MODULE 6 Emotional Intelligence

11
Personal Development
Quarter 1 – Module 6:
EMOTIONAL INTELIGIENCE
SELF-LEARNING MODULE
DIVISION OF GENERAL SANTOS CITY

Personal Development for Grade 11/12
Self-Learning Module (SLM)
Quarter 3 – Module 2: Developing the Whole Person
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
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Such agency or office may, among other things, impose as a condition the payment of
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Development Team of the Module

Writers:Khristine Joie P. Marohomsalic
Editors: Charie Faith A. Busano

Reviewers: Dr. Luzviminda R. Loreno
Illustrator:
Layout Artist:
Cover Art Designer: Reggie D. Galindez
Management Team: Romelito G. Flores, CESO V – Schools Division Superintendent
Mario M. Bermudez, CESO VI – Asst. Schools Division Superintendent
Juliet F. Lastimosa, CID Chief
Sally A. Palomo, EPS - LRMS
Gregorio O. Ruales, EPS – ADM Coordinator
Dr. Luzviminda R. Loreno – Division Senior High School Coordinator
Printed in the Philippines by Department of Education – General Santos City
Office Address: Tiongson St., Lagao, General Santos City

Telefax: (083) 552-8909
E-mail Address: depedgensan@deped.gov.ph
11
Personal
Development
Quarter 1 – Module 6:
Emotional Intelligence
SELF-LEARNING MODULE
DIVISION OF GENERAL SANTOS CITY

Introductory Message
For the facilitator:
Welcome to the Personal Development for Grade 11/12 Self-Learning Module (SLM)
on Developing the Whole Person!
This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
For the learner:
Welcome to the Personal Development for Grade 11/12 Self-Learning Module (SLM)
on Developing the Whole Person!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!
This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.
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This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.
What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link

the current lesson with the previous one.
What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.
What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.
Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.
Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.
Answer Key This contains answers to all activities in the

module.
At the end of this module you will also find:
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References
This is a list of all sources used in
developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
What I Need to Know
Hello there! Welcome to the sixth module of this subject Personal Development as a
Senior High student, I know you already gained previous knowledge, skills and
technique in developing your brain or the cognitive aspect or Intelligent Quotient.
In this module, you will be introduced to the new lesson which aims to deepen your
understanding about Emotional Quotient that will help you identify the different
kind of emotions and how you expressed them. This will help you to properly
manage your way of expressing your emotions, both negative and positive
emotions,
This module covers multitude of activities that asks for your active engagement.
This will give you the chance to evaluate your own thoughts, feelings and how you
express them. It aims to help you to find a healthy ways of expressing your feelings.
Enjoy, learn and grow though this module.
At the end of this lesson, you are expected to identify ways to communicate and
manage emotions in a healthy manner (EsP-PD11/12EI-Ii-j-8.1, EsP-PD11/12EI-
Ii-j-8.2, EsP-PD11/12EI-Ii-j-8.2).
Specifically, you should be able to:
➢ discuss that understanding the intensity and differences of their
emotions may help in communicating emotional expressions;
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➢ explore their positive and negative emotions and how they express
or hide them;
➢ demonstrate and create ways to manage various emotions.
What I Know
Hello! Before you begin this module, answer this test to find out what you already
know about the lesson you are about to take. Encircle the letter of your answer.
1. Which of the following intelligence describe the ability of an individual to

understand, use and manage his emotions?
A. Emotional Intelligence C. Linguistic Intelligence
B. Spatial Intelligence D. Natural Intelligence
2. High IQ (Intelligence Quotient) can predict success top test scores. Which
Intelligence can predict success in social and emotional situations?
3. You have difficulties in answering your module; your younger is asking you
some help in answering her module. You advice her to ask your mother but
instead of going to your mother she keep on bothering you that leads you of
losing your patience. Which Intelligence can help you build strong relationships,
make good decision and deal with difficult situations?
4. Emotional intelligence is a combination of several different skills. Which basic skill

is defined as being able to notice and accurately label the everyday feelings?
A. Being Aware of Your Emotions C. Understanding How Others Feel and Why
B. Managing Emotional Reactions D. Choosing Your Mood
5. Which emotional skills are being able to imagine how other people might feel in
certain situations?
C. Managing Emotional Reactions D. Choosing Your Mood
6. Which skill means knowing when, where, and how to express yourself?
7. Which kind of response is not expressing your own needs and feelings, or expressing
them so weakly that they will not be addressed?
A. Assertive Response C. Aggressive Response

B. Passive Response D. Massive Response
8. Which kind of response is asking for what you want or saying how you feel in a
threatening, sarcastic or humiliating way that may offend the other person(s)?
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9. Which kind of response asking for what you want or saying how you feel in an honest
and respectful way that does not infringe on another person's rights or put the
individual down?
10. Which emotion describes the feeling fear and worry?

A. Afraid C. Angry
B. Ashamed D. Confused
11. Which emotion describes the feeling mad with a person, act, or idea?
A. Afraid C. Angry
12. Which emotion describes the feeling unable to think clear?
A. Afraid C. Angry
13. Which emotion describes the feeling happy and aroused?
A. Excited C. Proud
B. Embarrassed D. Stressed
14. Which emotion describes the feeling worried about what others may think?
A. Excited C. Proud
15. Which emotion describes the feeling tense, tired, uneasy, and overwhelmed?
A. Excited C. Proud
Lesson
Emotional Intelligence
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You may have heard people mention "IQ" when talking about intellect and how
smart someone is. (For example, "My brother doesn't need to study as much as I do
because he has a really high IQ.") IQ stands for "intellectual quotient." It can help
predict how well someone may do academically. IQ is just one measure of our abilities,
though. There are many other kinds of intelligence in addition to intellect. For example,
spatial intelligence is the ability to think in 3D. Musical intelligence is the ability to
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recognize rhythm, cadence, and tone. Athletic, artistic, and mechanical abilities are
other types of intelligence.
One important type of intelligence is emotional intelligence.
Are you ready to begin your journey in this module? Before you proceed,
please recall your previous knowledge about The Power of mind.
Activity 1: I Remember my Past!
Instruction: Recall your past lesson which is Power of Mind and answer the
What’s In
questions below.
With the help of Map concept remember what are the 3 main parts of the
brain and its functions?
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What’s New
It’s great to know that you still remembered your past lesson on power of
mind which includes your cognitive aspect.
Are you now ready for the new lesson? Grab your pen/pencil, colouring
materials and other materials. Show your creativity and be excited to explore what
you will discover about yourself.
Activity 2: How I Feel Today
Instruction:
1. On a blank piece of paper, draw a face or an emotion that expresses your feelings
today.
2. Explain why you feel that way today.
EXAMPLE :
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.
What is It
How did you find your first activity? Do you find it difficult assessing
emotions today? Did you identify why you feel that way today? Do you think you
can take control over this feeling?
What Is Emotional Intelligence?
Emotional intelligence is the ability to understand, use, and manage our emotions.
Emotional intelligence is sometimes called EQ (or EI) for short. Just as a high IQ
can predict top test scores, a high EQ can predict success in social and emotional
situations. EQ helps us build strong relationships, make good decisions, and deal with
difficult situations.
One way to think about EQ is that it's part of being people-smart. Understanding
and getting along with people helps us be successful in almost any area of life. In fact,
some studies show that EQ is more important than IQ when it comes to doing well in
school or being successful at work.
➢ IMPROVING YOUR EQ/EI

Emotional intelligence is a combination of several different skills:
A. Being aware of your emotions

Most people feel many different emotions throughout the day. Some
feelings (like surprise) last just a few seconds. Others may stay longer, creating
a mood like happiness or sadness. Being able to notice and accurately label
these everyday feelings is the most basic of all the EQ skills. Being aware of
emotions — simply noticing them as we feel them — helps us manage our own
emotions. It also helps us understand how other people feel. But some people
might go through the entire day without really noticing their emotions. Practice
recognizing emotions as you feel them. Label them in your mind (for example, by
saying to yourself "I feel grateful,""I feel frustrated," etc.). Make it a daily habit to
be aware of your emotions.
B. Understanding How Others Feel and Why

People are naturally designed to try to understand others. Part of EQ is
being able to imagine how other people might feel in certain situations. It is also
about understanding why they feel the way they do. Being able to imagine what
emotions a person is likely to be feeling (even when you don't actually know) is
called empathy.
Empathy helps us care about others and build good friendships and
relationships. It guides us on what to say and how to behave around someone
who is feeling strong emotions.
➢ MANAGING EMOTIONAL REACTIONS
We all get angry. We all have disappointments. Often it's important to
express how you feel. But managing your reaction means knowing when, where,
and how to express yourself. Then you will understand your emotions and know
how to manage them, you can use self-control to hold a reaction if now is not
the right time or place to express it. Someone who has good EQ knows it can
damage relationships to react to emotions in a way that's disrespectful, too
intense, too impulsive, or harmful.
A. Choosing Your Mood

Part of managing emotions is choosing our moods. Moods are
emotional states that last a bit. We have the power to decide what mood
is right for a situation, and then to get into that mood. Choosing the right
mood can help someone get motivated, cconcentrate on a task, or try
again instead of giving up. People with good EQ know that moods aren't
just things that happen to us. We can control them by knowing which
mood is best for a particular situation and how to get into that mood.
➢ EQ: UNDER CONSTRUCTION

Emotional intelligence is something that develops as we get older. If it didn't, all
adults would act like little kids, expressing their emotions physically through stomping,
crying, hitting, yelling, and losing control! Some of the skills that make up emotional
intelligence develop earlier. They may seem easier: For example, recognizing emotions
seems easy once we know what to pay attention to. But the EQ skill of managing
emotional reactions and choosing a mood might seem harder to master. That's because
the part of the brain that's responsible for self-management continues to mature
beyond our teen years. But practice helps those brain pathways develop.
We can all work to build even stronger emotional intelligence skills just by recognizing
what we feel, understanding how we got there, understanding how others feel and why,
and putting our emotions into heartfelt words when we need to.
Source: http://kidshealth.org/en/teens/eq.html
Emotions are what you feel on the inside when things happen. Emotions are also known
as feelings.
1. Afraid: feeling fear and worry 6. Depressed: feeling sad, blue,
2. Angry: feeling mad with a person, act, discouraged, and unhappy
or idea 7. Embarrassed: feeling worried about
3. Ashamed: feeling bad after doing what others may think
wrong 8. Energetic: feeling full of energy
4. Confident: feeling able to do 9. Excited: feeling happy and aroused
something 10. Glad: feeling joy and pleasure
5. Confused: feeling unable to think 11. Jealous: feeling upset when someone
clear has something that you would like to have
or they get to do something you wanted 14. Relaxed: feeling at ease and without
12. Lonely: feeling alone and that nobody worry, calm
cares 15. Stressed: feeling tense, tired, uneasy,
13. Proud: feeling pleased for doing well and overwhelmed
Source:www.DannyPettry.Com
Activity 3: EXPLORING EMOTIONS

Instruction: A. Choose 3 emotions and identify what was happening when the
following emotions were felt:
Afraid Excited
Angry Glad
Ashamed Jealous
Confident Lonely
Confused Proud
Depressed Relaxed
Embarrassed A. Stressed
Energetic
B. What are the top three feelings that you do not like to have most?
1. _________________________
2. _________________________
3. _________________________
C. Instruction: I AM… Emotional self-awareness is the ability to recognize one’s

own feelings. In your journal, complete each statement based on how you feel. Use the
blanks to add your own feeling words.
Examples:
1. I am most happy when _________________.
2. I feel embarrassed when __________________.
3. I think negative thoughts about myself when _________________.
4. I am ____________ when ______________________.
5. I feel ________________ when ____________________.
6. I think _________ about __________ when ______________.
7. I am _________ when _____________________________.
8. I feel ________________ when _____________________.
9. I think ___________ about ____________ when ______________.
What you learned through these exercises and how you can
use these learning's to improve your emotional development.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
What’s More
You are doing great! I hope that by this time you know recognize
those feelings and identify what you can do if you feel those feelings. It is not
easy to deal with negative feelings that sometimes you want to hide it than
sharing it with others.
DEALING WITH DIFFICULT EMOTIONS

Shyness and anger are two emotions that can be difficult to manage in
some ssituations. Let us learn about them and how we can manage them to be
able to be more effective in dealing with others.
Activity 4. Read and be aware!
GENEVA’S STORY
Geneva has been standing in line for over two hours to buy a concert ticket.
The rule is, one person, one ticket. Her feet are killing her and she knows she is in
trouble with her mom, ho expected her home by now. But there are only five people
left in front of her and she is sure she will get a ticket. Out of nowhere, two girls
from school walk up, make a big deal about meeting up with their friend who just
happens to be standing in front of Geneva, and take places in line in front of her.
Source: http://www.advocatesforyouth.org/publications/1190-lessons
Processing Questions:
1. What do you think Geneva should do?
2. How will Geneva feel? How will the two girls feel?
3. What is the worst possible outcome?
TYPES OF RESPONSES
TYPESOF DEFINITION RESPONSE ON THE EXAMPLE

RESPONSES SITUATION
1.Passive ➢ Behaving ➢ If Geneva behaves passively, by
response: passively means standing in line and not saying
not expressing anything, she will probably feel angry
your own needs with the girls and herself. If the ticket
and feelings, or office runs out of tickets before she gets
expressing them to the head of the line, she will be
so weakly that furious and might blow up at the girls
they will not be after it's too late to change the
addressed. situation.
➢ A passive response is not usually in your
best interest, because it allows other
people to violate your rights. Yet there
are times when being passive are the
most appropriate response. It is
important to assess whether a situation
is dangerous and choose the response
most likely to keep you safe.
2.Aggressive Behaving ➢ If Geneva calls the girls names or

response aggressively is threatens them, she may feel strong for
asking for what you a moment, but there is no guarantee
want or saying how she will get the girls to leave. More
you feel in a importantly, the girls and their friend
threatening, may also respond aggressively, through
sarcastic or a verbal or physical attack on Geneva.
humiliating way
that may offend the ➢ An aggressive response is never in
other person(s). your best interest, because it almost
always leads to increased conflict
3.Assertive 1. Behaving ➢ If Geneva tells the girls they need to

response assertively go to the end of the line because other
means asking people have been waiting, she will not put
for what you the girls down, but merely state the facts of
want or saying the situation. She can feel proud for
how you feel in standing up for her rights. At the same
an honest and time, she will probably be supported in her
respectful way statement by other people in the line. While
that does not there is a good chance the girls will feel
infringe on embarrassed and move, there is also the
another chance that they will ignore Geneva and her
person's rights needs will not be met.
or put the
individual ➢ An assertive response is almost
down. always in your best interest, since it is your
best chance of getting what you want
without offending the other person(s).
➢ At times, however, being assertive can be inappropriate. If tempers are

high, if people have been using alcohol or other drugs, if people have
weapons or if you are in an unsafe place, being assertive may not be the
safest choice.
What I Have Learned
Great Job! You did well in your previous activity. Now, let us check your
understanding of the lesson by proving that you are the boss of your feeling.
Assessing your own own feeling and becoming the boss of your feeling will help you
do responsible actions.
Activity 5: AM I ASSERTIVE?
Instruction: Answer the question below. Write your answer in your activity
notebook
Assertiveness is the ability to express your wishes and beliefs in a positive way.
Too little Assertiveness can make you a doormat. Too much and you can be
bossy and aggressive.
1. Think of a time when you were a doormat.
What happened? ______________________.

What did you do? _____________________.
How did you feel? _____________________.
Now think of a better way to handle that situation in the future. Write a better
response and practice it.
___________________________________________________________________________
__________________________________________________________________________________
2. Think of a time when you were too bossy.

What happened? ______________________.
What did you do? _____________________.
How did you feel? _____________________.
Now think of a better way to handle that situation in the future. Write a better
response and practice it.
___________________________________________________________________________
__________________________________________________________________________________
Wow! It’s good to know that you are almost done. I hope you now
have a deeper understanding of how to control your own emotions and how
What I Can Do
to manage them. It will help you in developing your Emotional Quotient

(EQ).
Activity 6 - I am Responsible!
Instruction: Complete the sentence below to justify that you are the boss of your
emotions.
RESPONSIBLE ACTION SHEET
I am the BOSS of my feelings!
When I get angry, it helps me feel better if I _______________________________.
When I feel sad, it helps me feel better if I _________________________________.
When I feel anxious or nervous, it helps me feel better if I
_____________________.
When I feel grumpy, it helps me if I ______________________________________.
When I feel lonely, it helps me if I _______________________________________.
When I feel embarrassed, it helps if I __________________________________.
When I feel sick, it helps me feel better if I ________________________________.
When I feel silly, I like to ____________________________________________.
When I feel disappointed, it helps me if I ________________________________.
When I am honest, I feel _____________________________________________.
When I feel _________________, it helps me feel better if I __________________ .
Source: © 2011 by Education World®.http://www.educationworld.com/sites/default/files/Responsible-Action-
handout.pdf
Congratulations! You are now about to test what you have learned from this
Assessment
module. Read each question carefully and write the letter and words of your
activity notebook.
1. Which of the follow intelligence describe the ability of an individual to

understand, use and manage his emotions?
2. High IQ (Intelligence Quotient) can predict success top test scores. Which
Intelligence can predict success in social and emotional situations?
3. Emotional intelligence is a combination of several different skills. Which basic

skill is defined as being able to notice and accurately label the everyday feelings?
A. Being
Aware of Your Emotions C. Understanding How Others Feel and Why
4. Which skill means knowing when, where, and how to express yourself?
5. Which kind of response is asking for what you want or saying how you feel in a
threatening, sarcastic or humiliating way that may offend the other person(s)?
6. Which kind of response asking for what you want or saying how you feel
in an honest and respectful way that does not infringe on another person's
rights or put the individual down?
7. Which emotion describes the feeling mad with a person, act, or idea?
A. Afraid C. Angry
8. Which emotion describes the feeling unable to think clear?

A. Afraid C. Angry
9. Which emotion describes the feeling worried about what others may think?
A. Excited C. Proud
10. Which emotion describes the feeling tense, tired, uneasy, and overwhelmed?
A. Excited C. Proud
11. You have difficulties in answering your module; your younger is asking you
some help in answering her module. You advice her to ask your mother but instead
of going to your mother she keep on bothering you that leads you of losing your
patience. Which Intelligence can help you build strong relationships, make good
decision and deal with difficult situations?
12. Which emotion describes the feeling fear and worry?

A. Afraid C. Angry
13. Which emotion describes the feeling happy and aroused?

A. Excited C. Proud
14. Which emotional skill is being able to imagine how other people might feel in
certain situations?
A. Being Aware of Your Emotions C. Understanding How Others
Feel and Why
D. Managing Emotional Reactions D. Choosing Your Mood
15. Which kind of response is not expressing your own needs and feelings, or
expressing them so weakly that they will not be addressed?
C. Assertive Response C. Aggressive Response
D. Passive Response D. Massive Response
RUBRIC FOR INDIVIDUAL WORK (REFLECTION PAPERS)
Exemplary Sufficient Minimal Beginning

5 points 4 points 3 points 2 point
Self-disclosure / Student demonstrates Student Student Student
Depth of an in-depth reflection demonstrates a demonstrates a demonstrates a
reflection on, and personalization general reflection minimal reflection lack of reflection
of the theories, on, and on, and on, or
concepts, and/or personalization of, personalization of, personalization of,
strategies presented in the theories, the theories, the theories,
the course materials. concepts, and/or concepts, and/or concepts, and/or
Viewpoints and strategies strategies strategies
interpretations are presented in the presented in the presented in the
insightful and well course materials. course materials. course materials.
supported. Clear, Viewpoints and Viewpoints and Viewpoints and
detailed examples from interpretations are interpretations are interpretations are
personal experiences supported. unsupported or missing,
are provided, as Appropriate supported with inappropriate,
applicable. examples are flawed arguments. and/or
provided from Examples are not unsupported.
personal provided or are Examples are not
experiences, as irrelevant to the provided.
applicable. assignment.
Connection to Student makes in- Student goes into Student goes into Student merely
outside depth synthesis of some detail little detail identifies some
experiences thoughtfully selected explaining some explaining some general ideas or
aspects of experiences specific ideas or specific ideas or issues from outside
related to the topic and issues from outside issues from outside experiences
makes clear experiences experiences related to the topic.
connections between related to the topic related to the topic
what is learned from and makes general and m very few
outside experiences connections connections
and the topic. between what is between what is
learned from learned from
outside outside
experiences and experiences and
the topic. the topic.
Connection to Student makes in- Student goes into Student goes into Student identifies
readings depth synthesis of more detail little detail some general
thoughtfully selected explaining some explaining some ideas or issues
aspects of readings specific ideas or specific ideas or from readings
related to the topic and issues from issues from related to the topic.
makes clear readings related to readings related to Readings are only
connections between the topic and the topic and those assigned for
what is learned from makes general makes general the topic.
readings and the topic. connections connections
Includes reference to at between what is between what is
least two readings learned from learned from
other than those readings and the readings and the
assigned for class. topic. Includes topic.
reference to at
least one reading
other than those
assigned for class.
Connection to Student synthesizes, Student Student attempts Student has
class analyzes and evaluates synthesizes clearly to synthesize some difficulty restating
discussions & thoughtfully selected some directly directly appropriate some general
unit objectives aspects of ideas or appropriate ideas ideas or issues ideas or issues
issues from the class or issues from the from the class from the class
discussion as they class discussion as discussion as they discussion as they
relate to this topic. they relate to this relate to this topic. relate to this topic.
topic.
Additional Activities
I hope you have a learned a lot from the activities in this module. This
additional activity is expected to enrich your knowledge and to seal your capacity
and willingness to control your emotions and express them in rightful way
A part of growing up is learning how to "Be the Boss of Your Feelings." It is

normal to experience many feelings, and you develop tools to help them express
and manage their difficult feelings.
Activity 7: I can Do It!
Instruction : Perform the challenges below .
1.The Smile Challenge:

Next time you are feeling sad or grumpy, smile at someone or try to
make someone laugh. Notice how making someone laugh or smile makes
you smile too.
2.The Breathing Challenge:

Who controls how you breathe? That's right, you do! So here is a
challenge. When you are upset, feeling nervous, or can't get to sleep, just
take your hands and put it on your heart or your tummy; you may like to
close your eyes as we count five breaths. With each full breath, that's one
breath in and one breath out, press one finger, and then the next, against
your tummy. Let's do this five times with long, slow, easy breaths." After the
five breaths, say, "Open your eyes. Do you feel better? Tell your teacher if it
works for you. Maybe you can all do it as a class if you need to take a break,
to turn the day around, or to get ready for a test.”
3. The “Bee Breath”:
If you start to feel angry or upset, sit quietly with your hands in your
lap. Close your eyes and make an angry face. Then take a deep breath in
and as you breathe out, hum or buzz that angry bee out. Keep buzzing using
all your breath. Now make a happy face, breathe in again, and make a
happy humming or buzzing sound as you breathe out. Keep buzzing until
you feel that the angry bee is gone.
Source:http://www.educationworld.com/a_lesson/lesson-plan-managing-feelings.shtml#sthash.qUEP980m.dpuf
What I know Assessment
What’s In 1. A 1. A
In any order 2. A 2. A
1. Cerebrum 3. A 3. A
2. Brain Stem 4. A 4. B
3. Cerebrum 5. C 5. C
a) Frontal 6. B 6. A
b) Parietal 7. B 7. C
c) Occipital 8. D
8. C
d) Temporal 9. B
9. A 10. D
10. A 11. A
11. C 12. A
12. D 13. A
13. A 14. C
14. B 15. D
15. D
References
Books
Carter-Scott, Cherie. (1999). If Love is a Game, These are the Rules. Broadway
Books, a division of Random House, Inc. pp. 151-152.
Clark-Lempers, D., J.D. Lempers & C. Ho. (1991). Early, Middle, and Late
Adolescents' Perceptions of Their Relationships with Significant Others . Journal of
Adolescent Research. 6-3, 296-315.
Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela,
Ferdinand O., Tuason, Vevian T. (2013). Psychology: Dimensions of the Human
Mind. Mutya Publishing House, Inc.
Wallace, H., Masters, L. (2001). Personal Development for Life and Work, 8th Ed.
Southwestern Educational Publishing, Inc.
Roldan, Amelia S. (2003). On Becoming a Winner: A Workbook on Personality
Development and Character Building. AR Skills Development and Management
Services (SDMS), Paranaque City, Metro Manila.
Sanchez, Bo. (2006). Life Dreams Success Journal: Your Powerful Tool to Achieve
and Surpass Your Dreams One Step At A Time. Shepherd’s Voice Publishing. 60
Chicago St., Quezon City Metro Manila 11
Santamaria, Josefina O. (2006). Career Planning Workbook, 4thEd. Makati City:
Career Systems. pp. 38-41
Websites
http://ong.ohio.gov/frg/FRGresources/emotional_intellegence_13-18.pdf
http://personality-testing.info/printable/big-five-personality-test.pdf
http://raisingchildren.net.au/articles/community_activity_teenagers.html
http://schools.nyc.gov/NR/rdonlyres/C7BD7406-040C-42FA-B44C-
2FCF72EB819C/0/GrowYourIntelligenceArticleandActivity.pdf
Source: http://www.advocatesforyouth.org/publications/1190-lessons
Source: © 2011 by Education World®.
http://www.educationworld.com/sites/default/files/Responsible-Action-handout.pdf
DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations
For inquiries or feedback, please write or call:
Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)
Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax No.: (083) 2288825/ (083) 2281893
Email Address: region12@deped.gov.ph

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What is the purpose of this module?

What is the purpose of this module?

What topics are covered in this module?

What topics are covered in this module?

11

DIVISION OF GENERAL SANTOS CITY

Development Team of the Module

Editors: Charie Faith A. Busano

Printed in the Philippines by Department of Education – General Santos City

Office Address: Tiongson St., Lagao, General Santos City

DIVISION OF GENERAL SANTOS CITY

This module was collaboratively designed, developed and reviewed by educators

Notes to the Teacher

For the learner:

What I Know This part includes an activity that aims to

What’s In This is a brief drill or review to help you link

What’s New In this portion, the new lesson will be

What is It This section provides a brief discussion of

What’s More This comprises activities for independent

What I Have Learned This includes questions or blank

What I Can Do This section provides an activity which will

Assessment This is a task which aims to evaluate your

Additional Activities In this portion, another activity will be given

Answer Key This contains answers to all activities in the

At the end of this module you will also find:

The following are some reminders in using this module:

What I Need to Know

1. Which of the following intelligence describe the ability of an individual to

4. Emotional intelligence is a combination of several different skills. Which basic skill

A. Assertive Response C. Aggressive Response

10. Which emotion describes the feeling fear and worry?

Activity 1: I Remember my Past!

Activity 2: How I Feel Today

What Is Emotional Intelligence?

➢ IMPROVING YOUR EQ/EI

A. Being aware of your emotions

B. Understanding How Others Feel and Why

A. Choosing Your Mood

➢ EQ: UNDER CONSTRUCTION

Activity 3: EXPLORING EMOTIONS

C. Instruction: I AM… Emotional self-awareness is the ability to recognize one’s

DEALING WITH DIFFICULT EMOTIONS

Activity 4. Read and be aware!

TYPESOF DEFINITION RESPONSE ON THE EXAMPLE

2.Aggressive Behaving ➢ If Geneva calls the girls names or

3.Assertive 1. Behaving ➢ If Geneva tells the girls they need to

➢ At times, however, being assertive can be inappropriate. If tempers are

What I Have Learned

1. Think of a time when you were a doormat.

What happened? ______________________.

2. Think of a time when you were too bossy.

to manage them. It will help you in developing your Emotional Quotient

1. Which of the follow intelligence describe the ability of an individual to

3. Emotional intelligence is a combination of several different skills. Which basic

8. Which emotion describes the feeling unable to think clear?

12. Which emotion describes the feeling fear and worry?

13. Which emotion describes the feeling happy and aroused?

RUBRIC FOR INDIVIDUAL WORK (REFLECTION PAPERS)

Exemplary Sufficient Minimal Beginning

A part of growing up is learning how to "Be the Boss of Your Feelings." It is