HOMEROOM

GUIDANCE PROGRAM
ACTIVITIES
Grade 9
 INTEREST TEST

Objectives:
1. This activity aims to help the students be more cognizant about
their interests; in the things they prefer to do.

2. In line with the first objective, this activity is also geared

towards knowing the reasons why they are interested in such
things, thus, a reflection of their values, abilities, the kind of
peer group where they belong and the kind of relationship we
have, the environment in which they live, the opportunities they
have had for developing such interests, and other factors.

3. It is also designed in such a way that the students would have a

closer view of themselves, giving them a chance to crystallize
their self-concept.

Procedures:The facilitator would say that he is going to ask the

students some simple questions about what they like doing most of
the time. Then he asks the students to get a piece of paper (1
whole sheet of pad paper) and their pen. The facilitator is expected
to read the questions loudly and clearly. Silence should be
observed during the “test”, and the facilitator must see to it that
the students would honestly answer the questions so as to serve
its purpose.

Instructions: You are going to answer the following questions briefly

and accurately. You are expected to answer the questions as honestly as
possible. There is no time limit but you should answer as quickly as you
can.

 The facilitator is expected to read the instructions. He must also see

to it that everything is standardized as normally followed during real
testing sessions.

Questions:

A. Sports
1. Do you like sports? Yes or No. If yes, what kind of sports
do you prefer?
2. With your answer in No. 1, what do you think is the
reason which made you like or prefer this sports?

3. Do you actually engage in this sport? If your answer is

No, Why?
4. Since when you like it?
5. Who are the people who introduced you to this kind of
sports? Who are/is the person/s who usually
accompanied you in engaging in this sports?

B. Conversations
1. Are you fond of having conversations with other people?
Who are the people whom you talk with?
2. If your answer in no. 1 is Yes, what topics of your
interests are discussed?
3. Do you think it is important for you to know how to
handle conversations? Why?
 4. In your conversations, who is the person whom you can
regard as the best conversationalist? In what way are you
related to his persons?

C. Travelling
1. Do you enjoy travelling? Or do you travel for a vacation?
2. What place do you like most? Why?

3. Who are the people who accompany you? Do you enjoy

their company?
4. From your list of talents that you have, which do

D. Dancing/Talent
1. Do you dance? If Yes, what kind of dance? What other
talents do you have? If None, what other things can you
do (talents)?
2. With you answer in No. 1, what is the reason you have
such talents?
3. From your list of talents that you have, which do you like
doing most of the time?

4. Are there any significant people who helped you

developed you talent(s)? Who are they? How are you
related to them?

Reading
1. What reading materials do you read?
2. With regard to No. 1 answer, why do you think you prefer
such?
3. What are you favorite topics for your readings?
4. Who is/are your favorite author(s)?
5. Why do you read?

E. Education/Vocation
1. What is/are your favorite subject(s)?
2. What made you say that you like this?
3. What is your ambition in life? Why?
4. What is the thing among this list which you like doing
most of the time?
a. fixing appliances
b. doing mechanical work
c. sketching or drawing
d. singing
e. writing literary pieces
f. taking care of a sick
g. helping you younger brothers and sisters in
their lessons
h. typing
i. experimenting
j. inventing things
k. reading science books
l. acting
m. delivering speeches
n. playing musical instruments
 F. Television
1. Do you have a television?
2. Does watching a television have some appeal to you?
3. What TV programs to do you like best and why?
4. When do you watch TV?
5. What benefits do you get from watching your favorite
programs?
Processing: After the questions have been answered, the facilitator will ask
the students to approach their closest friend/s and compare
their answers with one another. The students can also compare
their answers to their other classmates.
1. How did you find the activity?
2. What are some significant things which you discovered about
yourself?
3. When you were asked to compare you answers with your
friends, what did you find out?
 If it came out that there are compatibilities in their responses,
there questions may be asked:
 Do you think being compatible with each other in terms
of interest has an effect in every relationship?
 Could you give some negative effects of being compatible
with your interest?
4. Are other significant people around us important that we tend
to develop such interests?
5. When we are in our own peer groups of families, are we forced
to have such preferences?

Do we just engage in such activities because our friends and

some family members require us to do the same or they are just
doing them that we tend to identify them?

6. Do you insist your interests even if other don’t like to do them?

7. When you don’t have enough resources so that these interests
are fully developed within us, what do you feel? What do you
do?
AD-SONG DRAMA

Objectives: This activity aims to develop alertness and the ability to react
speedily with the various social demands. It is also designed to
activate the students’ potentialities on impromptu preparations
and enhance their sense of creativity. Furthermore, it aims to help
the individual overcome shyness (or other inhibitions) in socially
oriented situations. Finally, it seeks to help them understand
cooperation and coordination.

Material: Any stick-like instrument, e.g. wooden stick or ruler

Procedure:
A. This activity has two parts:

Part I: for individual participations

Part II: for group participation

The facilitator may conduct only one part if he wishes to do

so. If both parts will be done, the above sequences to be
followed.

B. The facilitator explains what Ad-Song Drama means

Ad - means any advertisement/commercial on TV
 or radio
Ex. “Coke is it!”
“Royal, natural”

All ads should be properly expressed and the name of

the advertised product should be included.
Song - means any song (pop, rock, ballad, sweet,
Christmas, etc.), however, only a line or two will
be sung.
Ex. “Be my lady. . . “
“That I was born for you. . .”

Drama - means any short dramatic response taken from

a TV/movie scene. It may also be original.

Ex. “. . . Oh, I messed you so much.”

“Why did you do this to me?
Dynamics of the game proper

The “IT”, while holding the stick shall roam around and say, Ad-
Song-Drama. Ad-Song-Drama, and so on until he decides to
stop on one of the three words while simultaneously pointing to
someone else. If he stops on the word AD, the student he is
pointing at should recite any ad before five seconds

C. Rules of the game:

1. Repetition of any response (even the examples) is not
allowed. All responses must be different.

2. Once the “It” has called on someone, coaching in any

manner is prohibited. Anyone caught will replace the “it”.

3. The reaction time is strictly five seconds. When the “it”

points at someone, the “it” will begin counting from one to
five (five seconds). If the student fails to respond after the
given reaction time, he shall automatically be the next
“it”.

4. Anybody who becomes the “it” for the second time shall
be given a punishment by the class (to dance or
whatever}.

D. Part I – Individuals
Arrangement: circular (only if possible)
The first “it” is a volunteer from the class. If no one does, the
facilitator makes his choice. Then, the class shall be given
three minutes of preparation to think of Ads, Songs and
Dramas as much as they can. The game proper follows.

E. Part II – Groups

Group-members must stay together to distinguish one group

from the others. The same procedure applies, only the “it”
shall point to the group instead of an individual and the
responses will be in groups (some kind of a chorus response)
and the class will be given five minutes of preparation before
proceeding to the game proper. The group who fails to
respond will have a minus point, at the same time a
representative from the group shall be the “it”. With regards
 to punishment, the same principle applies. Hence, the whole
group will be punished. It is important to take note that all
members of the group should respond then their group
recites, sings or acts. The group with the most number of
minus points is the loser. The facilitator may assign scorer.

Processing:
1. How would you feel when you were called and you haven’t
prepared an answer? How about when you were
prepared? Discuss the importance of impromptu
preparation.
2. What else should be present in an individual in order for
him to respond? (alertness, sense of creativity, and
confidence)

3. Which of the responses do you fear most? Why? Explain

how to overcome this fear and its advantages.
4. What did you feel when you become an “it”
5. What do you find more challenging, individual or groups?
Why?
6. In the groupings, how did you manage to respond? Did
your group had any particular strategy?
7. For the loser: What do you think was the cause of your
downfall? What should have been done in order to
overcome this?
8. What have you learned from this activity?

GUESS WHAT

Objectives: To help students become familiar with the different types of work;
to establish group identification; to emphasize group cohesiveness

Procedures:
1. The class is divided into groups of 6-8 members each. Each
group has to choose a particular type of work and decide on a
way to demonstrate such work.
2. The different groups are given only 10 minutes to talk and
decide on what to do.
3. The facilitator then calls all the groups to form one big circle.
The former informs the students that if he points to a group,
the members of the group acts out the activity they have chosen
to best describe the type of work they have assigned for their
group.
4. When the facilitator points to another group, the members now
have the chance to pantomime. The group called beforehand
should also stop demonstrating their activity.
5. The facilitator points to several groups as fast as he can. Group
members caught not acting will cause the entire group to be
disqualified. The same is true for those who continue acting
when another group has already been called upon the
facilitator.
6. Forty minutes is allotted for the game proper itself. When time
is up, the students try to guess the different types of work
demonstrated.
Processing:
1. How did you find the activity? Did you enjoy it?
2. Was it difficult to choose a type of work you would want to
demonstrate? Why did you choose such work?
3. How did the group arrive at a means to describe the work they
have chosen?
4. Do you approve of how a particular group tried to pantomime a
type of work they chosen? Why or why not?
5. To the winners, what made you win the game? To the losers,
what may have caused your defeat?
6. What insights did you get from this activity?

MATCH ME

Introduction: Life is shared between friends, each living not only his own
life but alsothat of his friends. These must. However, be no
question of appropriating the life of another. We make the
life of a friend of ours with the most total respect for his
otherness. Thus, we let our friends participate in exactly
the same in our life. Friendship because of the dynamism
proper to it, leads us from individual living to a state of
shared existence and this implies a veritable
metamorphosis of life. Among young people, such a
metamorphosis is generally affected spontaneously and
easily. Sometimes, a simple meeting of the eyes the
exchange of a few words, a handshake, an encouraging
word, a small service rendered or received, the expression
of feelings suffice for two people to become conscious and
open themselves to a mutual osmosis. On the other hand,
adults who have known several failures and
disappointments in their emotional relationship s with
others only gradually overcome their mistrust and
hesitations and thus become ready for a metamorphosis of
their lives through friendship.

Objective: It is due to these various reasons that this particular

activity intends to seek it way of letting the students
become more aware of the different feelings and/or
emotions that actually play certain vital roles in the
growth as well as failures of established relationships
especially that of friendship.

Materials: a reproduced copy of the illustration, ballpen

Numbers: For the first half of the activity, each student shall work on
his own, then the whole class is divided into six-seven
groups for the purpose of sharing and discussion.

Time: The whole activity is designed to be done in one hour.

Forty minutes shall be allotted for the facilitation of the
activity and the remaining minutes shall be spent for the
processing.

Procedure: Imagine yourself to be shopping around a department

store. Accidentally, you found yourself in one huge section
of that store where little kids often hang around. To your
surprise, you found out that there is to see are numerous
beautiful and irresistible toys hanging from match boxes,
bikes, skates to stuff dolls, etc. Among these items, you
are very much interested to have some of these stuff dolls.
Since the store marks its anniversary sale, you were
informed by one of the salesladies that these items are
definitely new arrivals and that the owner decided to
sponsor a game to promote these new items.

A grand reward awaits the winner while consolation prizes

are also at stake for all the contestants. Luckily, you were
just picked as one of the curious customers for that
particular game.

The game goes this way:

1. You are given a sheet of paper containing a complete

illustration of the different stuff dolls for sale.

2. You are asked to pick out the right adjective provided

for that will perfectly match how the different stuff dolls
actually feel as expressed by their looks.

Example:

Answer: Arrogant

bored
sad
arrogant
3. You are given 20 minutes to finish the game. If you
exceed from the allotted time, you automatically lose.

4. The winner is determined by the facilitator himself by

checking it out who among the contestant (students)
gets the most number of correct answers.

Therefore, a winner is selected on the basis of having

the most number of correct responses.

5. As a reward for the winner, he is given the privilege to

pick out five different stuff dolls which he admires
most. For all the losers, they too are given the reward to
select at least 3 stuff dolls which they like best.

NOTE: After the first part of the activity is done. The

facilitator divides the class into six groups for purposes of
sharing. What the students shall discuss will revolve
around the following guidelines:

1. What were the different stuff dolls you chose as your

own reward?
2. Cite some reasons for you basis of preference

3. If these stuff dolls were true/real, which would you

choose? Why?
 4. Was it difficult or rather easy for you to pick out
which among these stuff dolls will be for your own
reward?

5. Do these stuff dolls remind you of something?

Processing: 1. Was it difficult for you to match the different adjectives

that will likely match how these stuff dolls feel? Why?

2. Have you encountered these different feelings as

a result of your relationship with your friends?
3. How do these forms of feelings affect your relationship with
your friends?

4. Is it better to show openly your feelings no matter

how “negative” they may be? Why?

5.In your own personal experience, what actually

makes a friendship grow stronger? In other words, what
are your personal standards in choosing a “good” friend

EITHER YOU OR NO ONE

Objectives: To help the young adolescentsrealize the importance oftaking

things in stride and not to rush into things especially when it
is a matter of love relationships. To guide the students to the
different opportunities that can come their way if they learn the
value of patience.
To realize the importance of others in our growth.
To realize the importance of communication in a relationship.

Materials: Granting there are 50 students, prepare 50 strips of coupon

bond at 9”x3” dimensions.
Print the following words on each strip:
1. BREAD BUTTER
2. BACON EGGS
3. SPOON FORK
4. JOHN LENNON YOKO ONO
5. JOSE RIZAL JOSEPHINE BRACKEN
6. ROMEO JULIET
7. SAMSON DELILAH
8. PEN PAPER
9. PRINCE CHARLES LADY DI
10. NEEDLE THREAD
11. MICKEY MOUSE MINNIE MOUSE
12. DONALD DUCK DAISY DUCK
13. MUTT JEFF
14. BROOM DUSTPAN
15. CUP SAUCER
16. ICE CREAM CONE
17. KING QUEEN
18. SHOES SOCKS
19. TABLE CHAIR
20. MOTHER CHILD
21. TOOTHBRUSH TOOTHPASTE
22. IMELDA FERDINAND
23. NINOY CORY
 24. ADA M EVE
25. JACK JILL

Other materials: scotch tape, scissors

Procedure: Be sure that each students has a partner. In case that the total
number of the class is an odd number, the facilitator must join to
make the total an even number.

*On the different strips are words, objects, people that go together.
For each strip, there is a corresponding match for it.

Steps:

1. Shuffle the strips, make sure that those that go together are not
very near each other.

2. Let the students form two lines with their backs turned against
the facilitator.

3. The facilitator randomly picks any strip of paper has been

attached on his back. This should be done until each student
has a strip of paper attached to his back.

4. The student with a strip on his back must by all means avoid
showing his back to any student while the facilitator is still
attaching the other strips on the other students. Those who are
caught showing their backs prior to the signal of the facilitator
will be disqualified.

5. When each student already has a strip on his back, the

facilitator would give the signal for them to start looking for their
corresponding partner.

6. Without using any words, the student must try to find out what
works has been written/attached on his back. He can do this by
securing the help of another person. The person after looking
into the strip of paper may only describe it through actions, body
language or portrayal of something stereotyped about that
person, object or word. NO WORDS SHOULD BE USED.

7. Once the person has an idea if what is posted on his back, he

must try his best to look for his partner. In the course of doing
so, he can use as much body language as he can in search of his
partner. He must not stop until he finds his partner.

8. The students who are not able to locate their partners after the
15 minute time limit would be disqualified together with their
unallocated partner.

Processing:1. When the facilitator was sticking the strips on your backs, what did
you feel?

2. What did you feel when the time was running out and still
you have not located your partner?

3. After several futile attempts, what did you feel when you finally
found your partner?
4. What did you feel when you thought you had located your
appropriate partner only to find out that he is not the one?

5. Could it have been easier to find your partner if you were

allowed to use verbal communications, why?

6. Would it be possible for you to locate your partner without the

help of others, i.e. portrayals and clues given? If yes, how?

7. Was it easier for you to locate your partner when you were made
aware of what was written on your back?

8. What insights did you learn from the activity?

 THE CRYSTAL BALL OF LIFE

Objective: To encourage thestudents to have determination in life.

To enable the students to realize the importance of their past

experiences in their present and future life.

Materials: one whole sheet pad paper, pencil/ball pen

Procedures: 1. Ask the students to draw two crystal balls on a one whole
sheet of pad paper, one in front and one at the back. The
first crystal ball will represent the past and the second one
will represent the future.

2. They to think of their past experiences which have

significant bearing in their present life, and write them
down on the crystal ball (words or phrases are enough).

3. Then afterwards, they have to think of what possible future

they will have considering their past experiences and
present life. They also have to write these on the crystal ball
representing the future.

4. They will be given around 10-15 minutes to do this.

5. Divide the class into groups with 5-6 members each and
ask each of them to explain their work to their group mates.

6. Allot 20-25 minutes for this.

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Procedure: 1. Did you have a hard time thinking of the past experiences that
you had? Why?

2. Do you have a clear idea of what life you want to have in the
future? Why?

3. How did you feel when you were asked to share your
experiences and your possible future life with your group
mates? Why?

4. Do you believe that you are responsible for what will become of
you in the future? Support your answer.

5. Basing on your past experiences, what attitudes should you

have to be able to have a better life?

6. Can you give other insights related to the activity

THE JIGSAW OF HEARTS

Objective: To help students have a better understanding of the nature of

love and what it entails to love someone.

Materials: pieces of cartolina that form a heart, scotch tape or paste

Procedure: Each one from the class will pick a piece of cartolina from 2 boxes
that will be passed around. On the back of each chart is a
number which corresponds to a group number. Each will then
look for his group mates. They will then form the whole heart and
discuss among themselves what qualifies are a part of love and
why they say so. They will then write these qualities on the jigsaw
pieces. The result of the discussion shall be shared to the class
by a representative of the group.

Processing: 1. Was it easy to identify the qualities of love? Why?

2. Do you think that to love is easy? Is it true that we can fall in

love at first sight?

3. Is love something both should work at to maintain or will it

just naturally grow? Why?

4. “I love you because I want you” and “I want you because I love
you” mean two different things. What do they mean? How can
you strike a balance between wanting and loving?

5. How would you define a mature love?

MR. D. J.

Objectives: 1. To develop creativity in the students as they use either writing

or drawing in order to express feelings or thoughts about one
poignant experience in their lives.

2. By bringing back to memory such experience, students may

perhaps discover a new angle which can help them gain a
 better understanding of the event, learn something from what
transpired or simply a better understanding of oneself.

3. Whether positive or negative, such memory can be seen in a

better light as students engage in creative expression.

4. The activity can serve as a growth experience for the students.

Materials: paper, pen, crayons/colored pencils, pencils

Procedure: 1. Ask the students to recall one of any of their life experiences
that has had the greatest impact on their young lives. It could
be happy or sad, funny or tragic, Then ask them to think of a
song or poem which comes close to describing what one felt
or thought about the experience.

2. One or two line of the song or poem is adapted as the theme of

any of the creative forms that the student chooses:

a) a letter/essay of 3 to 4 paragraphs
b) comic book/cartoon format

3. All works have a common beginning

Dear Mr. D.J. the lines of this song/poem are memorable for
me because….

4. Students must be able to show through their work the

connection between the song/poem to the experience and yet
be able to describe the experience fully. So in the case of the
first format, they can use the first paragraph to describe the
experience then use the succeeding paragraphs to relate the
song to the experience. For the second format, they can
illustrate the event and utilize dialogue and even streams of
thought then relate it to the theme.

It is important that the students describe the event with their

thoughts and feelings.

5. They can share their work to the class if they are willing to.

Processing: 1. What type of experience come to your mind? Why was

such experience chosen? What made it meaningful,
poignant or memorable?

2. Was it easy to chose the experience? Why or why not?

3. What did you discover about yourself as you were willing or

illustrating the experience? Did the emotions block the reliving
of the experience and made it difficult or did they somehow
push you to full expression and inspire your work?

4. When you were going over your work did something occur to
you, did you realize something, or did you see the experience
in a different light? Do you think that remembering certain
events is purposeful? How does it become purposeful?

5. What has the activity given you? What insights did you gain?
 SHEM, HAM AND JAPHETH

Objectives: 1. to let the students of the individuals in the group be acquainted

with one another.

2. to prove the way for the initial step of

Materials: chairs for participation to sit on

Procedure: 1. This activity could best work first into a circle. The facilitator
would let the students/participants sit on the chairs inside
the circle. The facilitator would explain that each participant
would be called “Ham”. The person sitting on his right is
“Shem” and the one sitting on his left is “Japheth” There
would be someone who is the IT and should stand at the
center. The first IT could be a volunteer or the facilitator
himself. The IT would point to anyone of the persons seated
around the circle. Suppose IT points to the person named
Juan dela Cruz must give the name – Ma. Victoria dela
Victoria – the person sitting on his left is Mario dela Pena.

The IT call “Shem!” Before the IT can count three, Juan dela
Cruz must give the name – Ma. Victoria dela Victoria – the
person sitting on his right, corresponding to “Shem” If Juan
fails to do so, he must stand up and give his place to the IT.

If IT had called “Japheth,” then Juan would have answered,

Mario dela Pena,”

The IT may try to fool the participants by calling “Ham.” In

this case, the participants must then answer his own name.
If he fails to do so. He must give his place to the IT.

The procedure would go until most of the participants’ names

had been called already, or most of the participants know one
another already, or most of the participants had become an
IT already.

The facilitator would consider the time also.

Processing: 1. How do you feel when you have not answered the right
name?

2.How do you feel when your seatmate did not tell your
right name.?

3. Did you learn any new names?

4. How did the game help you learn names?

5. Do you feel closer with one another now than you were before
you play the game?

6. Did you learn anything else about the players?

7.What did you learn from the activity? What important thing did
the gem give you? (Expected answers: new friends or new
possible potential friend/s)g
 BLIND WALK

Objective: This activity aims to develop in the students the trust needed in
maintaining a relationship

Materials: big handkerchief, thumb tax

Procedure: Ask the students to choose his/her own partner. After each has
chosen a partner to work with, then., assign them to form two
lines. Tell the pairs that each partner must decide who among
them will be designated as person A and who will be the person
B.

After this has been accomplished, instruct each pair that they
must also decide who among them will be blindfolded either by a
handkerchief or any cloth they could use. The facilitator must
qualify that the material to be used to cover their eyes should be
tick enough so as not to let the person peep or see things around
him/her.

When all of these things have been mentioned. Then the

facilitator informs the pairs that the person to be blindfolded will
have to be guided by her partner along a path where numerous
thumb tax have been scattered.

Their task is to go across the “dangerous path” requiring the

blindfolded parson to be bare footed or either may wear his/her
socks on. Through the guidance of the other then, both could
successfully go across the path.

In instances where the blindfolded person may have stepped on a

thumb tax then he/she and the respective partner may
immediately take necessary precautions and hence will be out of
the group.

Processing: 1. How/What did you feel before the experiencing of the

actual activity wherein both of you have to go across the dangerous “path?”

a. As the guide
b. Blindfolded person

2. How about during the actual phase where both have to go

across the “dangerous path”

a. As the guide
b. Blindfolded person

3. Did you have second thoughts that your partner may lead
you to the wrong direction allowing you to step on the
thumb tax

4. Do you think your partner really guided you to the right path or
led you to the wrong one?

5. How do you define Trust? What are the requisites?

6. What do you think is the significance of being blindfolded?

What does it symbolize?
 7. How important is trust in a human relationship? In
camaraderie/friendship? In a love relationship?

8. Was there an instance in your life where you have given up

something or even have taken a risk in any of your
relationships?

9. What do you do whenever you are left out by a friend/loved

one? How do you feel when that friend tries to destroy the trust
that you have given him?

10. What do you do whenever you are supported by a friend/loved

one? How do you feel when that friend tries to establish or
nurture the trust you have given him?

LIFE MOST UNFORGETTABLE CHARACTERS

Objective: This activity is tailored to enable the students to becomemore

aware of some significant persons and their contributions and
also to make the students determine what they want to
contribute to this world.

Procedures: First Part: The students are first asked to form 4 groups. The
facilitator writes on 4 big cartolinas (manila paper will do) or on
the blackboard the following:

COLUMN A COLUMN B

_____ 1. William Shakespeare a. Classical music

_____ 2. Benigno Aquino III b. El Fili and Noli
_____ 3. Charles Darwin c. Boxing Heavyweight
_____ 4. Benjamin Franklin d. Law of Gravity
_____ 5. Barrack Obama e. Electricity
_____ 6. Jose Rizal f.Pres. of the Philippines
_____ 7. Albert Einstein g. Romeo and Juliet
_____ 8. Beethoven h. Mona Lisa
_____ 9. Leonardo da Vince i. Theory of Relativity
_____ 10. Muhammad Ali j. Evolution of Species
_____ 11. _______________ k. Pres. of US

If written on cartolinas or manila paper, then the facilitator has

to place them on the board. If there are no available cartolinas,
then the facilitator could just write on the board (there should be
4 sets written on the board).

Ask the students for form 1 straight line per group facing the
board. The 4 groups must have the same distance from the
board. Once the facilitator shouts “start” then the first person in
each group must run to the board and write the answer for the
first item by matching column A with column B. After the first
persons have finished and stay at the back. The second persons
will have the turn to run and answer the second item. The same
procedure holds true for the third, fourth, fifth, sixth, etc.
persons of the group. The first group to finish answering all the
items correctly will be announced the Winner.
 Second Part: After the contest, the students are asked to write
a short essay entitled “MY Most Unforgettable Character.” The
essay would focus on one great person whom the student
admires most and the reasons why he admires such person. It
would also include the contributions of the great person he
chose and the possible contributions of the student himself
which he wants to share the world.

Processing: When the students have finished writing their short essays, the
facilitator calls on some students to read to the class what they
have written. After some students have recited, then the
facilitator could go deeper into the topic by asking them the
following questions:

1. Give some other significant persons in our history and their

contributions.

2. What do you think would happen to the world if there were

no inventions and discoveries?

3. What do you think would happen if these inventions were

only kept by the scientists or researchers for themselves
alone and not share them to the world?

4. If you were a scientist or a great person, what would you

like to invent for future use? Why?

5. As a student, what could you contribute for the progress of

the world now?

GUESS WHO?

Objectives: 1. To make the students more aware of the cues they make of
their classmates.
2. They should be able to recognize their classmates by the cues
they have made.
3. It makes them remember their classmates better.
4.It makes the students confident and feel accepted by their
classmates. In groups, people want that they are called by
name and that they are recognized. It is the same for this
situation they are in, in the classroom.

Procedure: Divide the class into groups of 8-10. After dividing them into
groups, give each group a handkerchief. This is to be used to
blindfold one member of the group.
This is a game between 2 groups. Group 1 will compete with
group 2, 2 with 3, 3 with 4 and so on until the last group
competes with the first group.

A member of group 1 is to be blindfolded. Complete silence in

group should be observed. Group 2 shall discuss among
themselves on who is to present himself to the other group. He
shall stand in front of the blindfolded individual. The blindfolded
person is to touch the face of the person only. He is given 5
second to guess who the person is. If he is able to guess the
name of the person then in their group gets a point. If he is not
able to give the correct name then the other group gets the point.
If coaching was done in their part, a minus 1 is given to them.

After the game between 1 and 2 is through, the game between 2

and 3 will follow and so on. A round is when the last group
competes with the first group. The number of rounds will be
 determined by the facilitator. Take note that the blindfolded
person shall vary or be different per round.

Processing: The facilitator should be able to expound on the topic of

interpersonal relationships especially on the remembering of the
names and faces of whom they meet or are introduced to.
Questions on how the students felt would be a good starting
point. Examples for this how did they feel when their names were
correctly said and what of those whose names were not correctly
given.

RING RELAY

Objective: This activity aims at initiating contact and interaction between

boys and girls in third year. It is common observation that boys
stick to their group and girls interact most of the time with girls.
The underlying reason for this is shyness to initiate a closer
contact. A closer contact between the two sexes is imperative for
the formation of interpersonal relationships.

Materials: Rings (one per group), Toothpicks (one per individual)

Procedure: The class is divided into 3 or 4 groups of at least ten to twelve

members each. Instruct each group to form a line with boys
alternating as much as possible with girls. Each group member
holds the end of a toothpick in his/her mouth. A ring is given to
the first person of each group and he passes it into the person
behind him using the toothpick. The person next, receives the
ring using his toothpick and so on down the line. Throughout the
game, both hands should be at the back of each person. If the
ring falls, the person passing it should retrieve the ring and try
passing it again. The first group who completes the process wins
the game.

Processing: 1. What was in your mind when the instructions were given?
Were you willing to try the game? After the activity, how did
you feel comparing it with your first reaction?

2. Do you feel bolder to interact with the opposite sex after this
activity? Can you feel at ease working with those of the
opposite sex?

3. For those who won the relay, what made you win the game?

*A short lecture should be given in the necessity of

learning how to interact with both sexes and not sticking it
out with those of the same sex only.

SPIN THE BOTTLE

Objective: This strategy is designed to help students build up a healthy self-

identity and to arrive at a self-discovery through others.

Materials: A bottle consisting pieces of papers

Procedure: The activity could be done outdoors. The class will form a big
circle. The bottle which consists of pieces of papers with different
questions and instructions should be placed at the center of the
 circle. The facilitator will spin the bottle first, the moment the
bottle stops, the person whom it points at will become the IT and
will take over the facilitator. The IT will spin the bottle and when
it stops, the person it points at will pick out a piece of paper and
eventually respond to the instruction of question being asked.

Sample instructions:

Tell something about the IT, in its social aspect.

What do you think of the IT’s talents?
Is she friendly?
What do you like in the IT?

The IT will spin the bottle for three times, calling three persons.
The third person will become the IT. After each response, the IT
must give its comments on the responses.

Processing: 1. How does it feel to be the IT?

2. How does it feel when what was being said is not what you
think you are?

3. How does it feel when what was said is incongruent of what

you think you are?

4. Have you discovered something new about yourself? What

step would you take in order to act on the new discovery?

5. What will happen if you always think of yourself, disregarding

the opinions of others about you?

6. What would you do if there is much discrepancy between

what you think you are and what the others think you are?

7. Is there a need to be always starting on ourselves in

everything we do?

8. Is self-identity important

MYSELF

Objective: By using a sentence completion exercise, the students are

expected to become aware about the: self, family, friends and
other people, assets and liabilities, students and plans for the
future, expectations and determination.

There are 15 items:

1. I would like to _______________________________________.

2. I love ________________________________________________.
3. My positive characteristics are _______________________.
4. My negative characteristics are _______________________.
5. I don’t want to _______________________________________.
6. I hate _______________________________________________.
7. People are ___________________________________________.
8. My friends are _____________________________________.
9. I think my family ____________________________________.
10. My attitude towards studies __________________________.
11. I’ll try _______________________________________________.
12. I expect______________________________________________.
13. I believe _____________________________________________.
14. In order to ___________________________________________.
 15. I’ll try to become _____________________________________.
More to do:

The facilitator will ask the students to choose from the items they answered,
some areas they want to share in the class. Allow them to read the item/s.

MY PILLOW

Objective: To come to an awareness of one’s feelings and emotions by freely

expressing them and to establish a close relationship with others.

Procedure: Ask the class to form a big circle. The facilitator will show the
pillow and say: “Imagine this is your own pillow, and you can do
whatever you want to do with this pillow, then pass it around.”
(students may hug, slap, scratch, throw, kiss, dance, sit on it,
etc.) The facilitator will start and pass the pillow around. When
they are through, the facilitator will say: “Now whatever you did
with the pillow, you will do it again to the person at your right.”
The proceed.

Processing: 1. Were you able to identify your feelings?

2. The way you express your feelings towards the pillow, was it
consistent with your real feelings?

3. Did you express it freely? If no, why?

4. Were you afraid to express your feelings? And by doing it to

the person at your right?

5. Do you think the person at your right understands you and

your feelings? Why?

COLOR GAME

Objectives: 1. To enable students to become aware of the importance of

sociability in interpersonal relationships.
2. To develop in the students the necessity of cooperation and
oneness especially in groupings.
Procedure: The facilitator brings the whole class in an open or wide space
where the students can run freely and not disturb other classes.
Ask them to form a circle and then start the activity after giving
the following instructions.

The facilitator shouts a certain color and those students who

have such color attached to their bodies, either jacket, pants,
shoes, hair clips, etc. will group together. And those students
who are left will form another group. The group with the lesser
number will be given 3 minutes to think of something to present
to the greater group. It could be a dance, sing a short song, recite
a short poem or anything related to such. Repeat the activity
twice and then proceed to the processing.
Processing: 1. How does it fell to belong to the group with the greater
number? with the lesser number? Why?

2. Would you prefer belonging to the group which consist of

many students or that with lesser students? Why?

3. How does it feel to be a part and be accepted in a certain

group? Explain further.

4. Did you have a hard time deciding what to present to your

classmates? Why?
 5. What other interpersonal skills did you learn from the activity?

FRIENDSHIP COLORS
Objective: It is an activity which advocates this idea and is therefore
directed at helping the students to gain insights as to the
selection of a friend or for choosing the people they want to be
with.
Procedure: Prepare a list of colors and for such color give a corresponding
character or attitude. Ask the students to select five colors which
would represent what type of friends or people they want to be
with.

The next thing to do is to group the students into 5-6 members

each. Ask the students to discuss among themselves why they
choose such colors.
Processing: 1. Did you have a difficult time choosing or selecting
colors? Why?

2. Why did you choose such colors?

3. What did you feel when one of your classmates was able to
mention a characteristics that you know you have?

4. What do you think is necessary in choosing a friend?

THE MERRY-GO-ROUND EXERCISE

Objective: This is friendly strategy. It is fun, but it is also earnest, intended

to help the students consider what they value, what they want
out of life, what kind of persons they want to become.
Procedure: Group the class in groups of eight. If there is an extra number of
people, let them make up one group; although it is short, it will
work out okay. If the number is uneven, however, the facilitator
may join in so the group can still have partners to exchange
answers.

Four persons of the group sit with their backs together, facing
out. The other four persons form an outer circle, each sitting
opposite someone in the center. See the diagram below:

After the facilitator reads the first sentence of the “Merry-go-

round Series”, each person in the inner circle takes a minute or
so to give and explain his answer to his partner. One might say,
“My favorite sport is tennis, because I like individual sports, and
I’m pretty good at it! Then the partner gives and explains
his/her answer.
 When the facilitator calls “Time!”, the outer circle rotates to the
right. The facilitator reads the second sentence and the new
partners exchange answers.
Note to the Facilitator:
Explain how you would finish the first sentence and move to
the next person so that everyone understands about how
much can be said in a minute and exactly what to do. Read
the first sentence to the class and ask the students in the
inner class of each group to answer it, and their partners to
respond. After two or three minutes, call “time!” and have the
students in the outer circle move to the persons on their
right. Continue until the sentences are finished.
The “Merry-Go-Round Series”
1. My favorite sport is …
2. My favorite food is ….
3. My favorite kind of music is …
4. My favorite movie star is …
5. If my house caught on fire, the first things I would grab (outside of my
family) would be …
6. If I could visit any place in the world, I would want to go to …
7. If I had a million pesos to spend for the benefit of mankind, I would use
the money to …
8. If I know I had only one year to live, I would spend the year …
9. The thing that gives me the greatest satisfaction is …
10. The think that causes me the greatest concern in …
11. The time I feel most alive …
12. The time I feel most alone …
Processing: 1. Who was the person you came to know most in the last
few minutes? Why?
2. What was/were the answers/s that surprised you most?
Why?
3. Who was the person in your group who seemed to feel
about life the way you do? Why?
4. What is the person who is least like you? Why?

VALENTINE POST OFFICE

Objective: It’s one of the varied ways to get each one better acquainted
with all the others around them. In the meantime, it can also
test one’s alertness and attentiveness.
Materials: Two small boxes
Procedure: All are in a circle, seated on chairs, except one student who is in
the center, and another who stands outside the circle and is
called the Postman. The facilitator acts as the Postman and
draws one name from each of the two boxes. The Postman calls,
“I have a Valentine from _____________ to ________________! “ The
two whose names are called immediately exchange places. The
one in the center tries to get one of the empty chairs. Whoever is
left without a chair goes into the center then another set of
names is again called by the Postman. The playing could be
done in 20 minutes.
Processing: 1. What were your feelings while playing the game? When your
name was suddenly called?
2. How does it feel to be one at the center of the “it”?
3. How does it feel when you are to exchange place with the
person whom you have hardly known by name unless he
stands immediately?
4. Whom did you get to know better by the game – thru their
names?
5. With your new acquaintances from the game, who among
them caught your interest to know more?