MANAGING AND

CARING FOR THE SELF

 At the end of this lesson, you will be able to:
⮚Understand the theoretical underpinnings for how to
manage and care for the different aspects of the self

⮚Acquire and hone new skills ang learning for better

managing of one’s self and behaviors

⮚Apply these new skills to one’s self and functioning for a

better quality of life
 INTRODUCTION

⮚ How exciting life would have become if, like a puzzle, has gradually concluded with the
fit of the last single piece. Its pieces are the different representations and
conceptualizations of the self from the various disciplinal perspectives, that were
examined of their influences, factors, and forces that shape the self, which have given
color to life.
⮚ Different forces and institutions were likewise identified, and recognized for their
impact in the development of the various aspects of self and identity.
 INTRODUCTION
Why do we need to manage and care ourselves?
⮚ Self-care is important to maintain a healthy relationship
with yourself as it produces positive feelings
and boosts your confidence and self-esteem.
It is necessary to stay sharp, motivated
and healthy.
MANAGING AND CARING FOR THE SELF
A. LEARNING TO BE A BETTER PERSON
⮚ Students are still in the process of becoming a better person in different aspects. At this
stage of development, their brain’s functioning is a work in progress. Learning to be a
better person entails learning how to handle brain and the corresponding behavioral
changes that it undergoes
 LEARNING TO BE A BETTER PERSON
⮚The brain acts as a dense network of fiber
pathways that consists of approximately
100 billion neurons which is responsible
for all connections among the three
principal parts: stem, cerebellum and
cerebrum.
 LEARNING TO BE A BETTER PERSON
⮚ Learning can be owed to the cerebrum, since it is where higher-order
functions like memory and reasoning occur.
Its tasks become apparent behavior as each
area accomplishes its functions in hearing,
speech, touch, short-term memory, language
and reasoning abilities (Ford, 2011).
How Learning Happens in the Human Brain
1. How Learning Happens in the Human Brain
⮚ Learning happens through a network of neuron where sensory information is
transmitted by synapses along the neural pathway and stored temporarily in short-
term memory.

⮚ Once processed, in short-term memory, our

brain’s neutral pathways carry these memories
to the structural core, where they compared with
existing memories and stored in our long-term
memory.
How Learning Happens in the Human Brain
Information races across billions of neuron’s axons, which transmit signals
to the next neurons via synapse,
some degradation is common. It is the
main reason why many memories are
incomplete or may include false portions
that we make up to fill holes in the real
memory.
 How Learning Happens in the Human Brain
⮚ When two neurons frequently interact, they form a bond that allows them to
transmit more easily and accurately that leads to more complete memories
and easier recall.
⮚ On the other hand, when two
neurons rarely interact, the transmission
is often incomplete that leads to a faulty
memory or no memory at all.
 METACOGNITION
2. METACOGNITION
⮚ It enables students to be more active in their learning to mobilize all of their
resources in order to have successful learning
experiences. They must know how they learn
and be aware of the steps that are followed and
the means that are used to acquire knowledge,
solve problems, and perform tasks (Perras, 2014).
 METACOGNITION
⮚ Metacognition is the process of “thinking about thinking”. For
example, good readers use metacognition before reading when they
clarify their purpose for reading and
preview. So in other words, metacognition
is the understanding and awareness of one’s
own mental or cognitive processes.
 METACOGNITION
Some example of metacognition:
⮚ A student learns about what things help him or her to remember facts,
names, and events.
⮚ A student learns about his or her own style of learning.
⮚ A student learns about which strategies are most effective for solving
problems.
 METACOGNITION
⮚ Students become increasingly autonomous in their learning as they become aware
of their strengths and weaknesses and understand that being successful depends
on the effort they make and the strategies they implement.
⮚ Their ability to regulate their cognitive processes increases accordingly in their
self-image improves. Students with learning disabilities can improve their
learning capacity through the use of metacognitive strategies.
 METACOGNITION
Many metacognitive strategies are appropriate for use in the classroom
including:
⮚ Think-Alouds (for reading comprehension and problem solving)
⮚ Organizational Tools (such as checklists, rubrics, etc.
for solving word problems)
⮚ Explicit Teacher Modeling (for math instruction)
 METACOGNITION
Types of Learning Strategies and Supports: Cognitive
Cognitive Strategies
STRATEGY DEFINITION BENEFIT
Rehearsal Reciting items to be learned Believed to influence the attention and coding
from a list process. It does not seem to help students connect
current information with prior knowledge.

Elaboration Summarizing and Believed to improve a student’s ability to store

paraphrasing information into the long-term memory by building
internal connections between items to be learned
and assisting with the integration of new
information with prior knowledge.
 METACOGNITION
Types of Learning Strategies and Supports: Cognitive
Cognitive Strategies
STRATEGY DEFINITION BENEFIT

Organization Outlining Helps learners select appropriate

information and make the connections
to be learned

Analyzing Problem-solving, Assists students with applying previous

critical thinking knowledge to new situations in order to
solve problems and/or reach decisions.
 Study Strategies
2.1 Study Strategies
⮚ What shall the students do now to make learning effective?
⮚ John Dunlosky (2013) evaluated popular study strategies and learning techniques
based on a meta study:
1. Practice over time.
2. Questioning and explanation.
3. Producing summaries of texts.
4. Highlighting and underlining
portions of text.
 Study Strategies
1. Practice over time
⮚ Practice testing refers to any form of testing for learning which a student is able to do on his or her own.
“More is better” and that multiple practice tests are more beneficial when they are spaced in time, rather than
crowded in, one after another.
⮚ Examples of this technique are practicing recall through flash cards, or completing practice problems or
tests.
 Study Strategies
⮚ Distributed practice refers to distributing the
learning over time, not cramming. Time lags
between learning episodes boost learning,
despite the fact that people might initially
forget more of the material between that
individual sessions.
 Study Strategies
2. Questioning and explanation.
⮚ Elaborating interrogation is a complex name for simple concept –
asking one’s self why something is the way it is or a particular concept
or fact is true, and providing the answer.
 Study Strategies
⮚ Self-explanation refers to a similar process, through which the
explanation might take the form of answering why not also
other questions, as well as relating to new information to
information which is already known.
 Study Strategies
3. Producing summaries of texts.
⮚ This is likely to involve the reading and comprehension of text, as well
as the ability to identify the most important information within it and
to encapsulate it briefly in one’s own words. It requires a complex set
of skills that “it can be an effective learning strategy to learners who
are already skilled at summarizing.”
 Study Strategies
⮚ Summarizing may be the first stage of a learning process,
with other techniques such as self-testing, and self-
explanation come subsequently for review purposes.
Imagery or “keywords mnemonics” for both vocabulary
learning and text memorizations were found to be
constrained to highly visuals materials only.
 Study Strategies
4. Highlighting and underlining portions of text.

⮚ This also includes rereading. Highlighting tended to work better

for students who were more adept at identifying the crucial-to-
be-remembered aspects of a text.