Johari window

The Johari window is a technique that helps people better understand their relationship with themselves and others. It was
created by psychologists Joseph Luft (1916–2014) and Harrington Ingham (1916–1995) in 1955, and is used primarily in
self-help groups and corporate settings as a heuristic exercise . Luft and Ingham called their Johari Window model 'Johari'
after combining their first names, Jo and Harrington.

Description
In the exercise, subjects pick a number of adjectives from a list, choosing ones they feel describe their own personality.
The subject's peers then get the same list, and each picks an equal number of adjectives that describe the subject. These
adjectives are then inserted into a two-by-two grid of four cells.
The philosopher Charles Handy calls this concept the Johari House with four rooms. Room one is the part of ourselves
that we and others see. Room two contains aspects that others see but we are unaware of. Room three is the private space
we know but hide from others. Room four is the unconscious part of us that neither ourselves nor others see.

The four quadrants

- Open, or Arena
Adjectives that both the subject and peers select go in this cell (or quadrant) of the grid. These are traits that subject and
peers perceive.
- Hidden, or Façade
Adjectives selected by the subject, but not by any of their peers, go in this quadrant. These are things the peers are either
unaware of, or that are untrue but for the subject's claim.
- Blind Spot
Adjectives not selected by subjects, but only by their peers go here. These represent what others perceive but the subject
does not.
- Unknown
Adjectives that neither subject nor peers selected go here. They represent subject's behaviors or motives that no one
participating recognizes—either because they do not apply or because of collective ignorance of these traits.

Johari adjectives
A Johari window uses the following 56 adjectives as possible descriptions of the participant. [6]

 able
 accepting
 adaptable
 bold
 brave
 calm
 caring
 cheerful
 clever
 complex
 confident
 dependable
 dignified
 empathetic
 energetic
 extroverted
 friendly
 giving
 happy
 helpful
 idealistic
 independent
 ingenious
 intelligent
 introverted
 kind
 knowledgeable
 logical
 loving
 mature
 modest
 nervous
 observant
 organized
 patient
 powerful
 proud
 quiet
 reflective
 relaxed
 religious
 responsive
 searching
 self-assertive
 self-conscious
 sensible
 sentimental
 shy
 silly
 spontaneous
 sympathetic
 tense
 trustworthy
 warm
 wise
 witty

Motivational equivalent
he concept of meta-emotions categorized by basic emotions offers the possibility of a meta-emotional window as a
motivational counterpart to the meta-cognitive Johari window.

Therapy
One therapeutic target may be the expansion of the Open (Arena) square at the expense of both the Unknown square and
the Blind Spot square, resulting in greater knowledge of oneself, while voluntary disclosure of Private square may result
in greater interpersonal intimacy and friendship.
Understanding Self
11/20/18

The course deals with the nature of identity, as well as the factors and forces that affect the development and maintenance
of personal identity.

The directive to Know Oneself has inspired countless and varied ways to comply. Among the questions that everyone has
had to grapple with at one time or other is “Who am I?” At no other period is this question asked more urgently that in
adolescence-traditionally believed to be a time of vulnerability and great possibilities. Issues of self and identity are
among the most critical for the young.
This course is intended to facilitate the exploration of the issues and concerns regarding self and identity to arrive at a
better understanding at one’s self it strives to meet this goal by stressing the integration of the personal with the academic
– contextualizing matters discussed in the classroom and in the everyday experiences of students - making for better
learning, generating a new appreciation for the learning process , and developing a more critical and reflective attitude
while enabling them to manage and improve their selves to attain a better quality of life.
The course is divided into three major parts: The first part seeks to understand the construct of the self from various
disciplinal perspectives : philosophy, sociology, anthropology, and psychology – as well as the more traditional division
between East and West – each seeking to provide answers to the difficult but essential question of “What is the Self?”
And raising, among others, the question: “Is there even such a construct as the self?”
The second part explores some of the various aspects that make up the self, such as the biological and material up to and
including the more recent Digital Self. The third and final part identifies three areas of concern for young students:
learning, goal setting and managing stress. It also provides for the more practical applications of the concepts discussed in
this course and enables them the hands-on experience of developing self-help plans for self-regulated learning , goal
setting and self-care.
This course includes the mandatory topics on family planning and population education.

COURSE INTENDED LEARNING OUTCOMES (CILO)

At the end of the course, the learners must be capable of:
C.1 COGNITIVE
Gaining in-depth knowledge and understanding of the concepts of teaching profession, principles of teacher and
instructional decision and processes.
Demonstrating decision-making skills related to the appropriate selection of objectives, subject
materials/concepts, methodologies and strategies, different types of instructional materials and instructional delivery
systems.

C.2 AFFECTIVE
Demonstrating positive attitudes towards teaching particularly in:
Appreciating teaching as a profession.
Manifesting professionalism and appropriate work ethics befitting a teacher.
Demonstrating commitment to his tasks assigned and capability to engage in collaborative efforts and team work

C.3 PSYCHOMOTOR
Applying principles of teaching/learning in contrived and if possible in actual natural situations.
Identifying and applying teaching strategies appropriate for particular teaching learning situations and objectives
set
Ethics
11/20/18

Ethics deals with principles of ethical behavior in modern society at the level of the person, society, and in interaction
with the environment and other shared resources (CMO 20 s 2013)

Morality pertains to the standards of right and wrong that and individual originality picks up from the community. The
course discusses the context and principles of ethical behavior in modern society at the level of individual, society, and in
interaction with the environment and other shared resources. The course also teaches students to make moral decisions by
using dominant moral frameworks and by applying a seven step moral reasoning model to analyze and solve moral
dilemmas.

The course is organized according to the three (3) main elements of the moral experience: (a) agent, including context –
cultural, communal, and environment; (b) the act, and (c) reason or framework (for the act).

This course includes the mandatory topic on taxation.

COGNITIVE
Gaining in-depth knowledge and understanding of the concepts of teaching profession, principles of teacher and
instructional decision and processes.
Demonstrating decision-making skills related to the appropriate selection of objectives, subject
materials/concepts, methodologies and strategies, different types of instructional materials and instructional delivery
systems.

AFFECTIVE
Demonstrating positive attitudes towards teaching particularly in:
Appreciating teaching as a profession.
Manifesting professionalism and appropriate work ethics befitting a teacher.
Demonstrating commitment to his tasks assigned and capability to engage in collaborative efforts and team work

PSYCHOMOTOR
Applying principles of teaching/learning in contrived and if possible in actual natural situations.
Identifying and applying teaching strategies appropriate for particular teaching learning situations and objectives
set