedient clean responsible Simple
Helpful honest Neat Kind
Good listener humble Reliable Wise

V. PROCESSING QUESTIONS:
- What is a job?
- What makes a good helper?

Adapted from: DEPED Homeroom Guidance Module

 - What will you do if the teacher gives you a responsibility to fulfill?
- What is the most important work habit for you

VI. DISCUSSION

As we will discuss what are the responsibilities of each job and would happen if someone quit and there
was one else to do that job. What would the consequences for the classroom be? Having responsibilities

All kids need to learn how to be responsible assisting the children in realizing their greatest potential by
assisting them in learning responsibility. Making choices, earning trust, and learning to accept
responsibility for one's actions, whether positive or negative, are all aspects of responsibility.

Responsibility skills are your ability to take ownership of what you do in the workplace. Your employer may
often assign you duties in your work. These duties are your responsibilities, but responsibility abilities go one
step beyond this.

The duties a student must carry out in order to succeed in the role that the teacher has assigned to them are
either job-related or classroom-related. They are perceived as having the qualities of responsibility and being
able to complete the task at hand, which can make them feel satisfied and professional.

 Personal Skills are skills about how a person treats themselves or others. Important personal skills
helpful, friendly, kind, caring, good listener, and compassion
 Ethical Skills are skills a person uses when trying to do the right thing in different situations.
Important ethical skills honesty, deing the right thing, doing your own work and doing your best work
 Work Habit Skills are skills a person uses to complete an assignment/job important work habit skills:
neat, organized, completing work and getting work done on time.
reference: https://uk.indeed.com/career-advice/cvs-cover-letters/responsibility-skills#:~:text=What%20are
%20responsibility%20skills%3F,go%20one%20step%20beyond%20this.

VII. APPLICATION
With the help of given school habits and responsibilities, these gives the student capacity to self-direct, set
their own targets and objectives and critically assess the performance. They may also relate their own
willingness to take on additional duties. Demonstrating your responsibility to your teachers, parents and
others can be a good way to show you're ready to advance in your career.

Immaculate Conception Cathedral School, Inc.

REVITALIZED HOMEROOM GUIDANCE PROGRAM
Student Development Center

Adapted from: DEPED Homeroom Guidance Module

 727-27-42 to 44 loc. 317

DOMAIN: Student Personal Development

MONTH: OCTOBER MODULE #: 1
TOPIC: ACCEPTANCE OF SELF-IMAGE

This is ME!
I. INTRODUCTION:
To be able to accept yourself, you should first appreciate your body and what you have.

When you believe that you are lovable in whatever way, you respect yourself. Self-esteem is an important skill for
Grade 1 pupils to master so that they may begin to appreciate what others look like. When you appreciate yourself,
you must learn and attempt to do things so that you never forget to respect yourself and others. Set limitations to
what is right and wrong for yourself and the people in your life.

II. LEARNIING OBJECTIVES:

 To be able to value, appreciate and accept the image of self.
 To be able to also value, appreciate and accept the image of others.
 To acknowledge the feelings that you have for your own self
 To be able to help others understand themselves as well.

III. MATERIALS:
 Papers,
 Pencil,
 Coloring Materials

IV. ACTIVITY: THIS IS ME PORTRAIT

1. In a sheet of Paper (Any paper will do depending on the teacher’s choice), The students will draw the PORTRAIT
OF THEMSELVES. How they see their face, their body and what they look like.
2. Encourage them to be creative and honest of how they see themselves.
3. Let them draw the:
- color of their hair, eyes, and skin
- how many ears, eyes, mouth, nose, feet they have
- their favorite clothes to wear
4. Give them at least 20 minutes for the activity.
5. Then after drawing, the students can share their drawing through partners, or in front of the class.

V. PROCESSING QUESTIONS:
1. How do you feel today?
2. Do you like what you draw?
3. What do you like about yourself?
4. What makes you feel special about yourself?

VI. DISCUSSION
Self-Image is what see yourself and what you show to others. You may believe that you have a beautiful smile, like
your eyes and you like how you dress yourself in school or outside your house. This simple likeness of self can show
positivity and confidence that becomes a model for your peers and friends. A positive presentation of self at the age of
Grade 1 students can not only affect how they present themselves to others but also:
- ACADEMIC OUTCOMES
- SOCIAL RELATIONSHIPS (FRIENDS)
- INTIMATE RELATIONSHIP (FAMILY)
- MENTAL HEALTH
- PHYSICAL AND SKILLS DEVELOPMENT

Adapted from: DEPED Homeroom Guidance Module

 - INTELLIGENCE AND SELF-GROWTH

Asking for question in relation to how they can maintain cleanliness, what is happening with their body, how they can
organize things for themselves, when and how to ask for help in a proper manner and always showing the best in
everything they do is how a student, a kid value themselves. And this positive self-image is what should be introduced
more, for a better relationship of self and of others.

reference: Cultivate Positive Self Image in Kids (sunshinewhispers.com)

VII. APPLICATION:
The drawing that you’ve made have shown what you physically see, and hear what others can say about
themselves. It is with respect towards them to accept and support them in all good things they do, and all the
good things they are proud of. Opening oneself to accept the appearance of others even while walking on the
street, or in the school. Understanding the feelings, they show towards you and how you can express yourself as
well.
Through this way, you slowly build your beautiful character of acceptance and appreciating of others, building
your own self-esteem and self-value.
Spend time with people who love you. Do things you enjoy with your parent or family. It helps you know where
you belong. Do nice things for parents. Help with meals, clean up, or feed the pet. When you do kind things, you
feel good about yourself. You get to see that what you do means a lot. And that builds self-esteem.

Immaculate Conception Cathedral School, Inc.

REVITALIZED HOMEROOM GUIDANCE PROGRAM
Student Development Center
727-27-42 to 44 loc. 317

Adapted from: DEPED Homeroom Guidance Module

 DOMAIN: Student Personal Development
MONTH: OCTOBER MODULE #: 2
TOPIC: APPRECIATION OF OTHER’S IMAGE

I LOVE OUR DIFFERENCES

I. INTRODUCTION:
This module is designed to helps in understanding the differences that I have from others and how it
affects, your relationship with your family and interaction in the community; and in discovering your
group of friends, sharing your talents and skills that will help you explore future career options and
opportunities. This module is all about you becoming better in communicating and empathy. You can
improve your skills, interests, and talents.

II. LEARNIING OBJECTIVES:

 To know how to appreciation of self affects relationship with others
 To show empathy and care for others
 To be able to understand your feelings and other’s emotions better.
 To gain understanding and awareness of others.

III. MATERIALS:
- ACCEPTANCE OF OTHERS SHEET
- Pen or Pencil
- Eraser

IV. ACTIVITY: which one shows acceptance and what is not?

1. With the provided sheet for the student to answer, they will be instructed to color and put a check if the
picture shows care and acceptance of others and X if not.
2. They may add art, creativity and color to their answers. They are given freedom to express themselves.
3. They are given at least 20 minutes or so.
4. After the activity, the class may check the papers together.

V. PROCESSING QUESTIONS:
1. How can you identify what is an action of acceptance, and what is not?
2. Will you be able to show acceptance? How?
3. What do you feel when others show they care and accept you?

VI. DISCUSSION
We now live in the generation where selfie was invented, and self-love was more appreciated. We must love
and accept ourselves to be able to love others. And this is EMPATHY that kids generally learning when
attending school, being in public and seeing different socialization by their parents or the elders around
them. By the things they also experience everyday being with their friends and other people.
being able to help and encourage children to develop empathy and generosity toward others, and together
with their full understanding to the reason why, will be a training ground that will become their habit and be
fostered as they grow old.
Why do you have to be generous?
When we are in need, our parents come to help us with whatever is bothering us. And the assistance they
provide is reassuring, as it allows us to progress. And when we see others in need, the feeling of comfort we
get when someone helps us is something we want to share with others. That is kindness. Allowing people to
know that they are not alone and that they can grow if they seek assistance.

Adapted from: DEPED Homeroom Guidance Module

Why do you have to care for others?
Empathy begins with the ability to see things from another person's point of view, to put oneself in another's
shoes. However, it is not only that capability. But that does not stop there. When we understand others and
what they are going through, the next step is to show care and see what we can do to at least ease and help
with what they are going through. Empathy means valuing other people's and opinions. It all comes down to
perception and compassion.
Why do you have to understand what others are feeling?
After showing your care and appreciation of others, understanding what they feel and their emotions
towards you, you’ve grown emotional intelligence and develop social skills that is very important growing up.
Children are born with the capacity for empathy, but it needs to be nurtured throughout their lives. Learning empathy
is in certain respects like learning a language or a sport. It requires practice and guidance. Regularly considering other
people’s perspectives and circumstances helps make empathy a natural reflex and, through trial and error, helps
children get better at tuning into others’ feelings and perspectives.

VII. APPLICATION
Showing empathy can change the dynamic. It lets you acknowledge not only what you see and feel but also what your
child is feeling. It helps you stop and think about what you may not be seeing.
There are ways for us to teach kindness and empathy. For example, at one school, the teachers have implemented a
kindness board for listing kind acts; when playing with friends, empathy and appreciation of others or understanding
how they feel may be cultivated. Being with other people and being able to cooperate and show empathy is a life
learning experience to be able to identify more what is the good things you can get from caring for others. At yet
another school, they’ve used the cooperative learning program Jigsaw to help students decrease prejudice and
increase caring in the classroom.

ATTACHMENT FOR ACTIVITY:

Name: _________________________________________

Adapted from: DEPED Homeroom Guidance Module

 WHAT IS CARING AND APPRECIATION?
Choose and color the pictures that shows empathy and that they are caring for each other.

Immaculate Conception Cathedral School, Inc.

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DOMAIN: Student Personal Development

MONTH: OCTOBER MODULE: 3
TOPIC: SELF CARE

The balance off self and care.

I. INTRODUCTION:

Self-care isn’t selfish — it’s a basic need of being human! By teaching the students even at their age through
simple acts of self-care and including nurturing routines into your family life, you can show that taking care of
ourselves, and each other, is important.

Adapted from: DEPED Homeroom Guidance Module

Caring for yourself isn’t simply taking a bubble bath (though it can be!), but building in sustainable
routines of taking breaks, naming feelings, and caring for your body. Self-care deliberately sets aside
time to recenter and calm ourselves, fostering healthy habits for our minds and feelings just as we do
for our bodies. Creating these healthy habits of rest at a young age empowers kids to continue to be
resilient in all that life brings. What a gift to give your kids!

II. LEARNIING OBJECTIVES:

 To start learning about self-care; physically, mentally and emotionally
 To understand the importance of self-care for future self.
 To know how self-care affects our relationship of others
 To know how self-care affects ourselves.

III. MATERIALS:
 My SELF CARE ACTIVITY GUIDE
 Coloring materials
 Pencil or Pen

IV. ACTIVITY: ACT HOW TO COPE OUT!

1. Make sure the students are settled down. Now you may group or divide the class into at least 3
groups.
2. Just like the basic party game, Charades, students must guess the action being act in front by their
groupmate.
3. You may refer to the provided SELF CARE activity guide for the acts or situation you can provide the
students to act out.
4. Each team will provide 1 team member per level to act the chosen action/situation.
5. Only 1 action per level is provided. The first team to answer the action will be the winner for that
game.
6. You may give at least 5 levels for the activity.

SELF CARE ACTIVITY GUIDE

You can choose from this list of SELF CARE and actions to be asked per level of the activity.

PHYSICAL SELF CARE MENTAL SELF CARE

- WALK IN THE PARK - READING BOOKS

- TAKING A BATH - ASK QUESTIONS
- EXERCISING - PRAYING
- DOING HOUSEHOLD CHORES - ORGANIZING YOUR THINGS
- BRUSHING YOUR TEETH - CLEAN YOUR SURROUNDINGS
- WASHING OF HAND - HELP IN HOUSEHOLD CHORES
- BRUSHING YOUR HAIR - DRAWING OR DOING ARTWORKS
- PLAY WITH YOUR FRIENDS - LISTENING IN THE CLASSROOM
- SLEEPING ON TIME - DECORATING YOUR ROOM
- GOING TO THE DOCTOR
- PRACTICE HAND WRITING

Adapted from: DEPED Homeroom Guidance Module

V. PROCESSING QUESTIONS:
1. What is the effect of self-care in your life?
2. How can you take care of yourself mentally and physically?
3. Does taking care of yourself affects the people around you?

VI. DISCUSSION
SELF CARE is not only taking care of yourself everyday, or taking care of your relationship with other people
which is also important, but it is consistently watching out for yourself.

What are the Four Categories of Self-care?

An easy way to think about your wellness needs is to picture the body, heart, mind, and soul. Then, keep
reading to see a few bonus categories that help you feel your best too.

1. PHYSICAL- Any self-care activities in this category include actions that help your body feel its best.

2. EMOTIONAL- Is also taking care of your heart, These actions keep your emotional wellbeing stable and
doing what makes you happy and proud.

3. MENTALLY- Thinking of your mental state or peace of mind. These self-care activities promote learning and
growing.

4. SPIRITUAL- Our relationship with God and how we connect with Jesus. Next, these actions connect you
with your deepest self and the bigger picture of life.

VII. APPLICATION:
Taking care of ourselves and the people around us may not be easy if we, ourselves has been struggling to
maintain a peaceful mind, a productive day and a clean body. As we, for the students thrive to give the tools
they need to grow and develop and reach their full potential. Just as important as giving them the steps to
succeed is giving them the coping strategies and self-care habits they will need to help them to regulate their
own well-being throughout their lives.

Immaculate Conception Cathedral School, Inc.

REVITALIZED HOMEROOM GUIDANCE PROGRAM
Student Development Center
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DOMAIN: Student Personal Development

MONTH: OCTOBER MODULE #: 4
TOPIC: Being consistent to self

BEING TRUE TO MYSELF

I. INTRODUCTION:
Taking care of yourself and daily practice of appreciating others is both emotionally and mentally it’s hard to
remain true to yourself because you are constantly changing and because society’s values often conflict with
your own.
"My first command to self is to “Be Me”, yet it’s very hard to know myself. I get so distracted by the way I
wish I were, or the way I assume I am, that I lose sight of what’s actually true."

Adapted from: DEPED Homeroom Guidance Module

 Being true to yourself, being consistent, and supporting it until the end is difficult and requires emotional
stability, mental strength, and physical preparation. This consistency is difficult to develop as a child, but it is
better to be identified and formed early than late.

. II. LEARNIING OBJECTIVES:

 To be able to consistently practice self-care
 To know ways on how to consistently practice self-care, empathy and appreciation of others
 To be emotionally stable and learn about different ways for consistent self-care.

III. MATERIALS:
 Pen or pencil
 Coloring Materials
 Daily reminder of good deeds

IV. ACTIVITY: DAILY REMINDER OF GOOD DEEDS

1. With the provided sheet for the student to answer, they will be instructed to color and put a
check if the picture shows care and acceptance of others and X if not.
2. They may add art, creativity and color to their answers. They are given freedom to express
themselves.
3. They are given at least 20 minutes or so.
4. After the activity, the class may check the papers together.

V. PROCESSING QUESTIONS:
1. How was remembering how many good deeds and to whom you showed your care feels like?
2. Is practicing the good deeds everyday helps in self-growth?
3. How will you make yourself improve every day?

ATTACHMENT FOR ACTIVITY:

Name: _________________________________________

GOOD DEEDS REMINDER CHART

PUT A CHECK IF YOU HAVE DEED A GOOD THING TO THE PEOPLE LISTED AND
WITHIN THE DAY.

SUN MO TUES WE TH FR SAT

N D U I
1. PARENTS
Did you show good deeds and
love towards your mommy and
daddy?
2. SIBLINGS

Adapted from: DEPED Homeroom Guidance Module

Did you show care towards your
ates’ and kuyas’?
3. TEACHERS
Did you listen and follow your
teacher’s instructions?
4. CLASSMATES
Did you help and show good
deeds to your classmates?
5. FRIENDS
Did you show care and
appreciation to your friends?
6. SCHOOL STAFF
Did you show respect and good
deeds towards the school staffs?
7. OTHER KIDS
Did you show good deeds
towards your peers? Or other
younger kids?
8. OTHER ELDERS
Did you show respect and good
deeds towards other older
people?
9. ANIMALS
Did you show care, appreciation
and love towards different
animals?
10. ENVIRONMEN
T
Did you show care and love
towards the environment?

VI. DISCUSSION

For students, especially those in grade one, consistency will be a learning experience. The consistency that
will be introduced to students will have a positive impact on their academic performance because it
demonstrates their ability to focus on what they have to learn, aim to show a good output for school
activities that they are required to do, and have a healthy relationship with their teachers and classmates.
Consistency means that rules and expectations are the same from one time to another. Consistency makes
the child’s world predictable and less confusing. It frees their minds of worry about what might happen and
teaches them accountability for their actions.
Why is consistency important?
- Consistency gives a student a sense of security. They learn they can rely on their parents or other
elder guardians and trust that their needs will be met. This helps in the bonding process.
- Student with consistent elder experience less anxiety.
- Developing a daily routine with regular rising times, bedtimes, after school schedules, and meal
times will cultivate a more peaceful home life.

Adapted from: DEPED Homeroom Guidance Module

 - Consistency helps a student develop a sense of responsibility because they know what their
parents, teachers and other elders expect from them.
- Students who have consistent rules with predictable consequences are less likely to “push the
limits” and constantly test their parents by misbehaving. They learn quickly that “no” means “no”.
- Investing early in consistent parenting pays off huge dividends later. There will be considerably less
temper tantrums, arguing and bargaining as the children grow.
- Without consistency, students wonder if everything that takes place happens because he or she did
something to make it happen.
- Inconsistent actions by elders causes confusion, poor self-esteem and oftentimes very negative
values.

Reference: https://pal.ua.edu/2017/08/18/consistency-the-key-to-well-behaved-children/

VII. APPLICATION:

Consistent routines helps a child feel safe and secure, resulting in fewer behavior issues. Routines are
activities that happen about the same time and in about the same way every day. When the students have
consistent routines such a bath, pajamas, brushing teeth and reading a book before bedtime, or after school
routine as doing school works, then a little time for playing and early dinner for an earlier sleeping time, they
can predict what will come next.

This predictability and consistency help your students develop independence as he or she grows older. For
example, he or she will learn to wash his or her hands before dinner or brush his or her teeth, a proper
hygienic routine, organized mind and be able to understand emotions without being nagged about it.

Immaculate Conception Cathedral School, Inc.

REVITALIZED HOMEROOM GUIDANCE PROGRAM
Student Development Center
727-27-42 to 44 loc. 317

DOMAIN: Academic Development

MONTH: NOVEMBER MODULE #: 1
TOPIC: Importance of Reading
BRING ME TO A NEW WORLD!
I. INTRODUCTION:

What is reading? it helps keep our minds open. In turn, an open mind can improve thinking and creativity,
because it helps prevent premature cognitive closure. Books offer as many rewards as there are reasons for
reading them

Adapted from: DEPED Homeroom Guidance Module

 II. LEARNIING OBJECTIVES:

 To identify the benefits of reading

 To know how reading affects our brain
 To be creative and learn to use most time in reading
 To find interest in reading

III. MATERIALS:
- Reflection Paper
- Pen/Pencil

IV. ACTIVITY:
1. Let the students read the story on their own inside the classroom.
2. After, give time to reflect and ask how was the story.
3. After the activity, they are given time to write their reflection or understanding of the story.
4. They may share their reflection to the class or in a group or dyad.
5.
WHY DO YOU READ?
There is once a young boy named Juan who didn't want to learn how to read. For him, so many letters being
joined together to form a word, a sentence and a story is boring and not interesting. He couldn't understand
why so many adults and other children enjoyed reading so much.

He is trying to kept an eye on the letters, trying to read and understand the words but he couldn't see
anything interesting happening. He preferred hearing the stories or watch stories about monsters and
mighty heroes.
One day, he went to Mr. Antonio’s Fancy Dress Shop. He loved that shop. Mr. Antonio could create the most
amazing monster outfits, hero costumes and every year there were many new ones, even when it must
have been really difficult to make each one. That day when he visited, Mr. Antonio was reading a book, and
this caught Raymond's attention.

"Why do you read so much, when books say nothing interesting?" asked Juan.

-"What do you mean?" answered Mr. Antonio.

"It's obvious, they say nothing about monsters or Heroes", added Juan.

-"I can't believe it!" exclaimed Mr. Antonio being surprised about what Juan said.

"I still haven't told you my secret, didn’t i?" Then he showed Juan the book he was reading.

-"What do you see here?" struggling, and with some difficulty looking at it, Juan started reading it.

-"No, no! Not like that. You have to see all of it. If you want to get it, you have to step back a bit, and even
maybe turn your head a bit. Do you now see anything different?"

Right that second Juan saw it; The lines and letters of the page formed a big picture which reminded him of
a dinosaur! An enormous smile spread right across Juan’s face. He started turning the pages, and discovered
many other creatures traced out by the length of the lines. They were on the right, on the left, everywhere...

-"Well, now you know how I can invent so many monsters", said Mr. Antonio, winking.

Adapted from: DEPED Homeroom Guidance Module

"All you have to do is read that page and then look at the shape of the lines to find which kind of monster is
hiding there. Did you know that everything has something special about it? You just have to know how to
find it."

Juan left the shop and is excited by his new discovery. From then on, it was unusual to see him without a
book in his hands, looking for whatever the page was hiding, and hardly realizing that he was learning
thousands of new things, having new experiences, being around the world through magic and imagination
as he did so.

How about you? Have you found anything hidden in this story?... Don't forget you can turn your life around
with a book :-)

V. PROCESSING QUESTIONS:
1. How was the story for you?
2. What was your feelings and thoughts while reading?
3. Do you imagine the story while it was being read?
4. Will you read a book because you like it? Why?

VI. DISCUSSION

Reading has been shown to put our brains into a state similar to meditation, and it brings the same health
benefits of deep relaxation and inner calm. Regular readers sleep better, have lower stress levels, higher self-
esteem, and lower rates of depression than non-readers. daily reading has benefits that go way beyond
childhood, it helps not only academically, but socially and emotionally. Establishing the skills needed for
reading is vital for future work and everyday activities such as filling out forms and following written
instructions.

Helping your child to develop successful reading strategies is one of the greatest gifts you can give them.
Effective reading skills give your child access to wonderful new worlds.

What are the benefits of reading?

some of them:

1. Enhanced brain activity.

Unlike watching television or streamed entertainment, reading requires focus, imagination and
understanding. This encourages student to be engaged. It stimulates more brain regions than passive
forms of entertainment. Books found increased connectivity in the brain areas involved in
understanding for language, plus physical sensation and movement.

1. Improved vocabulary.
By exposing students to new words, reading can expand vocabulary and knowledge for life
experience. This has been shown in research, such as this 2015 study which found that reading-
related activities were the primary cause of vocabulary growth from grades four to ten.

2. Developing critical thinking

Reading widely allows students to encounter different ideas and ways of understanding the world,
compelling them to consider what they believe and why. For young people with a Christian faith,
whose beliefs will be challenged throughout their lives, it’s vital they learn to give reasoned

Adapted from: DEPED Homeroom Guidance Module

 arguments for their faith (1 Pet 3:15). Critical thinking skills are also some of the most highly valued
in the workplace, and are linked with experiencing fewer negative life events.

5. Increased ability to understand others.

Encountering different ideas also helps us to understand others. Research has indicated that reading
literary fiction (fiction books with literary merit) enhances what researchers call ‘Theory of Mind’, or
the capacity to understand the mental state of others.

VII. APPLICATION:
It is the experience, the sweet and bitter taste of life from stories heard and read gives every insight to a
student to grow, learn, be inspired and develop personality. We feel transformed through our experiences,
our connections, our passions. Having a journey and identifying the importance of reading, we may change
into kinder, wiser versions of ourselves. “The journey itself is my home,”

Immaculate Conception Cathedral School, Inc.

REVITALIZED HOMEROOM GUIDANCE PROGRAM
Student Development Center
727-27-42 to 44 loc. 317

DOMAIN: Academic Development

MONTH: NOVEMBER MODULE #: 2
TOPIC: Reading and Emotional Well-being
READING IS HEALING.
I. INTRODUCTION:
reading can enhance mental and emotional wellbeing. The therapeutic effect of reading is known as
bibliotherapy, which is derived from two Greek words: biblion, meaning book, and therapeia or healing. As
we say it now, Reading is healing through book therapy.

II. LEARNIING OBJECTIVES:

Adapted from: DEPED Homeroom Guidance Module

  To understand the importance of reading to emotions.
 To enhance emotional well-being through reading.
 To find healing in reading.

III. LOCATION:
- Library

IV. ACTIVITY: BOOK READING TIME

1. They will be given 30 or more than minutes to read a book they prefer in the library.
2. After reminding simple rules inside the library, they can start reading.
3. It is okay if they can’t finish the book.
4. They can read also more than 1 book.
5. Then write a reflection paper about the book they’ve read.
6. Follow the processing questions for reflections.

V. PROCESSING QUESTIONS:
1. What story was your book all about?
2. Who are the characters?
3. What do you like and dislike about the book?
4. What do you learn from the book you’ve read?
5. Will you read another book again? Why?

VI. DISCUSSION

This term was first used in 1914 by American minister and author Samuel Crothers, who described
bibliotherapy as a “process in which specific literature, both fiction and non-fiction, was prescribed as
medicine for a variety of ailments.”

More recently, research has proven the health benefits of reading, which include:
1. Reduced stress – reading can lower stress by 68 percent, according to a study by the University of
Sussex. They found that reading was more relaxing than listening to music, going for a walk or having
a cup of tea or coffee.

The results led cognitive neuropsychologist Dr David Lewis to say, "Losing yourself in a book is the ultimate
relaxation … This is more than merely a distraction but an active engaging of the imagination as the words on
the printed page stimulate your creativity and cause you to enter what is essentially an altered state of
consciousness."

2. Management of Sadness – a 2017 review of studies exploring book therapy and depression
concluded that it “appears to be effective in the reduction of adults’ depressive symptoms in the
long-term period, providing an affordable prompt treatment that could reduce further medications.”

A 2013 article exploring the effectiveness of book therapy in 96 young adults with subthreshold depression
found that book therapy resulted in statistically and clinically significant improvements in depressive
symptoms and cognition.

3. Reducing memory loss – a 2013 study with almost 300 participants found that people who engaged
in more cognitive activities (like reading) throughout their lives had slower late-life cognitive decline
than those who did not.

Adapted from: DEPED Homeroom Guidance Module

 Why students who read daily perform better at school?

If the aforementioned benefits are not enough to convince you of the benefits of children reading regularly,
research has consistently linked reading outside of school hours to improved performance across all grades.

Students who read independently have greater reading comprehension, verbal fluency and general
knowledge than those who do not. They become better readers, score higher on achievement tests in all
subject areas, and have greater content knowledge than their non-reading peers.

: Reference: https://www.acc.edu.au/blog/reading-comprehension-student-performance/

VII. APPLICATION:

Why students who read daily perform better at school If the aforementioned benefits are not enough to
convince you of the benefits of children reading regularly, research has consistently linked reading outside of
school hours to improved performance across all grades. Students who read independently have greater
reading comprehension, verbal fluency and general knowledge than those who do not. They become better
readers, score higher on achievement tests in all subject areas, and have greater content knowledge than
their non-reading peers.

Immaculate Conception Cathedral School, Inc.

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DOMAIN: Academic Development

MONTH: NOVEMBER MODULE #: 3
TOPIC: Writing a Story for self-confidence
I AM MY OWN BOOK
I. INTRODUCTION:

As the authors concluded that students who shows interest, and who likes to read literature for pleasure
performed better in English, Mathematics, Science, and History. That reading is not only for interest but
personal growth and makes a person more compassionate and shows the value of fairness.

Adapted from: DEPED Homeroom Guidance Module

II. LEARNIING OBJECTIVES:
 To help students think critically and improves reading comprehension skills.
 To take the skills the students have learned through reading
 To know reading was an essential component for academic and future success.
 To express self and gain confidence of personal life to be shared

III. MATERIALS:
- Papers
- Pencils
- Pen
- Erasers

IV. ACTIVITY: STORY WRITING

- After the discussion, the students will now take time to reflect about themselves, who they are and
there past experience that could be about being happy, sad, angry, excited, confident, disgusted or
anything that they remember about themselves.
- They are given at least a day to do their own story, polished and finalized.
- On the next day some students may share to the class or form a group or dyad for sharing.

V. PROCESSING QUESTIONS:
1. How was your experience writing your own story?
2. Can you see yourself happy and confident after? Why?
3. Will you write more stories in the future?
4. Why is expressing self not by action but through writing makes you feel?

VI.DISCUSSION

With so many cognitive and health benefits, the need to learn and like how to read and make it as a habit is
clear. Reading is an extremely complex task: it requires physical and smart strategies such as controlled eye
movement, fine motor skills. But making a story is one of the most effective way to release emotions and
self-control. Narrative Therapy is a therapeutic practice that can involve self-reflective writing (or speaking)
to externalize the problems or events of us lives (the narratives we tell ourselves) in order to examine them
objectively.

Here are some steps in making your own story about your life:

Step 1: Understand Yourself. Take time to analyze yourself and your emotions.

Step 2: Know what story you want to tell. What have you experienced throughout your life? To write an
excellent story, you must list and choose you want to tell people the most.

Step 3: Just be who you are. Feel free to tell your story to people. Your readers must connect to your feelings
and emotions if you want outstanding results.

Step 4: You must feel happy and confident after. Writing your personal story will take time, patience, and
commitment, but it will definitely be worth it. Good luck on your journey!

Adapted from: DEPED Homeroom Guidance Module

 Writing a story and Reading aloud also encourages good values and be able to identify how to act to a certain
experience, but stick with books that are at (or just above) your current reading level to boost confidence.
You can also read aloud together as a family and ask questions to your parents to encourage thought and
understanding.

Celebrate the small successes and encourage your child to persevere, even when they are frustrated.

reference: Reference: https://www.acc.edu.au/blog/reading-comprehension-student-performance/

VIII. APPLICATION:

Going back in time where you feel such emotions makes you wonder, want to learn and be the better
improvement of who you were before. you may think that writing is just academically and only for
assignments and school. but i can also about self-growth, gaining more confidence to open oneself to others
and be wise in expressing self in the healthy matter.

Expressive writing can result in a reduction in stress, anxiety, and depression; improve our sleep and
performance; and bring us greater focus and clarity.

Immaculate Conception Cathedral School, Inc.

REVITALIZED HOMEROOM GUIDANCE PROGRAM
Student Development Center
727-27-42 to 44 loc. 317

DOMAIN: Career Development

MONTH: JANUARY MODULE #: 1
TOPIC: Making connections from Interest to Career

“CONNECT THE DOTS: MY INTEREST TO MY FUTURE”

I. INTRODUCTION: 
Most people know craftsmen build, computer scientists code and writers tell stories; but how did they get
connected to their professions? This exploration in life during their school days can assist youth in deciding
what they might like to pursue as a career and where natural abilities or talents may lie behind it.

Adapted from: DEPED Homeroom Guidance Module

II. LEARNIING OBJECTIVES:
 To identify new activities and interest to explore for a wider choice in career
 To recall their strengths, interests and their personality
 To be able to know what they can have for their future career/goals.

III. MATERIALS: 
 CONNECT MY DOTS activity sheet
 Pen/Pencil

IV. ACTIVITY: CONNECT MY DOTS

Instruction: 
1. With the provided sheet for the student to answer, they will be instructed to provide drawing or
words of their answer to the questions.
2. They can be creative and add their own personality to the activity.
3. They are given at least 20 minutes or so.
4. After the activity, they may present it to the class or in a group or dyad.

V. PROCESSING QUESTIONS:
1. What are your interests and the activities you want to do?
2. What do you want to be when you grow up?
3. Does your interest connect well with your future career?
4. How do you see yourself in the future from now?

ATTACHMENT FOR THE ACTIVITY

NAME: ____________________________________________________________
GRADE & SECTION: ____________________________________________

My Activities I
interest: like to do:

Adapted from: DEPED Homeroom Guidance Module

 MY CAREER IN THE
VI. DISCUSSIONFUTURE:
To start, it is important to learn about how children see themselves at the moment, 
 They can write down or talk about words that describe themselves. Asking Questions such as; 
“What do you like about yourself?” 
“What is your favorite subject in school?” 
“What skills do you have?” 

can be good starting points. Next, you can ask about their hopes and expectations for the future. The age and
limitations of children should also be taken into consideration. Some young people easily know what they
want to do. For most, though, the path is not a straight line from point “A” to point “B.” After some
conversation, it is important for youth to get involved in hands-on learning in their areas of interest.

Aligning your career with your interests presents several benefits, including the following:

Adapted from: DEPED Homeroom Guidance Module

Job satisfaction: When you align your career with your interests, you will increase your job satisfaction. In
other words, you'll find more enjoyment in coming to work each day and feel happier about doing your
work-related duties.

A good strategy for career decision: Aligning your career with your interests also means you won't feel like
you've wasted your time following the wrong career path.

Career success: Aligning your career with your interests also increases your chances of achieving success in
your career. 

Motivation: When you feel like you're doing a job you're good at, you may put more effort into developing
your skills. In addition, you'll find more motivation to achieve your career goals.

Self identity: On a personal level, knowing your career interests can help you become more self-aware and
may help you determine your values, and strengths 

Being able to know your career from who you are now and aligning it together to be the better version of
you starting now, makes you a responsible student!

reference: https://www.indeed.com/career-advice/finding-a-job/career-interests#:~:text=Career
%20interests%20are%20your%20preferences,with%20your%20values%20and%20preferences.

IV. APPLICATION
When you take your interests into consideration, you'll have likely made a wise choice regarding
your profession. Knowing this information can help you act on it more often in your chosen profession. 

Knowing you're doing something you not only enjoy but that you're actually good at can help you
stay motivated, do your work properly, be an actual help to others and increase your productivity in
the work you chose.

Immaculate Conception Cathedral School, Inc.

REVITALIZED HOMEROOM GUIDANCE PROGRAM
Student Development Center
727-27-42 to 44 loc. 317
DOMAIN: Career Development
MONTH: JANUARY MODULE #: 2
TOPIC: KNOWING HOW, WHEN TO ASK FOR HELP

THE MEDICINE OF HELPING

I. INTRODUCTION: 
Asking for help builds connections by allowing others to share their information and resources and this in
turn shows people that you trust their ideas, feel competent in their skills, and appreciate their advice.
Asking for help allows for the possibility of fresh ideas and perhaps a new perspective.

II. LEARNIING OBJECTIVES:

 To be able to learn how to solve own problems

Adapted from: DEPED Homeroom Guidance Module

  To know how and when to properly ask for help
 To learn the importance of asking for help when needed.
 To feel confident about self

III. ACTIVITY: WHAT WILL YOU SAY WHEN THIS HAPPENS?

1. Make sure to settle the students down. 
2. This activity will be for all the students, just like a recitation. Each student will be asked by the
teacher with scenarios where they must ask for help. As the Teacher must think of scenarios for all
the students.
3. For example: “when you don’t have an eraser and you must erase something in your paper, so you
want to borrow from someone, what will you say or do?” The first student will answer the question.
This will give students ideas on how they can act when that scenario happens and what are the good
words to say to ask for help.
4. The teacher can give 1 question to 3-5 students, then another question to the next group of
students. All must answer a question and all must be asked.

IV. ACTIVITY: WHAT WILL YOU SAY WHEN THIS HAPPENS?

1. Make sure to settle the students down. 
2. This activity will be for all the students, just like a recitation. Each student will be asked by the
teacher with scenarios where they must ask for help.
3. For example: “when you don’t have an eraser and you must erase something in your paper,
so you want to borrow from someone, what will you say or do?” The first student will
answer the question. This will give students ideas on how they can act when that scenario
happens and what are the good words to say to ask for help.
4. The teacher can give 1 question to 3-5 students, then another question to the next group of
students. All must answer a question and all must be asked.

V. DISCUSSION
When you are trying to solve a problem, the best bet is usually to get as far as you can until you are stumped.
Once you can’t able to solve them on your own, and cannot get further without help, ask for help. With help,
you can get past the point you were having difficulty with, and continue to solve the problem on your own. It
is hard to understand things especially inside school where students are able to learn new things outside
their home. 

Asking for help can be difficult. It can raise quite a few strong emotions. We might fear rejection, asking and
hearing “no”. For some of us we don’t want to be a burden, for others they might not want to appear
“weak”. The truth is that asking for help does require a certain amount of vulnerability, but the benefits far
outweigh any perceived downside. Also, being vulnerable allows many positives into our lives including
making new friends, learning new perspectives, and succeeding in the present challenges.

ASKING FOR HELP AND ALSO HELPING OTHERS CAN:

  protects you
 It builds resilience and capacity to accept rejection. Allowing ourselves to hear no and practice not
taking it personally builds resilience and increases our capacity to hear “no”, as this is a very real part
of life. Asking for help often takes us out of our comfort zone and this allows for growth. 
 It builds connection.
 It increases productivity
 It is a sign of high achievers. Asking for help can also be the sign of a high achiever. 
 It makes you and others happy
 It creates a positive culture

Adapted from: DEPED Homeroom Guidance Module

 When we ask for help, we create an opportunity for others to share information, and this creates a positive
impression. People who show a willingness to share information are perceived as more trusting, warm and
friendly. This in turn makes people feel good about themselves. I’m sure you can recall a time when you have
helped someone else and know that this feels good. And receiving help reduces stress and of course this
makes the receiver also feel good!

Asking for help can facilitate better performance for ourselves and others improving connection and culture. 

reference: https://www.proactivehm.com.au/why-is-asking-for-help-a-good-idea

VI. APPLICATION: 
When we notice we need help it is usually because we have taken on too much, or life has become too busy
for whatever reason. Noticing this is actually our brain and body sending messages for self preservation, to
keep us safe. By asking for help and accepting assistance it protects us from burn out, from being
overwhelmed and ensures our mental wellness.
 
We are social beings and we require connection to be happy and experience well-being. Asking for help
builds connections by allowing others to share their information and resources and this in turn shows people
that you trust their ideas, feel competent in their skills, and appreciate their advice. 

Immaculate Conception Cathedral School, Inc.

REVITALIZED HOMEROOM GUIDANCE PROGRAM
Student Development Center
727-27-42 to 44 loc. 317

DOMAIN: Career Development

MONTH: JANUARY MODULE #: 3
TOPIC: APPRECIATION

THIS IS MY, THANK YOU, TO YOU.

I. INTRODUCTION: 
Practicing gratitude will teach children empathy and compassion. They can fully feel themselves in the
moment and will be more comfortable taking the time to appreciate the good things in their lives. The
appreciation that they learn will help them grow into successful, happy, adults. Being able to show gratitude
and appreciation is also a professional and matured value that should be practiced more from the students.

Adapted from: DEPED Homeroom Guidance Module

II. LEARNIING OBJECTIVES:
 To learn about appreciation and its importance in future career.
 To be able to know when and how to properly say thank you 
 To understand the connection of appreciation to socializing with other people.

III. MATERIALS: 
 STATIONARY LETTERS
 PENS AND PENCIL
 LETTER ENVELOPE

IV. ACTIVITY: FORGIVENESS LETER TO SELF

1. It is important that the students will be able to EXPRESS and understand not only hear about the
lessons they are thought. It helps them to know its importance and effect when they have known
about it. As the students of Grade takes practice of their writing skills, sentence construction,
expression of self and comprehension. The activity is a good way of introducing formal letter making
or showing of appreciation.

2. Within the given time of the teacher, the students will write a personal letter OF GRATITUDE TO
THEIR TEACHERS.
3. They will write all the feelings they have for themselves that they want to be thankful for. They can
write in their letters are things what they appreciate and feel gratitude throughout the school year.

V. PROCESSING QUESTIONS:
1. Why do you have to be thankful to people around you that helps you?
2. How does it feel saying thank you to your teacher?
3. Does hearing thank you from other people makes you feel good? Why?

VI. DISCUSSION
Fostering kindness, patience, and empathy in students is important to all fields and for future careers. aiming
for students to grow up generous, and kind people. Something that can be challenging in our ‘everything-on-
demand’ world. One way to encourage these skills is by teaching students to practice gratitude. When they
can focus on the things, they are thankful for, they are better equipped to be kind & manage when things get
tough. 

Why is gratitude important?

When students spend time, genuinely, acknowledging the things they are thankful for there they are
impacted positively. Students who practice gratitude regularly are benefited by:
 Increased self-esteem
 Reduced stress and depression
 Increased optimism and happiness
 Lower aggression
 Less stress, worry, and pain

Additionally, science shows that having an attitude of gratitude actually increases our body’s ability to
recover from sickness and trauma, improves our physical health and mental wellbeing overall, supports self-
esteem, enhances empathy, encourages compassion, improves sleep, and (as you can imagine), improves our
relationships with other people! There is nothing quite like that feeling when a loved one says, “I appreciate
you!”

As with anything else of value in our lives, appreciation must be practiced. As we teach students the
importance of feeling thankful for the good things and wonderful people in our lives, we must also help them
practice expressing that gratitude. 

Adapted from: DEPED Homeroom Guidance Module

 reference: https://anikabooks.com/teaching-your-child-the-importance-of-gratitude/

VII. APPLICATION: 
Gratitude is not just about saying ‘thank you’. It’s about understanding the importance of being thankful.  It’s
something that students can show their teachers, parents and anyone who have truly helped them. But isn’t
easy to lecture them on. Practicing gratitude will teach students empathy and compassion. They can fully feel
themselves in the moment and will be more comfortable taking the time to appreciate the good things in
their lives. The appreciation that they learn will help them grow into successful, happy, adults. And in the
future, this will make them have a good relationship with different people, feel confident about themselves,
less stress and can handle situations positively.

Immaculate Conception Cathedral School, Inc.

REVITALIZED HOMEROOM GUIDANCE PROGRAM
Student Development Center
727-27-42 to 44 loc. 317

DOMAIN: Student Personal Development

MONTH: FEBRUARY MODULE #: 1
TOPIC: BASIC FEELINGS
WHAT IS THIS FEELING?
I. INTRODUCTION:

We have tons of different types of emotions. Some of them are quite specific like enthusiasm, which is a
really intense form of enjoyment or interest. While other emotions are quite broad, like happiness. There are

Adapted from: DEPED Homeroom Guidance Module

six emotions known as the primary emotions: happiness, sadness, anger, fear, surprise, and disgust. Let's
figure out why these six emotions are so special!

II. LEARNIING OBJECTIVES:

 To be able to identify and give names to feelings that are common to all
 To know the body parts that are used in identifying emotions
 To know the primary emotions’ names

III. MATERIALS:

- I SHOW THIS FACE SHEET

- CRAYONS/ COLORING MATERIALS
- PENS

IV. ACTIVITY:
1. With the provided sheet for the student to answer, they will be instructed to provide
drawings or words of their answer to the question.
2. They may add art, creativity and color to their answers. They are given freedom to express
themselves.
3. They are given at least 20 minutes or so.
4. After the activity, they may present it to the class or in a group.

V. PROCESSING QUESTIONS:
- What are feelings?
- Why do we feel?
- How do we show our feelings?
- Why do you have to express what you feel?

ATTACHMENT FOR ACTIVITY:

Name: _________________________________________

I SHOW THIS FACE…

WHEN I’M ANGRY: WHEN I SEE BEAUTIFUL
FLOWERS:

Adapted from: DEPED Homeroom Guidance Module

 WHEN I’M HURT OR SAD: WHEN I’M HAPPY TO SEE
MY FAMILY:

WHEN I CANNOT WHEN I GET GOOD

UNDERSTAND TEACHER: GRADES:

VI. DISCUSSION

The purpose of feelings is to make sense of what's going on inside of us and around us. Feelings give us quick
feedback to use based upon our past experiences.

Kids can express their feelings through facial expressions, through their body, their behavior and play.
Sometimes they may act out their feelings in physical, inappropriate or problematic ways.

Three things to make sure and understand:

Behind every behavior is a feeling - Try to understand the meaning and feeling behind your child’s behavior.
You can help your child find other ways to express that feeling once you know what is driving the behavior.

Name the feeling - Help your child name their feelings by giving them a label. Naming feelings is the first step
in helping kids learn to identify them. It allows your child to develop an emotional vocabulary so they can talk
about their feelings.

Identify feelings in others – Provide lots of opportunities to identify feelings in others. You might ask your
child to reflect on what someone else may be feeling. Cartoons or picture books are a great way discuss
feelings and helps kids learn how to recognize other people’s feelings through facial expressions.

Across the world, the facial expressions that people use to represent these six emotions are quite similar.
When someone feels happy, they often smile, squint their eyes, and raise their eyebrows.

Whereas when someone is surprised, they often open their mouth, widen their eyes, and raise their
eyebrows. As you can tell, we often use our mouths, eyes, and eyebrows to share our emotions with others.
We have a bunch of muscle in our face (especially around our eyes and mouth) that help us form these
different facial expressions.

Adapted from: DEPED Homeroom Guidance Module

 For example, if we know we are feeling sort of sad, we can try to figure out if it's mixed with anything else
(like fear or anger) or if it is a really intense versus a very dull feeling.
This is a really helpful way to learn how to understand and cope with our emotions. The more we practice
understanding our own emotions, the better we become at expressing and coping with our emotions!
reference: https://www.brainframe-kids.com/emotions/facts-primary.htm#:~:text=There%20are%20six
%20emotions%20known,fear%2C%20surprise%2C%20and%20disgust.

A. APPLICATION:
Stay present and resist the urge to make your bad feelings go away. Supporting to identify and express their
feelings so they are heard. When feelings are minimized or dismissed, they will often be expressed in
unhealthy ways.
It is important to learn in understanding their feelings and behaviors. Kids need to be shown how to manage
their feelings in positive and constructive ways.

Immaculate Conception Cathedral School, Inc.

REVITALIZED HOMEROOM GUIDANCE PROGRAM
Student Development Center
727-27-42 to 44 loc. 317

DOMAIN: Student Personal Development

MONTH: FEBRUARY MODULE #: 2
TOPIC: CONTROL ON ONESELF
AM I HOT OR COLD?
I. INTRODUCTION:
Since there are so many emotions, it can sometimes be hard to tell which emotion we are feeling. That
is why it can sometimes be useful to think about which primary emotion we are feeling and break it
down from there. This will help in understanding what we feel and control what we show to others.

II. LEARNIING OBJECTIVES:

 To be able to pinpoint what emotions to show

 To understand how important, the feelings to be shown
 To know what to do to control emotions
 To practice what to show to other people

III. MATERIALS:

- LIST OF ROLE-PLAY SCENARIOS

- PROPS (IF THEY HAVE)

IV. ACTIVITY:

Adapted from: DEPED Homeroom Guidance Module

 1. Make sure to settle the students down. And divide them to at least 3 groups, you can decide to the
number of groups depending on the total scenarios you want the students to act.
2. They are given 10-20 minutes to practice and finish their work.
3. Then after, each group will present it to the whole class.
LISTS OF POSSIBLE DIFFERENT EMOTION SCENES

1. WHEN YOU DON’T KNOW THE ANSWER TO A TEST

2. WHEN SOMEONE GIVES YOU A GIFT
3. WHEN SOMEONE GETS YOUR THINGS WITHOUT PERMISSION
4. WHEN SOMEONE ACCIDENTATLLY PUSHED YOU
5. WHEN YOU WANT TO BORROW FROM SOMEONE
6. WHEN YOU CALL YOUR FRIEND IN THE PHONE
7. WHEN YOUR FRIEND DOES’NT WANT TO SHARE THEIR FOOD.
8. WHEN YOU LIKE SOMETHING BUT YOU CAN’T GET IT
9. WHEN SOMEONE SPILLED SOMETHING ON YOU
10. WHEN THEY CALL YOU DIFFERENT NAMES
11. WHEN YOU LOST SOMETHING AT SCHOOL
12. WHEN YOU NEED HELP FROM OTHERS
13. WHEN SOMEONE IS SHOUTING AT YOU.
14. WHEN YOU WANT TO CALL YOUR TEACHER’S ATTENTION.
15. WHEN CLASSROOM IS TO NOISY
16. WHEN YOU DON’T HAVE AN ERASER TO CORRECT YOUR ERRORS.
17. WHEN THERE IS A COCKROACH INSIDE THE CLASSROOM
18. WHEN YOUR FRIEND IS WITH OTHER PERSON.
19. WHEN YOU CANNOT UNDERSTAND THE TEACHER’S LESSON.
20. WHEN YOU’RE SLEEPY IN THE CLASSROOM.

V. PROCESSING QUESTIONS:
1. What are the emotions every scenario depicts?
2. Why is it important to share your feelings properly?
3. What are the ways to control emotions properly?
4. How will you show your emotions when you’re angry, annoyed or disgusted?

VI. DISCUSSION

Self-control refers to your ability to manage your behavior in order to achieve goals, improve positive
outcomes, and avoid negative consequences.

Psychologists typically define self-control as:

 The ability to control behaviors to avoid temptations and achieve goals

 The ability to delay gratification and resist unwanted behaviors or urges
 A limited resource that can be depleted

Why do we need self-control for kids?

By learning self-control, kids can make appropriate decisions and respond to stressful situations in ways that
can yield positive outcomes. For example, if you say that you're not serving ice cream until after dinner, your
child may cry, plead, or even scream in the hopes that you will give in.

There are different types of control but we will talk more about Emotional control that refers to the ability to
regulate emotional responses. Someone who struggles with emotional control may find it hard to manage

Adapted from: DEPED Homeroom Guidance Module

 strong emotions. They may overreact, experience lasting bad moods, and get overwhelmed by the intensity
of their feelings.

Managing your emotional response when someone does something that makes you feel angry or upset

"hot-and-cool" system to explain the ability to delay gratification. The hot system is when this system takes
over, we may give in to our momentary desires and act rashly without considering the potential long-term
effects. while cool system is the part of our willpower that is rational and thoughtful and enables us to
consider the consequences of our actions in order to resist our impulses.

When a HOT SYSTEM EMOTION arises due to what is happening to you, take a deep breath while counting 1-
5 or if still angry and in the hot system, count 10 more to regulate heart-beat, to be able to relax.
reference: https://www.verywellmind.com/psychology-of-self-control-4177125#:~:text=Summary,outcomes%2C%20and
%20avoid%20negative%20consequences.

VII. APPLICATION:

At school, students can regulate their emotions by coaching them to slow down and calmly respond to
situations rather than being impulsive. it is by counting 1-5 or 1-10 before showing 'HOT SYSTEM" emotions
such as anger, disgusted, annoyed and fear. Patience and positive feedback from the parents and teachers
are important as well. With support and guidance, the child will gradually learn to handle challenges on their
own.

Immaculate Conception Cathedral School, Inc.

REVITALIZED HOMEROOM GUIDANCE PROGRAM
Student Development Center
727-27-42 to 44 loc. 317

DOMAIN: Student Personal Development

MONTH: FEBRUARY MODULE #: 3
TOPIC: BEHAVIOR CONTROL
PLAN BEFORE YOU ACT!
I. INTRODUCTION:
Impulse control refers to the ability to manage urges and impulses. People who struggle with impulse control
may act first without thinking about the consequences of their actions. Setting goals to exercise regularly, eat
a balanced diet, be more productive, give up bad habits, and save money are just a few actions requiring self-
control.

II. LEARNIING OBJECTIVES:

 To know what things to prioritize

 To know steps how to have a healthy lifestyle
 To learn how to control self from negative actions
 To learn how to be patient
 To think before acting out or speaking.

III. MATERIALS:
- Classroom space

IV. ACTIVITY: ROLEPLAYING

1. Make sure to settle the students down. And divide them to at least 3 groups, you can decide to the
number of groups depending on the total scenarios you want the students to act.
2. They are given 10-20 minutes to practice and finish their work.

Adapted from: DEPED Homeroom Guidance Module

 3. Then after, each group will present it to the whole class.

V. PROCESSING QUESTIONS:
1. Why do you have to think before we speak?
2. What are the things you should prioritize first as a student?
3. How will you be a good and happy student or human being?
4. Why do you have to think before we act?
5. Why do we have to understand other’s feelings?

LISTS OF SCENARIOS FOR BEHAVIORAL CONTROL

1. WHEN YOU DON’T KNOW THE ANSWER TO A TEST, WHAT WILL YOU DO?
2. WHEN SOMEONE GIVES YOU A GIFT, WHAT WILL YOU DO?
3. WHEN SOMEONE GETS YOUR THINGS WITHOUT PERMISSION, WHAT WILL YOU DO?
4. WHEN SOMEONE ACCIDENTATLLY PUSHED YOU, WHAT WILL YOU DO?
5. WHEN YOU WANT TO BORROW FROM SOMEONE, WHAT WILL YOU DO?
6. WHEN YOU CALL YOUR FRIEND IN THE PHONE, WHAT WILL YOU DO?
7. WHEN YOUR FRIEND DOES’NT WANT TO SHARE THEIR FOOD, WHAT WILL YOU DO?
8. WHEN YOU LIKE SOMETHING BUT YOU CAN’T GET IT, WHAT WILL YOU DO?
9. WHEN SOMEONE SPILLED SOMETHING ON YOU, WHAT WILL YOU DO?
10. WHEN THEY CALL YOU DIFFERENT NAMES, WHAT WILL YOU DO?
11. WHEN YOU LOST SOMETHING AT SCHOOL, WHAT WILL YOU DO?
12. WHEN YOU NEED HELP FROM OTHERS, WHAT WILL YOU DO?
13. WHEN SOMEONE IS SHOUTING AT YOU, WHAT WILL YOU DO?
14. WHEN YOU WANT TO CALL YOUR TEACHER’S ATTENTION, WHAT WILL YOU DO?
15. WHEN CLASSROOM IS TO NOISY, WHAT WILL YOU DO?
16. WHEN YOU DON’T HAVE AN ERASER TO CORRECT YOUR ERRORS, WHAT WILL YOU DO?
17. WHEN THERE IS A COCKROACH INSIDE THE CLASSROOM, WHAT WILL YOU DO?
18. WHEN YOUR FRIEND IS WITH OTHER PERSON, WHAT WILL YOU DO?
19. WHEN YOU CANNOT UNDERSTAND THE TEACHER’S LESSON, WHAT WILL YOU DO?
20. WHEN YOU’RE SLEEPY IN THE CLASSROOM, WHAT WILL YOU DO?
21. WHEN SOMEONE ACCIDENTALLY BUMPED YOUR HEAD, WHAT WILL YOU DO?
22. WHEN A STUDENT ASKS FOR YOUR HELP, WHAT WILL YOU DO?

VI. DISCUSSION

to wait to get what you want, is an important part of self-control. People are often able to control their
behavior by delaying the gratification of their urges.

For instance, someone who wants to attend an expensive concert might avoid spending their money on
weekend shopping trips. They want to have fun, but they know that by waiting and saving their money, they
can afford the exhilarating concert instead of the everyday mall trip.

Delaying gratification involves putting off short-term desires in favor of long-term rewards. Researchers have
found that the ability to delay gratification is important not only for attaining goals but also for well-being
and overall success in life.

More examples of self-control include:

1. Avoiding social media when you are at work so that it doesn't hurt your productivity

Adapted from: DEPED Homeroom Guidance Module

 2. Not purchasing something you want because you are trying to stick to a budget
3. Skipping sweet treats because you are trying to reduce your sugar intake
4. Managing your emotional response when someone does something that makes you feel angry or
upset

Behavioral control refers to facts that show whether there is a right to direct or control how the STUDENTS
does their school work. Behavior Control can also be named as PLANNED BEHAVIOR. behavioral
achievement depends on both motivation (intention) and ability (behavioral control). What you plan to do
when you’re feeling such emotions requires very understanding that all must be thought before saying the
words we want to say and do the things we want to do.
reference: https://www.verywellmind.com/psychology-of-self-control-4177125#:~:text=Summary,outcomes%2C%20and
%20avoid%20negative%20consequences.

A. APPLICATION:

Empathy is important because it helps us understand how others are feeling so we can respond
appropriately to the situation. It is typically associated with social behaviour and there is lots of research
showing that greater empathy leads to more helping behaviour.
Being able to understand how other people might feel is a part of emotional intelligence (EQ for short). It's a
skill we can all develop with practice. Sometimes you get more information about a situation from what a
person doesn't say: Part of emotional intelligence is reading the signals people send and taking them into
account.
Immaculate Conception Cathedral School, Inc.
REVITALIZED HOMEROOM GUIDANCE PROGRAM
Student Development Center
727-27-42 to 44 loc. 317

DOMAIN: Student Personal Development

MONTH: FEBRUARY MODULE #: 4
TOPIC: COMPASSION TOWARDS OTHERS

HAPPINESS IS HELPING
I. INTRODUCTION:

BEHAVIORAL CONTROL, UNDERSTNADING OF YOUR OWN EMOTIONS AND OTHERS’ EMOTIONS; It is by

understanding others makes us emotionally wise and a considerate person. Compassion means we care
about others, treat them with kindness, and feel a strong desire to help people in need. Compassion is
empathy in action. For a six-year-old, compassion might look like giving a hug, making a card, or saying
something kind to help a friend or family member who is feeling sad or upset.

II. LEARNIING OBJECTIVES:

 To know what compassion means

 To understand why we have to be compassionate
 To know how to treat others with kindness and consideration
 To know how to voluntarily act in a good way

III. MATERIALS:
- LIST OF FILMS
- REFLECTION PAPER

Adapted from: DEPED Homeroom Guidance Module

 IV. ACTIVITY: FILM SHOWING
3. It is important that the students will be able to see and not only hear about the lessons they are
thought. It helps them to know its importance and effect when they have known about it.
4. Give the students, a movie from the list that they can watch and write a reflection about what they
feel.

LISTS OF FILMS ABOUT COMPASSION

1. CHARACTER EDUCATION: COMPASSION https://www.youtube.com/watch?v=9ylsG5zx6Mo
2. COMPASSION https://www.youtube.com/watch?v=qJEtyAiAQik
3. UMBRELLA https://www.youtube.com/watch?v=Bl1FOKpFY2Q
4. WHERE DOES COMPASSION REALLY COMES FROM? https://www.youtube.com/watch?v=A4a66aFaIME
5. THE POWER OF GIVING https://www.youtube.com/watch?v=8QW_8X1hsAY
6. HAPPINESS IS HELPING OTHERS https://www.youtube.com/watch?v=zcruIov45bI
7. LEARNING FROM EXPERIENCE https://www.youtube.com/watch?v=-bLR92ZxfT4

V. PROCESSING QUESTIONS:
1. Do you have an idea what compassion means?
2. Why do you have to show compassion to your classmates, family members, elders and others?
3. How can you show compassion and understanding to others?
4. What is the difference between understanding and compassion?

VI. DISCUSSION

Compassion is to feel another person's pain and wanting to help take away their suffering. The term
"compassion" comes from Latin and meaning "to suffer together." Just like a friend, you are being a
companion through all your friends and family’s sufferings.

It is similar to other emotions such as sympathy, empathy, and generosity, although they differ widely.
Empathy is more broadly defined as the ability to understand another person's point of view and feel their
feelings.

Compassion, on the other hand, is what happens when empathy is combined by a desire to help. It is not
only limited from understanding what others feel, why they feel it and the reason how they act that way, but
through DOING WHAT IS NEEDED TO HELP AND GIVE AID.

COMPASSION IS…

 Feeling as if you have a lot in common with other people, despite the fact that you are completely
different.
 Understanding what other people are going through and feeling their pain.
 Being aware of the feelings, thoughts, and experiences of others.
 Taking action when you notice that someone else is in pain.
 A high level of emotional intelligence allows you to understand, manage, and act on your own
emotions as well as the emotions of others.
 Feeling grateful when others demonstrate compassion for your own difficulties.

How to Be Compassionate

Adapted from: DEPED Homeroom Guidance Module

 1. Use gentle language.
2. When you make a mistake, apologize.
3. Listen carefully and openly.
4. Others should be encouraged.
5. Offer a hand to someone with work.
6. Be glad for the success of others.
7. Accept people as they are.
8. Let others to make mistakes.
9. Show respect
10. Thank you and appreciate it.
11. Be extra patient.

When you practice compassion, you begin by empathizing with the situation of another person. You observe
their circumstance objectively and consider how you would feel in their shoes.
reference: https://www.verywellmind.com/what-is-compassion-5207366

A. APPLICATION:
Compassion can have a positive impact on your life, ranging from improving your relationships to boosting
your overall happiness. Being the recipient of compassion can help you get the support you need to carry you
through a difficult time. But giving compassion to others can be just as rewarding.
Compassion is good for both your physical and mental health. Not only that, it feels good to help others and
can contribute to a greater sense of purpose and meaning in your life.

Immaculate Conception Cathedral School, Inc.

REVITALIZED HOMEROOM GUIDANCE PROGRAM
Student Development Center
727-27-42 to 44 loc. 317

DOMAIN: Academic Development

MONTH: MARCH MODULE #: 1
TOPIC: COOPERATION
I AM ONE WITH THE OTHERS.
I. INTRODUCTION: 
As apologizing and the importance of forgiveness makes the relationship solid even when cracks surfaces.
HONESTY and UNDERSTNADING are all under the importance of socializing or so-called COOPERATION
mostly in classroom. Cooperative learning promotes social interactions; thus, students benefit in a number of
ways from the social perspective. By having the students explain their reasoning and conclusions,
cooperative learning helps develop oral communication skills. 
Because of the social interaction among students, cooperative learning can be used to model the appropriate
social behaviors necessary for employment situations.

By following the appropriate structuring for cooperative learning, students are able to develop and practice
skills that will be needed to function in society and their future professional self.

 II. LEARNIING OBJECTIVES:

 To understand how cooperation shows future leadership
 To make responsible students and makes proper decision-making
 To be able to build trust within classroom
 To properly have a communication and conflict-management in classroom

Adapted from: DEPED Homeroom Guidance Module

III. MATERIALS: 
 CLASSROOM SPACE

IV. ACTIVITY: CLASSROOM GROUP YOURSELF GAME

1. Provide a big space in the classroom where the students will be able to move or ‘run’
around. 
2. Make sure the students have settled down. 
3. Then teacher will play a music, just like a stop dance game, but the only difference when the
music stops, the teacher will call out a number which will be between 2 to 10. 
4. When the number is called out, all the students must try to form a group as per the number
the teacher said.
5. But in the middle of the game, the teacher may separate the class with categories:
- age
- sex
- height
- favorite color
- favorite food
- favorite subject
- number of siblings

V. PROCESSING QUESTIONS:
1. Why do you have to cooperate in the classroom? 
2. Are you a responsible person/student when you follow rules?
3. Will you be able to build trust within classroom when you cooperate with others?
4. How should you talk with others in the classroom?

VI. DISCUSSION
Learning to cooperate means that a person can think about and balance their own needs and wants with
another person’s needs and wants. Many people think that cooperation means the child does what the adult
wants. That’s not the case. True cooperation is a give and take between people that ends up with something
they both agree on. As children observe what adults do when they’re in public, how they participate with
others and socialize with others. It is important for a child to communicate its feeling to others properly and
be able to cooperate to their peers and classroom settings.

Cooperation is a skill that must be learned. Here are some things you can do with the children in your care to
help them learn the skill of cooperation.

What are some ways that you can learn cooperation at school? These are teaching behaviors that will
ultimately help in understanding how to cooperate and what cooperation means. 

 Listen carefully to others so you can understand what they are saying.
 Share or take turns when more than one person wants the same thing.
 Compromise when you have a serious conflict.
 Do your part of a shared task and do the very best that you can.
 Show appreciation to people for what they contribute to a group or team.
 Encourage others to do their best.
 Include everyone and make everyone feel needed. Help your child recognize that everybody has
something valuable to offer in a group.

Adapted from: DEPED Homeroom Guidance Module

 Cooperation demonstrates the ability to work effectively and respectfully with diverse people or teams,
make compromises, build a unanimous in decision-making, assume shared responsibility for collaborative
work, and value the opinions and contributions of individual team members, from a position of firm self-
identity.

VII. APPLICATION: 
Goal setting is the process of establishing an outcome (a goal) to serve as the aim of one's actions (Locke &
Latham, 2020). Setting goals: makes the direction of learning clear to the student and the teacher. increases
students' motivation and achievement levels. You and your classmates have been together for almost a year
and have established memories together as a team/class. rebuilding again the communication and trust with
each other will show how a child can socialize outside its family.

Immaculate Conception Cathedral School, Inc.

REVITALIZED HOMEROOM GUIDANCE PROGRAM
Student Development Center
727-27-42 to 44 loc. 317

DOMAIN: Academic Development

MONTH: MARCH MODULE #: 2
TOPIC: RESPECT IN THE CLASSROOM SETTING
THE BOOMERANG OF RESPECT
I. INTRODUCTION: 
Just like a boomerang, what we show others will bring back to us. listen to each others' points of view,
recognising that there may be disagreement. keep discussion and comments on the topic, and off the people.
do not use inflammatory or offensive language, sarcasm, or raised voices.

II. LEARNIING OBJECTIVES:

 To learn the ability to respect without condition.
 To understand its importance in classroom setting
 To develop when children experience challenges and learn to deal
 with them positively.
 To have a Strong foundation of children’s respect.

III. MATERIALS: 
 STORY TELLING 
 PENCIL
 PAPER

Adapted from: DEPED Homeroom Guidance Module

IV. ACTIVITY: STORY TELLING
Instructions:
1. First, let the students watch a short story about respect. (If the teacher prefers, they can watch more
than 1)
2. Give time to reflect and ask how the story/ies.
3. After the activity, they may share their reflection to the class or in a group or dyad.
4. Then, write their reflection on the paper with the processing questions.

SHORT STORIES ABOUT RESPECT

1. A SHORT FILM ON RESPECT https://www.youtube.com/watch?v=H7Vx71lR7qI
2. THE SECRET TO SUCCESS https://www.youtube.com/watch?
v=qOp4Y2_g5ZI&pp=ygUTcmVzcGVjdCBzaG9ydCBzdG9yeQ%3D%3D
3. SHARING AND RESPECTING OTHERS https://www.youtube.com/watch?
v=YNOnFsnjYhY&pp=ygUTcmVzcGVjdCBzaG9ydCBzdG9yeQ%3D%3D
4. THE BEST ME THAT https://www.youtube.com/watch?v=-
bLR92ZxfT4&t=405s&pp=ygUTcmVzcGVjdCBzaG9ydCBzdG9yeQ%3D%3D
5. RESPECTING OTHERS https://www.youtube.com/watch?
v=tbIo9qztEn0&pp=ygUTcmVzcGVjdCBzaG9ydCBzdG9yeQ%3D%3D

V. PROCESSING QUESTIONS:
 Who are the characters of the story?
 How did the story start? How about the ending?
 How will you relate your life to the story you’ve just watched?

VI. DISCUSSION
Respect is extremely important for students because it helps create a positive and safe learning environment.
Here are some reasons why respect is crucial for students:
1. Better academic performance: When students feel respected by their teachers and peers, they are
more likely to feel comfortable and confident in the classroom, which can lead to better academic
performance.

2. Improved social skills: When students learn to respect others, they also learn essential social skills,
such as empathy, active listening, and conflict resolution, which will help them throughout their lives.

3. Enhanced self-esteem: When a student feels respected, they are more likely to have a positive self-
image and higher self-esteem, which can lead to better mental health and well-being.

4. Increased motivation: When students feel respected, they are more likely to be motivated to learn
and participate in class.

5. Safer learning environment: A respectful environment is a safe environment. When students feel
respected by their peers and teachers, they are less likely to engage in bullying or disruptive
behavior.

I would suggest the following tips to promote a respectful classroom environment:

Adapted from: DEPED Homeroom Guidance Module

  Set clear expectations: It's essential to establish clear expectations for behavior in the classroom.
Make sure students understand what is expected of them and the consequences if they don't follow
the rules.
 Model respectful behavior: Teachers should model respectful behavior themselves, treating each
student with kindness and patience.
 Encourage active listening: Encourage active listening by having students face each other while
speaking, making eye contact, and asking questions to clarify their understanding.
 Practice empathy: Encourage empathy by reminding students to put themselves in each other's
shoes, and to consider the feelings of others before speaking or acting.
 Celebrate diversity: Recognize and celebrate the diversity in the classroom, highlighting the different
perspectives and strengths that each student brings to the table.

In summary, respect is essential for students because it contributes to a positive learning environment, helps
improve academic performance, boosts social skills and self-esteem, increases motivation, and creates a
safer learning environment.

reference:  https://proudtobeprimary.com/teaching-respect-in-the-classroom/

A. APPLICATION: 
Developing students' respect requires consistency, keeping your word, controlling your frustration, learning
who your students are, be patient, speak in a normal tone of voice, and be kind. This might sound like a lot,
but honestly, it's not as hard as it sounds. Just like practice makes perfect, having to know the importance of
respect and being respected, just like a boomerang the good deeds return back to you.

Immaculate Conception Cathedral School, Inc.

REVITALIZED HOMEROOM GUIDANCE PROGRAM
Student Development Center
727-27-42 to 44 loc. 317

DOMAIN: Academic Development

MONTH: MARCH MODULE #: 3
TOPIC: SELF ORGANIZATION

PLAN AHEAD OF TIME!

I. INTRODUCTION: 
What does it take to be an organized student in the classroom? An organized student in the classroom could
be defined as an individual who is able to be a good role model, an example of a good leader, guide students
through the learning process in a way that students are able to understand and use the knowledge they have
acquired through the assistance of the teacher. In this day and age of unmotivated, entertainment driven
students, it is hard to find classroom leaders who are able to achieve this.

II. LEARNIING OBJECTIVES:

 To be an organized students of one’s own self and form a sense of growth
 To be a role model in classroom setting
 To know the importance of organized self in classroom to school performance
 To form the sense of initiative and responsibility to self.

III. MATERIALS: 

Adapted from: DEPED Homeroom Guidance Module

  MY NEEDS AND WANTS
 COLORING MATERIALS
 PENS/PENCILS
 ERASER

IV. ACTIVITY: 
1. With the paper/sheet provided, the students are tasked to write to the circle for NEEDS all the
things, actions, tasks and responsibilities that they will do at home, school and in public. while for the
WANTS all the things they think they want but is not important or just like hobbies, likes, skills
outside school, etc.
2. They can design the paper if they want and add styles.
3. Give them at least 20 minutes for the activity.
4. Then after drawing, the students can share their drawing through partners, or in front of the class.

V. PROCESSING QUESTIONS:
1. How does it feel to think that you could be an organized student?
2. From the activity, how did you divide your life into your needs and wants?
3. why do you have to be an organized student?
4. Were you able to learn and form the sense of initiative and responsibility to yourself?

ATTACHMENT FOR THE ACTIVITY

NAME: ______________________________________________________
GRADE & SECTION: ____________________________________________

My
NEEDS
:

Adapted from: DEPED Homeroom Guidance Module

 My
WANTS
:

VI. DISCUSSION
Everything is easier when you're organized. You can get to work faster without wasting time looking for stuff.
Keep your assignments and class information organized by subject. Put them in binders, notebooks, or
folders.

Knowing how to organize your schoolwork is essential to gain as much as you can from your education. By
learning different organization hacks for school now, you can help prevent things from piling up and
becoming overwhelming. Plus, practicing tips for staying organized in school now will help you get ahead in
your high school and future college education. Below, we've gathered 10 of the best school organization tips
for students of all ages.

1. Set Rules for Yourself. Setting rules for yourself can help you understand what you need to complete each
day and not feel rushed to complete an assignment. Some rules you could make to keep yourself on track
might be:
·      Complete all projects two days before the due date.
·      Start studying for tests one week in advance.
·      Finish essays three days before they're due.
2.Set Your Own Deadline. Create a new deadline at least two days ahead of the actual class deadline. Plan
ahead and complete the assignments according to your early due dates rather than the ones your instructor
assigns. At a young age, being able to understand deadline for self or self discipline in passing school projects
without parents assistance is a very good example of emotional intelligence and self awareness.
3.Don't Multitask. Multitasking seems like it would be beneficial because you could get more done in less
time. However, studies show multitaskers spend 50 percent more time trying to accomplish a task.
separating what we want and what we need, and prioritizing what we need is important for classroom

Adapted from: DEPED Homeroom Guidance Module

setting. Focus on one assignment at a time, and only turn your attention to the next task when you've
completed the first.
4.Use Tools to Stay Organized. It could be like writing notes, or having a calendar, a diary or apps in tablets
that could help them control their fun time by prioritizing first what is needed in school. It is not only
showing respect to our teachers and parents but giving yourself control and starting to feel independence.
You can find a vast array of school supplies dedicated to keeping your materials organized. They can keep
everything you need for your classes and assignments together so that nothing gets lost or misplaced.

5. Break Down Big Tasks Into Smaller Ones. Looking at everything you need to do for a big task, like writing
an essay, can seem overwhelming and discouraging. By breaking it down into easily manageable parts, you
can work on parts of the assignment each day and not feel rushed.

reference: https://www.wma.us/about/titan-blog/post/~board/titan-blog/post/10-school-organization-
tips-for-students

VII. APPLICATION: 
What does it mean to be an organized student?
Being an organized student means more than knowing where your materials are. It also involves developing
a structured plan and detailed strategies for each of your classes. It means preparing for each exam in
advance so you are not hurriedly reviewing the evening before.
If you have things organized, you don't have to worry about forgetting a deadline, and you can plan for social
events by accomplishing your assignments and studying early. By keeping organized, you will save time
looking for things and will have more time to work on important tasks. As organization can improve the flow
of communication between you and your team, you can also make your team more productive.

Adapted from: DEPED Homeroom Guidance Module