Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OF ALAMINOS CITY
ALAMINOS CITY NATIONAL HIGH SCHOOL
Poblacion, Alaminos City
JUNIOR HIGH SCHOOL DEPARTMENT
LEARNING ACTIVITY SHEET IN HOMEROOM GUIDANCE GRADE 8
Quarter 1

Level Up Your Study Habits

Most Essential Learning Competencies:

• Describe different effective learning methods being employed (HGJA-Ia-2)
• Demonstrate the ability to independently deal with personal tasks and actively participate in school
activities (HGJA-Ic-5)

Answer all the processing questions on a separate clean paper. Make sure to write your name, grade level
and section, quarter and title of the activity. Your outputs will be compiled in your portfolio.

MAKE STUDYING A HABIT

Being successful in school requires a high level of study skills that must be first learned, practiced and
developed in order to be successful. Once developed, the job of studying and learning will become easier and
smarter. To help you establish good study habits that fit your personality, take time to read the topics below:

1. Know what your dominant learning style is. Learning style refers to how an individual is able to
learn and remember information.
a. Visual learners. Learners who are visual learners tend to appreciate printed handouts and
resources that reinforce educational concepts. Writing down information will help process and
remember it.
b. Auditory learners choose verbal instruction. Some learners learn best from hearing and
speaking, and are comfortable listening and talking and tend to engage easily in conversation.
c. Tactile-kinesthetic learners prefer being physically engaged in the learning process. These
learners are best engaged through experiencing and doing. They prefer to write things down
themselves and will remember best when they are documenting their own goals and progress.
2. Create a SMART (Specific, Measurable, Achievable, Relevant and Timebound) goals.

3. Make your study time a part of your routine. Know which time of the day you learn well.

4. Establish your study zone. Some like a quiet place while others want a little noise. Use gadgets
like laptops, cellphones and tablets wisely.

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Title of the Activity: My Study Habits: Effective or Not Effective

Directions: The following statements are some of the study habit practices. Check ( √ ) the Yes column if you practice
it and the No column if you don’t. Copy and answer it on a piece of paper.

Then categorize these study habits whether they are

a. Effective Study Habits, or
b. Ineffective Study Habits

Processing Questions:
1. Based on your answers above, what did you realize regarding your study habits?
2. How do you feel about it? (Are you happy? A little bit sad? Contented? Worried? etc.) Why?

Title of the Activity: Our Family’s Best Award!

Directions:
1. Request your family members or anyone available in your household to be in one place (during dinner or any
free time) for collaborative discussion for this activity. (If no one is available connect to your family/friends
through social media like Facebook or Twitter.)
2. On a clean sheet of paper, list down the names of the family members and their roles (father, mother, etc.).
3. Ask each member regarding their best experience or academic award received during their school days or
any appreciation they got when they were still young.
4. Let them identify their strategy or study habits that make them received such award.
5. Solicit any idea among family members on the effective ways to learn during this time of pandemic.
6. List down the ideas shared by family members that you think may help you to plan and prepare for your
study.
Processing Questions:

1. Did the activity help you discover other effective study habits from your family members/friends that suit
your personal preference/personality?
2. Is it important to have study habits which suit one’s personality? Why?

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 I Can Be Better
Most Essential Learning Competencies:
• Determine the importance of oneself as part of the family and community (HGJPS-Id-7)
• Exhibit self-discipline (HGJPS-Ie-8)
• Manage personal changes toward self-appreciation (HGJPS-Ie-10)

STEPS TO SELF-DISCIPLINE

Self-discipline is defined as an ability to take control of yourself particularly your behavior, emotions and
impulses from committing thoughtless and irrational behavior. It usually results in unpleasant and negative experiences.
It takes time to develop self-discipline and it requires certain level of awareness to fully understand how it works.

One important thing that you must learn is how to control your emotions in dealing with different situations in
your family and even in your community. Self-discipline could mean being on top of your emotions and the best way to
do it is to learn them first.

Most of the time, emotions direct people’s actions or behavior. For instance, if you are happy, you tend to
smile, do simple acts of celebration, or even talk to your family or friends about it. When you are sad, you tend to
isolate yourself from people, you don’t have energy to continue your daily tasks, or even keep yourself in silence.
Humans react based on how we feel. Managing emotion is a good skill which forms part of self-discipline.

Here are some pointers to manage your emotions well:

1. Recognize your emotions. Be mindful how you feel on a certain situation. For instance, whenever thoughts
about school work come to mind, how do you feel about it? It is important for you to differentiate your thoughts
from emotions. Thoughts are usually ideas while emotions are feelings. Know that there are positive and
negative emotions and both are normal part of your life.
2. The next thing to do is to name your emotion. Whenever there is a situation at home or even in the
community, can you name your feelings? With the current crisis, what do you feel? With the distance-learning
modality, what feelings best describe you now? You may say “I feel… happy, sad, angry, excited, scared,
anxious, etc.”
3. Describe the intensity of your emotion. It is important to know how your emotion looks like or sound like?
Some say that we are not supposed to make decisions at the height of our emotions. For instance, when you are
too happy and somebody asks you a favor, you tend to say “yes” easily without thinking of the consequences.
4. Try to understand what your emotion is telling you as it gives you clues or messages. Appreciate how
and why you felt it and if it needs certain actions. For instance, if you feel angry, do you need to act on it? Or
can you just feel and let it go after?
5. Take time to be with your emotion and try not to make it cloud your ideas. Remember, your thoughts
and feelings are two different things though they are interconnected.

Title of the Activity: Vital Me

Directions: Recall situations from your younger years where you started helping your family and community. List
down the help you have been rendering since that age. Copy the table below on a sheet of paper and write your
answers.

Processing Questions:
1. What do you notice on the things that you have done and currently doing in your family and
community? Can you cite the similarities and differences?
2. What makes such similarities or differences?

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Title of the Activity: Self-Discipline Level

Directions: On a scale of 1 to 5, with 5 as the highest and 1 as the lowest, how do you rate your self-discipline and the
discipline of the members of your family? Write the first name of your family members following the table below on a
piece of paper. Feel free to add or remove rows based on the number of your family members. Then, provide the reason
why you rated them such. Write your answers to the processing questions after.

Processing Questions:
1. What do you notice with your answers?
2. What were your considerations in writing your answers?
3. Do you think you can still improve your self-discipline?

Being Mindful with My Influencers

Most Essential Learning Competencies:
• Value the similarities and differences among the culture, beliefs, views, and values of
others (HGJPS-Ig-13)
• Strengthen the relationship to others by responsibly fulfilling familial duties (HGJPS-Ih-15)
• Identify relationship of gender, family, peers, media, and socio-economic status in choosing profession
(HGJC-Ii-19)

How To Choose the Right Track

Two years away from Senior High School may appear to be long enough for you to decide on the track
and strand that you will take. But at this point in time, you should be considering all possible options, mindful
of the influences of other people and factors that affect your decisions.

Your family may become your influence in choosing your career. Your parents and other relatives may
create an impact on the kind of work you would want in the future through their encouragement. They may
influence you to follow in their footsteps and expect to have the same career in the future. On the other hand,
they may also discourage you to pursue their footsteps and choose a different career. Every family member has
a different approach in influencing your future career.

Your friends or peers may also influence you in making a career choice. They may persuade you or
they may encourage you toward a certain track or strand. It is important that you recognize your personal
capabilities, circumstances and personal life and career goal before making such decision.

Media can provide career information that can be found in different platforms. You may browse the
internet to acquire information on different careers in relation to your SHS track/strand interest. There are also
magazines, newspapers and other relevant resources that may guide you.

The socioeconomic status of the family plays a vital influence on career choice. The financial capacity
of the family to send you to a course and school is a deciding factor in choosing a career. On a more positive
note, this may also serve as an inspiration in choosing career well, no matter the financial requirements. Also, it
may guide you to take on the road to scholarships that points you to more career options.

There are people that you come across with who may have a great impact on the way you see yourself
in the future and you may consider them as significant persons. They could be anyone who would make you
pursue the best version of your future self like guidance counselor, teacher, neighbor, community leader and
others.

There are other aspects that will surely influence your decision and you just need to be sensitive enough to realize that.
The following are just practical tips to guide you in making sense out of those influences:

1. Understand yourself. Try to identify what you want, what your interests are, what you can do, and how your
talents can be of use.

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 2. Ask help and guidance from the right people. Your guidance counselor can facilitate your journey to
understand yourself better so as your career pathing. If they are not around, you may want to seek help from
your teachers or trusted adults.
3. Help yourself to be informed. Read or watch informative programs or sources about SHS tracks and strands
from respectable and legitimate sources only. You may also ask about the experiences of your school’s alumni
or those who graduated from SHS.
4. Consider the pros and cons of your choice. You are the most affected person by your choice because it
pertains to your future path. Hence, it would be wise of you to check the positive and negative outcome of
choosing each track and strand. Remember, you need to be involved in planning your own future.

Title of the Activity: My Influencers

Directions: Copy the table below on a sheet of paper. Write your responses on what are being asked. In the third
column, write what influenced you to have such choices. Examples have been provided as your guide. Answer the
processing questions after.

Processing Questions:
1. What do you notice with your influencers?
2. How are these influential to you?
3. Among them, what would probably influence the most in choosing your SHS track and strand? Why?
Refer to your previous activity and try to categorize your influencers using the template below. Feel free
to add a category if you think your influencer does not fall under in any of the given categories. Examples have
been provided as your guide.

Possible categories
Family Peers Significant Person Media Socioeconomic status

My Influencers Category
Gellie & Agnes (Friends) Peers
Social Media Media
Mother Family

Processing Questions:
1. What category/ies appear/s more often in your answers?
2. How does their influence help you to understand the SHS track and strand you want to take?
3. How do you feel about their influence and why?

References: CO Homeroom Guidance Grade 8 Quarter 1 Self-Learning Modules 1-3