ESSON PLAN on PERSONAL DEVELOPMENT

I. Objectives:
After discussing the subject matter, the students are expected to be able to:
1. Discuss the relationship among physiological, cognitive, psychological, spiritual, and social
development to understand his/her thoughts, feelings, and behaviors.
2. Evaluate his/her own thoughts, feelings, and behaviors
3. Show the connections between thoughts, feelings, and behaviors in actual life situations.
II. Subject Matter:
A. Topic: Developing the Whole Person (CODE: EsP-PD11/12DWP-Ib-2.1)
B. Sub-topic: Personal Effectiveness through Holistic Development
C. Reference: Personal Development Teacher’s Guide pages 9 – 12, Learner’s Materials pages 8 – 10
III. Procedures:
A. Preparation
1. Daily Routine (Prayer, Greetings, Checking of Attendance)
2. Review
Say/Ask: Last meeting, we learned about personal effectiveness. What were the skills that will greatly
increase the efficiency of any person who owns them? Can anyone share about his/her experiences
about dealing with others?
3. Motivation
Ask: Do you think you can develop all aspects of yourself or you believe that “one cannot have
everything?” Lead the students to think that they may find one aspect important and the other one
least important and this must be dealt with an open mind.
IV. Activity:
Assess Aspects of your Development. Ask students to draw a circle on a blank sheet of paper and divide
the circle into 8 segments. In each segment they will write some descriptions of the different aspects of
themselves as follows: 1. Physical Self; 2. Intellectual Self; 3. Emotional Self; 4. Sensual Self; 5.
Interactional Self; 6. Nutritional Self; 7. Contextual Self; 8. Spiritual Self
V. Analysis
Process the student current assessment of the different aspects of their development.
Ask: Share some specific ways to develop aspects they think can help them attain their goals in life.
VI. Abstraction
Discuss Aspects of the Self
An individual is composed of three basic but very different aspects of the self.
Physical or tangible aspects as they relate to the body.
Intellectual and conscious aspects as they relate to the mind.
Emotional and intuitive aspects as they relate to the spirit.
Remind students that holistic development is not an overnight project but it must be seen as a lifelong
project a person has to undertake.

VII. Evaluation:
Ask learners to write about the eight segments of their development. Ask them to include words or
phrases which represents aspects about themselves that they like and what are the items which they
consider to be weaknesses or areas for improvement. They may write their answer on their journal for
portfolio output.
VIII. Agreement:
List down the changes experienced by adolescents in the following areas:
a. Emotional (how you feel)
b. Social (relational / human)
c. Moral (ethical and norms)
d. Cognitive (mind and intellectual)

PERSONAL DEVELOPMENT
Developing the Whole Person

Topic: ASPECTS OF THE SELF

The self-concept is represented by several aspects of the self. It is conceived as collection of multiple,
context-dependent selves. This construct believes that context activates particular regions of self-knowledge
and self-relevant feedback affects self-evaluations. A deeper look on the different aspects of self can identify
specific areas for self-regulation, stability and improvement. In a nutshell, an individual is composed of three
basic, but very differentaspects of the self. They are the physical or tangible aspects as they relate to the
body, the intellectual and conscious aspects as they relate to the mind, and the emotional and intuitive
aspects as they relate to the spirit. All three aspects of the self work together in perfect harmony when
attention is paid to all three simultaneously. Many individuals put a strong emphasis on the physical aspect
of the self. The body is tangible, obvious, and we respond to it easily. More time and money is spent on
enhancing the physical component than either of the other two aspects. This does not mean, however, that
the body is healthy or strong. The body provides a place to house the spirit (often experienced as feelings)
and the mind (often experienced as thought).

It may be important to some that their mind can be prominent and well educated. The mind is important, as
it is the part of the self that directs the other two aspects. The mind learns what to do and communicates the
information to the body and the feelings. What the mind believes, the body manifests or acts on, and the
emotions feel, or respond with. People store both healthy and destructive thoughts and beliefs and responds
to life's circumstances in the most prominent manner. The mind provides access creativity and serenity which
are necessary for such processes as prayer, forgiveness, acceptance, and passion. The human emotions
are the most feared aspect of the self, as individuals are reluctant and unprepared to manage them. Managing
feelings is like trying to hold water in the palm of your hand. They are illusive and deceptive. A decision made
under emotional stress and strain usually impacts emotions negatively. Negative emotions that are not
managed are stored and repressed. Repression is destructive to a content self since all feelings, not only
negative ones are stored away. Accessing feelings when they are needed now becomes difficult, leaving the
individual numb and hopeless. For instance, a girl realizes that she is giving much attention on the physical
aspects and less attention on her intellectual self. In this way, she can discover how much money and time
spent maintaining her physique and its consequences in her grades. By this honest evaluation of herself, she
can plan effective actions to improve her study habits. She can start seeking for help and for related books
to read or browse articles to help her improve her study habits.