ASSUMPTA SCHOOL OF TAGUM INCORPORATED

MANKILAM, TAGUM CITY

assumpta.tagum@yahoo.com

HOMEROOM
GUIDANCE
GRADE 11
 WEEK 1-2
LEARNING OBJECTIVE:

Knowing about learning preferences

MULTIPLE
INTELLIGENCES
CHECKLIST
WRITE NUMBERS 1 TO 80 IN
YOUR NOTEBOOK AND PUT A
CHECK NEXT TO IT IF YOU AGREE
TO THE STATEMENT.
MULTIPLE
INTELLIGENCES
CHECKLIST
Remember:
Everyone has all the intelligence!
You can strengthen intelligence!
This inventory is meant as a
snapshot in time – it can change!
M.I. is meant to empower, not
label people!
MULTIPLE
INTELLIGENCES
CHECKLIST
Copy the table below and circle the
numbers below that you checked on
your Multiple Intelligence checklist.
Then count how many circles you
have in each column, and write that
number at the bottom of each
column.
MULTIPLE
INTELLIGENCES
CHECKLIST
Look at the columns where you counted
the most circles. You may have one, two
or three areas that stand out. It doesn’t
matter how many, but rather what “fits”
and seems right for you. See the key
below to discover your natural
preferences!
 KEEP IN MIND
ANALYTICAL (L-M, MU, NAT)
These three intelligences as analytic because even
though they can have a social or introspective
component to them, they most fundamentally promote
the process of analyzing and incorporating data into
existing situations. The analytical intelligences are by
nature heuristic (speculative formulation) processes.
 KEEP IN MIND
Logical (Mathematical)
Children who display an aptitude for numbers, reasoning
and problem solving. This is the other half of the
children who typically do well in traditional classrooms
where teaching is logically sequenced and students are
asked to conform.
 KEEP IN MIND
Musical (Rhythmic)
Children who learn well through songs, patterns,
rhythms, instruments and musical expression. It is easy
to overlook children with this intelligence in traditional
education.
 KEEP IN MIND
Naturalist
Children who love the outdoors, animals, field trips. More
than this, though, these students love to pick up on
subtle differences in meanings. The traditional classroom
has not been accommodating to these children.
 KEEP IN MIND
INTROSPECTIVE (NTRA, SP)
These two intelligences as introspective because they
require a looking inward by the learner, an emotive
connection to their own experiences and beliefs in order
to make sense of new learning. The introspective
intelligences are by nature affective processes.
 KEEP IN MIND
Intrapersonal
Children who are especially in touch with their own
feelings, values and ideas. They may tend to be more
reserved, but they are actually quite intuitive about what
they learn and how it relates to themselves.
 KEEP IN MIND
Visual (Spatial)
Children who learn best visually and organizing things
spatially. They like to see what you are talking about in
order to understand. They enjoy charts, graphs, maps,
tables, illustrations, art, puzzles, and costumes - anything
eye catching.
 KEEP IN MIND
INTERACTIVE (LIN, B-K, NTER)
These three intelligences as interactive because even
though they can be stimulated through passive activity
they typically invite and encourage interaction to
achieve understanding. Even if a student completes a
task individually, s/he must consider others through the
way s/he writes, creates, constructs and makes
conclusions. The interactive intelligences are by
nature social processes.
 KEEP IN MIND
Verbal (Linguistic… to do with words)
Children who demonstrate strength in the language arts:
speaking, writing, reading, and listening. These students
have always been successful in traditional classrooms
because their intelligence lends itself to traditional
teaching.
 KEEP IN MIND
Kinesthetic (Bodily)
Children who experience learning best through activity:
games, movement, hands- on tasks, building. These
children were often labeled "overly active" in traditional
classrooms where they were told to sit and be still!
 KEEP IN MIND
Interpersonal
Children who are noticeably people oriented and
outgoing, and do their learning cooperatively in groups
or with a partner. These children may have typically
been identified as "talkative" or " too concerned about
being social" in a traditional setting.
 WEEK 3-4
LEARNING OBJECTIVE:

Assess your study skills needed in

effective facilitation of learning
MY STUDY SKILLS
Answer the Study Skills
Questionnaire to gain a
better understanding of
yourselves
Place a check (/) in the
column that best
describes your current
level as it relates to the
study statement
MY STUDY SKILLS
a) Rarely – done once or
twice
b) Sometimes – done four
to six times
c) Often – done seven
times or always
MY STUDY SKILLS
INTERPRETATION:
Scoring
Often = 10
Sometimes = 5
Rarely = 0
MY STUDY SKILLS
For the scoring, a total
score of 31-50 shows that
this study skills area
seems solid for you while
a total score of 0-30
shows that this area may
need some improvement.
What did you feel after taking the Study Skill Questionnaire?

In what areas did you scored 31 to 50?

That means that this study skills area seems solid for you or
that you already have established good study habits.

How about those areas that you scored 30 and below?

That means that in these study skills area you may need
some improvement on your study habits.

You don’t have to worry if you scored in some areas with 30

and below because it is never too late to develop your study
skills to better improve your academic performance
 KEEP IN MIND
Being a student for almost nine to ten years, you must have
formed a habit of studying your lessons and accomplishing the
school tasks to pass each grade level. Along the way, you got to
test what works for you and what’s not. It is important for you to
be mindful of those patterns that bring you to your academic
goals for the school year while try to get rid of those proven to be
bad for your school performance.
 WEEK 5-6
LEARNING OBJECTIVE:

Identify your positive traits,

characteristics, and accomplishments
by exploring yourself
SELF-
AFFIRMATION
EXERCISE
complete the sentences and
answer the questions after
PROCESSING QUESTIONS
1. What do you notice with your answers?
2. What have you discovered about
yourself during the activity?
3. What would you do to empower
yourself?
 KEEP IN MIND
Self-worth and self-esteem are two different things,
despite the fact that they are used at interchangeably.
Self-esteem is concerned more on your confidence and
healthy admiration of yourself, while self-worth is how
you value yourself—an inner sense of value. It is you
who can determine how outside factors influence your
self-worth. These factors are actions or reactions and
judgments of other people.
 WEEK 7-8
LEARNING OBJECTIVE:

Describe the importance of having better

relationship with others
LIFE IN HARMONY
WITH OTHERS
choose one relationship
you want to evaluate
examine your
relationship using the
table below as a guide
PROCESSING QUESTIONS
1. Why did you choose that relationship?
2. What do you notice with your answers?
3. Do you think you can still improve your
quality of relationship with him/her? Why?
 KEEP IN MIND
According to Rick Hanson, a psychologist, there are five
essential skills for happiness, health, and general well-
being in order to cope with life’s challenges. These affect
the way you relate with people and improve the quality
of your relationships.
 WEEK 9-10
LEARNING OBJECTIVE:

Identify situations where acceptance or

discrimination are being observed
RESPECT AND
UNDERSTAND
examine yourselves and
enumerate five behaviors that
show respect to others and five
behaviors that you think can be
considered as discriminating
against other people.
be truthful in doing this exercise
PROCESSING QUESTIONS
1. What do you notice with your answers?
2. What influence the manner that you deal
with people?
3. How do you build or maintain a
harmonious relationship with others?
 KEEP IN MIND
Why do we respect people? Why do we discriminate
others? These are questions that we can ask ourselves
about. We learn to treat people based on our perceptions,
knowledge and relationship with them. For instance,
your attitude toward others may be different between
your friends and your teachers. You tend to be quite
formal and composed in front of unfamiliar people, and
very jolly and casual to your parents or guardians.
 WEEK 11-12
LEARNING OBJECTIVE:

Game of self-discovery in
an unusual scenario
 WEEK 11-12
KOKOLOGY
Tadahiko Nagao and Isamu Saito
Created by a famous Japanese psychologist, kokology is
the study of kokoro (“mind” or “spirit” in Japanese).
Based on sound psychological principles, Kokology asks
you to answer questions about seemingly innocent
topics—such as the color of an imaginary bird that has
flown in your window—and then reveals what your
answers say about you.
DANCING WATERS
Close your eyes and imagine a
park with a fountain. You have
arranged to meet some friends
there before a night out on the
town. What kind of fountain do
you see?
1. A single jet of water blasting
straight up in the air like a geyser.
2. A number of medium-size
fountains in a sparkling array,
their spray dissolving into droplets
of mist.
3. A smallish, burbling fountain.
4. An intricately engineered and
complex water sculpture.
 The water goes up, the water comes down—
what does it achieve? Nonetheless, we sense
that the world would be a poorer place without
them. Sometimes you need to forget about
practicality and just cut loose and enjoy. And
therein lies the key to this scenario: The type of
fountain you imagined is related to the way
you spend your money when enjoying a night
out with friends.
 A SINGLE JET OF WATER
BLASTING STRAIGHT UP IN THE
AIR LIKE A GEYSER
You’re like a magician with money, able to make vast
quantities disappear in the blink of an eye. It doesn’t
matter much to you the way that you consume it, just
as long as you don’t leave any leftovers. This makes
you everybody’s friend the first weekend after payday
and explains why people around the office have taken
to calling you “Old Faithful.”
A NUMBER OF MEDIUM-SIZE FOUNTAINS
IN A SPARKLING ARRAY, THEIR SPRAY
DISSOLVING INTO DROPLETS OF MIST
You like to use money to impress, spending it in a
flashy way to guarantee maximum effect. You have
been known to order food you don’t even like, simply
because it was the most expensive thing on the menu.
As long as you’re willing to keep paying the tab, there
will always be people willing to act impressed.
 A SMALLISH, BURBLING
FOUNTAIN

You are a conservative spender—that is, on those rare

occasions when you spend anything at all. You figure
the sales tax for everyone’s bill when you split the tab
and then whip out your coupons. Your spending habits
definitely aren’t going to make you go broke, but if you
don’t loosen up those purse strings a little, you may
find yourself going solo.
 AN INTRICATELY ENGINEERED
AND COMPLEX WATER
SCULPTURE
You’re a schemer, always trying to make more out of your
money than was there to begin with. You count convincing a
waitress that you qualified for the kiddie meal discount when
you were fifteen as one of your proudest accomplishments.
It’s not the money itself that’s at issue, it’s just a medium you
use to express your creative impulses. That may earn you a
bright future in trading stock options, but getting thrown out
of a movie theater for sneaking in the emergency exit is not a
good way to score points on a date.
REAL FEAR
Everyone enjoys a good
scare once in a while.
Which of the following
thrillers scares the pants off
you?
1. A vengeance-crazed woman
hunting down and destroying the
people she hates.
2. A big-budget disaster flick with
passengers trapped below decks
aboard a sinking ocean liner.
3. A sinister serial killer selecting his
victims at random.
4. An unstoppable alien life form
wreaking havoc on earth.
When selecting a scary movie, we don’t
just want to be scared; we choose to be
scared by exactly those things that scare
us most. The type of film you selected
reveals a source of anxiety that doesn’t
disappear from your mind after the
ending credits roll.
A VENGEANCE-CRAZED WOMAN HUNTING DOWN
AND DESTROYING THE PEOPLE SHE HATES.
INHABITING A WORLD FILLED WITH BILLIONS OF
OTHER PEOPLE SCARES YOU SILLY.
The realm of personal relationships is a snake pit of
unpredictable reactions and irrational acts. Perhaps
you’ve already been involved in a few horror stories
starring friends, family, or lovers, but sometimes you
just wish the world would leave you alone and go
scare somebody else.
 A BIG-BUDGET DISASTER FLICK WITH
PASSENGERS TRAPPED BELOW DECKS
ABOARD A SINKING OCEAN LINER
You’re sensitive to the plight of the passengers plunged
from the heights of luxury to the depths of despair
because you fear nothing more than an assault on the
positive image you have of your life. You want to
believe that things can be perfect, and you go out of
your way to avoid any suggestion to the contrary. But
just as no ship is unsinkable, there’s no such thing as
a perfect life. But don’t let that bother you too much; on
that score we’re all in the same boat.
 A SINISTER SERIAL KILLER SELECTING
HIS VICTIMS AT RANDOM
You seek safety in numbers against an
incomprehensible, sometimes hostile world. You fear
being separated from the group, where you might
make easy prey, and this means you’re sometimes too
willing to sacrifice your identity in order to fit in. But
the only way to make true friends, the kind who will
stand by you when danger looms, is to have the
courage to be yourself.
 AN UNSTOPPABLE ALIEN LIFE FORM
WREAKING HAVOC ON EARTH
You fear that you’re being overrated by the people
around you, people you see as depending on you to be
strong. You don’t want to let those people down, but
you’re afraid that someday there will be a crisis too
big for you to handle. Relax, you don’t have to be
perfect. Accept yourself and your limitations. No one
else expects you to be invincible —why should you?
 WEEK 13-14
LEARNING OBJECTIVE:

Describe what makes a right and a

wrong decision or action
MYSELF,
DECIDING RIGHT
AND WRONG
draw how you look when you have
committed a right decision and how
about if you have committed a
wrong decision
PROCESSING QUESTIONS
1. How do you compare the two images of
yourself?
2. Did you have the same decision-making
process for both situations? Explain an
example for each.
3. If you are to assess whatever decisions you
made in the past 2 months, where do you
categorize them and why?
 KEEP IN MIND
Considering the many choices that we face each day, it
is imperative to know relevant information on how to
better handle decision-making. Although we differ in
handling decision, we learn better by tracing back how
others dealt with it and how they managed to handle it.
 WEEK 15-16
LEARNING OBJECTIVES:

Describe the factors in decision-making

DECISIONS
answer the question of the
following situation
PROCESSING QUESTIONS

1. What made you choose those

things?
2. What would happen if you don’t
bring those things?
 KEEP IN MIND
It is important that in decision-making, you take necessary
steps to make it sound. This will help you achieve what you
have initially aimed for. You may have made decisions
based on your own judgment in the past, and the result may
not be what you have intended. This is true to many people
who rely on their own judgment, without feeling the need to
reflect and seek opinion from others. Other people may have
different perspectives for your situations, something that
may be of help in your decision-making.
 WEEK 17-18
LEARNING OBJECTIVE:

Relate oneself in the practice of laws

that protect human rights
 PRINCIPLES OF
HUMAN RIGHTS
In understanding the meaning of “Human Rights” one
must first recognize the salient features that define it.
Human Rights are:
Universal
Inalienable
Indivisible
Interdependent and interrelated
Equal
Accountable and follow the rule of law
 ANTI-BULLYING ACT OF 2013
(RA 10627)
Acts of Bullying –bullying shall refer to any severe
or repeated use by one or more students of a
written, verbal or electronic expression, or a
physical act or gesture, or any combination thereof,
directed at another student that has the effect of
actually causing or placing the latter in reasonable
fear of physical or emotional harm or damage to
his property
 CHILD PROTECTION POLICY
(DEPED NO.40 S.2012)
The policy aims to protect the child from all forms
of violence that may be inflicted by adults, persons
in authority as well as their fellow students,
including bullying. It addition, it will also provide
special protection to children who are gravely
threatened or endangered by circumstances which
affect their normal development and over which
they have no control, and to assist the concerned
agencies in their rehabilitation.
 VIOLENCE AGAINST WOMEN AND
THEIR CHILDREN (RA 9262)
Violence against Women and their Children refers to
any act or a series of acts committed by any person
against a woman who is his wife, former wife, or against
a woman with whom the person has or had a sexual or
dating relationship, or with whom he has a common
child, or against her child whether legitimate or
illegitimate, within or without the family abode, which
result in or is likely to result in physical, sexual,
psychological harm or suffering, or economic abuse
including threats of such acts, battery, assault, coercion,
harassment or arbitrary deprivation of liberty.
 ANTI-SEXUAL HARASSMENT
ACT (RA7877)
Work, Education or Training-Related, Sexual
Harassment- is work, education or training related
sexual harassment is committed by an employer,
employee, manager, supervisor, agent of the employer,
teacher, instructor, professor, coach, trainor, or any
other person who, having authority, influence or moral
ascendancy over another in a work or training or
education environment, demands, requests or otherwise
requires any sexual favor from the other, regardless of
whether the demand, request or requirement for
submission is accepted by the object of said Act.
 CYBERCRIME LAW (RA 10175)
Cybercrime prevention act of 2012 is a law in the
Philippines that aims to address legal issues
concerning online interactions and the internet in
the country. Among the cybercrime offenses
included in the bill are cybersquatting, cybersex,
child pornography, identity theft, interception,
illegal access to data and libel.
HUMAN RIGHTS
ADVOCACY
CHALLENGE
write a slogan that promotes
advocacy about Human Rights
provided with an explanation
regarding the advocacy
 WEEK 19-20
LEARNING OBJECTIVE:

Describe the concept of optimism

and resiliency
LARAWAN NG
LIPUNA
examine the picture and answer
the processing questions
PROCESSING QUESTIONS
1. How do you feel while looking at the
picture?
2. What can you say about it?
3. What is its significance to the challenges
that we have or may face?
 KEEP IN MIND
Positivity is a way of thinking that helps yield emotions
such as joy, delight, happiness, peacefulness, gratitude,
and inspiration.
Optimism is when a person tends to assume positive
outcomes in one’s life. It is further described as being
assured and determined even if things are not going well.
Resilience is when a person goes through the process of
adjusting well in the face of hardship, disturbances,
tragedy, threats or any sources of distress.
 WEEK 21-22
LEARNING OBJECTIVE:

Enhance their emotional awareness

and develop healthy strategies
EMOTION PLAN
to think of a recent event that
elicited a strong emotional
response (e.g., feeling overwhelmed
by schoolwork, joy from spending
time with friends, frustration over
a disagreement)
write a journal entry that includes
the following
Description of the Event: What happened? Who
was involved? What were the circumstances?
Emotion Experienced: What emotion(s) did you
feel? How intense was the emotion?
Reaction: How did you respond to the emotion?
(Consider both immediate reactions and longer-
term behaviors.)
Reflection: Looking back, how do you feel about
your reaction? Was it helpful or harmful? What
could you have done differently?
Action Plan: What steps can you take in the future
to manage similar emotions more effectively?
PROCESSING QUESTIONS
1. How did writing about your emotions help you
understand them better?
2. What did you learn about your typical
emotional responses from this planning exercise?
3. What strategies can you implement to manage
difficult emotions more effectively in the future?
 KEEP IN MIND
Emotional management is about more than just
controlling your feelings; it’s about understanding why
you feel a certain way and choosing how to respond. By
reflecting on your emotional triggers and reactions, you
can gain valuable insights into yourself and develop
strategies that help you navigate challenges with greater
balance and calm. This self-awareness is key to making
decisions that align with your values and maintaining
positive relationships.
 WEEK 23-24
LEARNING OBJECTIVE:

Develop skills for resolving conflicts

effectively and creating strategies
to prevent future conflicts
CONFLICT ANALYSIS
AND PREVENTION
PLAN
use the following as guide to make
a complete plan and discuss as a
group about the plans you made
Conflict Reflection:
Describe a recent conflict you had (briefly summarize the
situation, what it was about, and who was involved).
What were the main factors that contributed to this conflict?
Resolution Evaluation:
How did you handle the conflict? What strategies did you use
to resolve it?
What was the outcome of the resolution?
Future Prevention:
What could you have done differently to avoid the conflict in
the first place?
List at least three strategies or actions you can take to prevent
similar conflicts in the future.
PROCESSING QUESTIONS
1. What were the main factors that contributed to the
conflicts you reflected on, and how could identifying these
factors help you avoid similar conflicts in the future?
2. How did the resolution strategies you used impact the
outcome of the conflict, and what would you do differently
next time?
3. What are three proactive strategies you can implement to
prevent conflicts from arising, and how will you apply these
strategies in your daily life?
 KEEP IN MIND
Effectively managing and resolving conflicts is important,
but equally essential is learning how to prevent conflicts
from arising in the first place. By reflecting on past
conflicts and understanding the factors that contributed to
them, you can develop strategies to avoid similar
situations. Proactive planning and self-awareness are key
to maintaining positive relationships and creating a
harmonious environment.
 WEEK 25-26
LEARNING OBJECTIVE:

Value the nature of the different job

classifications that entail about
life, profession, and vocation
for future occupation
WHICH CAREER
PATHWAY IS
RIGHT FOR YOU?
RIASEC TEST
Place a check (/) beside the
number that best describes
you.
1. I like to work on cars
2. I like to do puzzles
3. I am good at working independently
4. I like to work in teams
5. I am an ambitious person, I set goals for myself
6. I like to organize things, (files, desks/offices)
7. I like to build things
8. I like to read about art and music
9. I like to have clear instructions to follow
10. I like to try to influence or persuade people
11. I like to do experiments
12. I like to teach or train people
13. I like trying to help people solve their
problems
14. I like to take care of animals
15. I wouldn't mind working 8 hours per day in
an office
16. I like selling things
17. I enjoy creative writing
18. I enjoy science
19. I am quick to take on new responsibilities
20. I am interested in healing people
21. I enjoy trying to figure out how things work
22. I like putting things together or assembling
things
23. I am a creative person
24. I pay attention to details
25. I like to do filing or typing
26. I like to analyze things (problems/situations)
27. I like to play instruments or sing
28. I enjoy learning about other cultures
29. I would like to start my own business
30. I like to cook
31. I like acting in plays
32. I am a practical person
33. I like working with numbers or charts
34. I like to get into discussions about issues
35. I am good at keeping records of my work
36. I like to lead
37. I like working outdoors
38. I would like to work in an office
39. I'm good at math
40. I like helping people
41. I like to draw
42. I like to give speeches
 KEEP IN MIND
When it comes to knowing which suitable career path to take,
you need to know your interests. The RIASEC Test is a
commonly used test to determine one’s career interests.
Though you should remember that there are different bases in
determining your career path, the RIASEC Test is just one of
them. It originated from John Holland’s Theory of Career
Choice. Holland, a psychologist and a career theorist, came up
with a theory explaining that an individual has skills, talents,
and traits that can be classified and arranged into categories.
An individual personality can grow in career environments
they fit into.
 WEEK 27-28
LEARNING OBJECTIVE:

Understanding communication styles

and exploring career preferences
 MBTI
SELF-ASSESSMENT
The MBTI categorizes individuals
into one of 16 personality types
based on their preferences in
four key dimensions. It is a tool
for self-discovery, understanding
communication styles, and
exploring career preferences.
 MBTI
SELF-ASSESSMENT
In the following 4 sections, put a
check next to the sentence, on
either side, that best describes
how you tend to think or act on
a daily basis.
 MBTI
SELF-ASSESSMENT
Add up each column.
Subtract the lower number from
the higher number and circle the
corresponding number on the
scale below to see where you
range.
If you have an equal amount of
checks on each side, circle “0” to
indicate a balance in those areas.
 It's important to remember that the MBTI is just one tool
among many for understanding personality and should not
be used as the sole determinant of one's abilities or potential.
While it can offer valuable insights, it is not a definitive
measure of personality and should be used in conjunction
with other assessments and considerations.
 FOUR DIMENSIONS
OF THE MBTI
Extraversion (E) vs. Introversion (I):
This dimension reflects where individuals draw their
energy from. Extraverts tend to be outgoing, sociable,
and energized by interactions with others, while
introverts are more reserved, introspective, and energized
by solitary activities.
 FOUR DIMENSIONS
OF THE MBTI
Sensing (S) vs. Intuition (N):
This dimension describes how individuals gather and
process information. Sensors tend to focus on concrete
details and rely on their senses, while intuitives are more
inclined towards abstract thinking, patterns, and
possibilities.
 FOUR DIMENSIONS
OF THE MBTI
Thinking (T) vs. Feeling (F):
This dimension explores how individuals make decisions
and evaluate information. Thinkers tend to prioritize
logical analysis, objectivity, and consistency, while
feelers prioritize personal values, emotions, and empathy.
 FOUR DIMENSIONS
OF THE MBTI
Judging (J) vs. Perceiving (P):
This dimension relates to how individuals prefer to
approach the external world. Judgers are typically
organized, structured, and prefer closure, while
perceivers are more flexible, adaptable, and open-ended.
MBTI – INTERPRETATION
MBTI – INTERPRETATION
MBTI – INTERPRETATION
MBTI – INTERPRETATION
 WEEK 29-30
LEARNING OBJECTIVE:

To consider career values in

choosing their career
CAREER VALUES
You may not find a career that
aligns with all of your values,
but identifying what’s
important to you and
considering them in the context
of your chosen/desired career is
an essential and ongoing part
of your career journey.
 REFLECTING ON YOUR
CAREER VALUES
Write in the box the values that you deem as “very
important” and answer the following questions to further
know about how you see yourself in working environment.
PROCESSING QUESTIONS
1. What activities bring meaning and
purpose to your life?
2. How do you define success?
3. Think about a time you felt motivated in
your life, as a student, in a club, or in a
volunteer position. What contributed to that
feeling of motivation?
 KEEP IN MIND
Career values refer to the principles, beliefs, and priorities
that individuals consider important and desirable in their
professional lives. They shape the choices individuals make
regarding their careers, job satisfaction, and overall
fulfillment. It's important to note that career values can vary
greatly from person to person, and individuals may prioritize
different values at different stages of their lives and careers.
Identifying and aligning with one's career values can help
guide career decisions, promote job satisfaction, and foster a
sense of fulfillment in professional life
 KEEP IN MIND
Here are some common career values:
Autonomy
Achievement
Creativity
Stability and Security
Work-Life Balance
Helping Others
Continuous Learning
Leadership and Influence
 WEEK 31-32
LEARNING OBJECTIVE:

Understanding communication styles,

and exploring career preferences
EMPLOYABLE
SKILLS SURVEY
You could self-assess your
strong and weak skills and
then develop a long-term
plan through curricular
and experiential
opportunities to develop
weak skills.
EMPLOYABLE SKILLS SURVEY
INTERPRETATION
EMPLOYABLE SKILLS SURVEY
INTERPRETATION
EMPLOYABLE SKILLS SURVEY
INTERPRETATION
EMPLOYABLE SKILLS SURVEY
INTERPRETATION
 KEEP IN MIND
Communication skills refer to the ability to
convey information, ideas, thoughts, and feelings
effectively and clearly to others.
Analytical inquiry skills refer to the ability to
critically analyze information, data, or problems,
and apply logical reasoning to draw conclusions
or solve complex problems.
 KEEP IN MIND
Collaboration skills refer to the ability to work
effectively and productively with others towards
a common goal.
Professional development skills refer to a set of
competencies and qualities that individuals
cultivate to enhance their knowledge, expertise,
and effectiveness in their chosen profession or
field.
 KEEP IN MIND
IMPORTANCE OF KNOWING PERSONAL SKILLS
Career planning
Self-awareness
setting
Goal
Personal development
Resume building
Interview preparation
Confidence and self-esteem
 REMINDERS
Homeroom guidance plays a vital growth in a
child’s holistic development. We hope this will
not be done for compliance but to have it
serve its intended purpose. May this be a
platform to address various issues they are
currently facing or may face.
AD JESUM CUM MARIA, EXCELSIOR!
THANK YOU