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RED FEATHER GAME

Objectives: 1.To develop a sense of responsibility in the individual as he participates as a member of the group

2. To encourage team work and sportsmanship

Procedures: Bring the class to a wide open area, spacious enough for about 7 groups of 5 to 6 members each to form straight lines with the members standing at points one meter from each other. Divide the class into the different groups. Each member is to stay at a designated point along the group’s straight line.

The first member is to blow the feather into the air until it reaches the second member’s place. This time, both of them are to blow the feather until it reaches the third member’s place. Now, three of them are to blow the feather until it reaches the fourth member’s place, and so on until all the members of the group are to blow the feather until it reaches the goal. The team whose feather reaches the goal first is declared the winner.

In instances where the feather touches the ground, the player(s) is to return to the starting line, to the point along the line where they started.

Processing: 1. Give a comment regarding your group.

2. In a scale of ten, how do you rate yourself, this time as a member of your group? Explain.

3. In your opinion, what made you win? What made you lose?

4. Personally, would you have done other strategies in order to win?

5. What did you learn from the activity?

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DROP THE BLANKIE

Objective: To help the students get acquainted with each other which would serve as an initial step for the development of harmonious relationship among them.

Procedure: Divide the class into two teams and have each team huddle at the opposite ends of the room. Two students (neutral) hold a blanket in a vertical position, fully opened and touching the floor. Each team sends one person to stand one foot (twelve inches) from his side of the blanket. When they are ready, the blanket is dropped. The first person to say the other person’s first name correctly, captures that person for his team. The game continues until only one remains on one of the teams.

Processing: 1. As you relate yourself to others, do you consider your name important? Why?

2. While the blanket was blocking you to see the person in front of you, what did you feel? Why?

3. What was your reaction when the person infront of you did not mention you first name correctly?

4. To have a smooth interpersonal relationship, is it necessary that others should know you to a certain extent? Why?

5. Is openness to others important to develop a smooth interpersonal relationship? Why?

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BACK TO BACK RELAY

Introduction: Interaction with other people is an important aspect of being human. When we speak of interaction, we talk about love, caring and most especially how we value each other as persons. We call these as interpersonal skills which are developed as we learn to interact with unique persons.

Objective: To enhance the interpersonal skills of the students

Materials: 3 chairs or any marker and three handkerchiefs per group

Grouping: Divide the class into 3 equal groups, 3 students or 3 markers may serve as posts

Procedures: After the class is divided into three groups, each group is further subdivided into pairs. There must be an equal number of pairs among the three groups. The pairs are instructed to clutch their arms together in a back to back position.

The race goes this way: The pairs are already in the back to back position. As the signal to start is given, they’re to race to the post and return back to the home base passing over to the next pair a handkerchief. No shortcut is allowed. They may walk or run as fast as they can. The next pair to run must not step out from the starting line. They must wait for the handkerchief.

The team that finishes and forms a straight line first shall be the winner, that is they followed the procedure smoothly.

Processing: 1. What was essential in winning in this game? Why?

2. What made your team win?

3. Cite some interpersonal skills you have learned.

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WHO AM I

Objective: To familiarize the class with one another and in the long run, to possible establish new friendships.

Materials: big hanky, (music) radio or sound system

Procedures: 1. Give time for the students to think, remember and memorize 4 qualities that are most distinctive of them as a person.

Example: long hair talkativeSmiling face friendly

The four should be a combination of 2 physical appearances and 2 behavioral patterns.

If they think they would not be able to memorize it, they should write it on a small sheet of paper which they would bring alone with them outside.

2. Give time for the students to observe their classmates; focus their attention on the physical, as well as the behavioral characteristics of their classmates.

3. The class forms a circle. The facilitator picks (from the names) of the students, or asks one volunteer to be the first one to be blindfolded. At a certain spot inside the circle but near the students will stand the blindfolded person. See the illustration below:

The music plays and the circle moves clockwise. When the music stops, the person who happens to stand opposite the blindfolded person says: “WHO AM I?” (asking the blindfolded person to recognize him/her). She gives some 4 clues or descriptions about himself, then asks again “Who am I?”

If the blindfolded person in able to guess who the person is, that person is, that person would be the

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(the person faces the Student nearest him)

next to be blindfolded. If the BP (blindfolded person) is not able to guess, he remains blindfolded. And the game goes on that way, until almost, if not all the students are through being the BP.

Processing: 1. When you are blindfolded, what made it easy or difficult for you to recognize the person opposite you?

2. When you as a BP was able to recognize the person, how did you feel? When you did not, how did you feel?

3. When the BP was not able to recognize you, how did you feel?

4. When the BP recognized you, how did you feel?

5. Which is easier, recognizing appearance or by his inner qualities? Why?

NOTE: Warn against coaching. Anyone caught coaching will substitute the blindfolded person.

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SPORTS

Objectives:1. Thisactivity aims to develop and to enhance the student’s sense of cooperation and group coordination in their day to day interaction with each other.

2. To make the students more aware of the importance of conformity to their group’s expectations and standards but at the same time manifesting their own individualities.

3. To make them realize the importance of assuming responsibility towards oneself and the environment where they belong and interact – thus, they could learn to be responsible if they are aware of the responsibilities they have to take.

Materials: The following should be written on the board:Basketball shoot (1)Volleyball spike (2)Baseball bat (3)Football kick (4)

Grouping: There should be at least 8 members per group (the remaining students not included in the groupings would act as watchers for those who commit mistakes).

Procedures: First, the class has to be divided into groups of 8 and a leader per group should be selected by the members. Then, each group, as pointed to perform, has to say and demonstrate together the following: Basketball shoot, Volleyball spike, Baseball bat, and Football kick accordingly depending on the start assigned to. For example, when asked to start from Basketball shoot, it would be continued automatically to Volleyball spike, Baseball bat and Football kick. However, when asked to start from Baseball bat, as the case may be, the next would be Football kick then Basketball shoot and then the last would be Volleyball spike.

The leader per group shall be the one to point the next group to perform. Every group member should not deviate from the rest of the group, that is, the group should act as

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one. Consequently, a group would be eliminated if any one of the members commits a mistake. A winner would be determined of all the other groups had been eliminated.

Processing: 1. What did you feel when your group was called to perform that activity?

2. What did you feel when someone in the group has committed a mistake?

3. What did you feel when your group was eliminated?

4. What did you feel when your group was not eliminated?

NOTE: The home adviser may add some processing questions to meet his idea of what the students should be aware of.

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ALPHABET PUZZLE

Introduction: Do you know what an I O U means? It is a written statement containing the expression “I owe you”. Today different people have/use different forms of communication. There are various languages and dialects present in the different parts of the world. Aside from this, there are also different kinds of communications used by different sectors of society like that of the boy scouts army, etc. In our school, we observe that some students “invent” their own form of communication not known to other people. Indeed, there are enormous ways to communicate with other people and some of which can’t be easily understood unless analyzed carefully. And for this activity, we try to understand what is conveyed with the used of alphabet and numbers as our form of communication.

Objective: To give the students opportunity to think and understand quickly what is being communicated to them.

Materials: paper and pencil

Number: 4-5 members each

Time: each group is given 25 minutes each to solve the puzzle after which, discussion follows.

Procedure: The facilitator writes on the board or dictates the following phrases and after 25 min. the class is set for discussion.

1. I M B 4 U

2. C D B : D B A B Z B

3. I M A U M B N : U R N A N M L

4. D L-F-N S D A

5. M N X S L-T 4 U

6. O-U- Q-T. U R A B U T

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7. S N-E-I N8. U 8 L D X

9. E S D 1 4 U 2 C

10. I M N N-D N. O I C.

Answers:

1. I am before you.

2. See the bee. The bee is a busy bee.

3. I am a human being. You are an animal.

4. The elephant ate the hay.

5. Human and eggs is healthy for you.

6. Oh you cutie. You are a beauty.

7. Is anyone in?

8. You ate all the eggs.

9. He is the one for you to see.

10. I am an Indian. Oh, I see.

After these, the facilitator also asks the students to contribute more and asks the class to answer them/identify what it tries to convey.

Processing: 1. What do you think are the techniques in order to get immediately the answer to this kind of puzzle?

2. What is the importance of communication in our daily living?

3. What are the advantages of being sensitive to what the other person is saying or trying to say?

4. Do you find it difficult to grasp what the other person is saying if he utilizes this kind of communication? If answer is yes, the facilitator asks again the person

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some suggestions or ways in improving one’s way of communicating.

5. What do you think are the effects is we anticipate what the sender is trying to sat by making conclusion or personal opinion in our mind before he finishes talking.

At this point, the facilitator emphasizes the importance of listening in communication/better communication.

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CATS AND DOGS

Objective: To get the students better acquainted with one another and to realize the importance of fun and play through socialization. This activity also aims at helping the students realize the significance of sportsmanship through the ideal saying that “It is not all in the winning nor in the losing that counts but it is how you played the game.”

Materials: paper clips and/or pins

Illustration:

Cats Dogs

Safe Place Safe Place

Procedures:Team games like this one are fun whether your team wins or loses. You are to have two (2) equal teams, Cats and Dogs. The two teams line up and face each other. Behind each team, about 20 feet away is its Safe Place.

Suddenly, the leader of the game (facilitator or an assigned person) may call “The Cats are coming.” The dogs then run to their safe place with the Cats chasing them. Any Dog caught joins the Cats. Next time, the leader may call “The Dogs are coming.” Or the leader may say again, “The Cats are coming”. You never know. You have to listen and be ready. The team that ends with the most players wins.

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Every time you troop plays, pick different girls or boys for each team. In this way you become friends with all the girls and/or boys, not just the ones you know the best.

NOTE: So that there won’t be any confusion as to who are the Cats and Dogs, either one of the two suggestions may be applied by the facilitator depending on his or her discretion:

1. All cats are girls and all Dogs are boys: However, there are certain limitations to take note of. First, the boys and girls should be equally numbered. Second, once a Cat (girl) is caught by a Dog (boy), the Cat (girl) becomes a prisoner of the Dog (boy) and thus watches on. She, the Cat is then no longer allowed to play because it is understood that all Cats are girls and all Dogs are boys. Therefore, a Cat cannot join the Dog team.

2. All Cats should have a name tag, i.e.: Vine on their back, whether they are boys and/or girls. All dogs should also have a name tag but this time it is found on their chest. This tag which is simply made out of paper is merely clipped or pinned on their back or chest depending on whether they belong to the Cat or Dog Team. Once a Cat is caught by a Dog, the cat then shifts his name tag from his back to his chest, now identifying him as a member of the Dog Team.

BASIC RULE: For as long as a Cat or Dog was able to get hold or grab one of his or her opposing member, this opposing member then becomes part of the “catches” own team.

PROCESSING: The facilitator must focus the class discussion on the importance of socialization, not only in terms of mere conversation and/or proper dealings with the people around one’s environment but also in terms of fun and play. Hence, the significance of sportsmanship and the ideal saying that “It is not all in the winning nor in the losing that really counts but more importantly, it is on how you played the game that really counts” should be explained. Also, values and insights learned from the activity may be discussed and stressed for its

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effectivity in terms of learning and putting them into practice.

DO YOU KNOW ME

Objectives: 1. To give the students and opportunity to become more acquainted with each other.

2. To develop closeness among the students.

Materials: three boxes, papers in to three names of the students written on them, radio/music.

Procedure: Divide the students into three groups. Distribute one box to each group and pieces of papers according to the number of members in each group. Instruct the students to write down their names on those pieces of papers and to put it in the box. Instruct the students holding the boxes to pass it when the music starts. Tell the students to continue passing the boxes till the music stops. And that the student who was the last to hold the box when the music stopped will have to pick one paper from the box and read aloud to the whole group the name of that piece of paper. He will also have to say at least 3 characteristics which he likes in that person. After this, the music will be played again and the activity will continue until such time that all members of the group are through.

Processing: 1. How did you find the activity?

2. What did you feel when your name was picked?

3. What did you feel when your classmate said something nice about you?

4. What did you learn from the activity?

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“TOUCH ME”

Objective: To enable the students to learn the importance of the two senses namely sense of sight and touch.

Material: scarf or handkerchief big enough to be used as blindfold

Procedures: 1. Introduce the activity properly since sometimes the title is perceived with malice.

2. Arrange the chairs around the room, at the sides or at the back. Make sure that the space at the center is big enough to occupy all students. Remove unnecessary things to avoid accident.

3. All students must be in the center and they must have some distance from each other.

4. The students must be blindfolded. They must turn around twice on their places.

5. Let them roam around the room and look for their classmates. Once they bumped with someone, they have to guess who that is. Make them use their hands to touch the face area to help them recognize their classmate.

Processing: 1. What did you feel while roaming around the room blindfolded?

2. Was it easy to name your classmate by merely touching him/her?

3. Do you think the sense of sight is important? Why? Why

not?

4.How about the sense of touch, is it important? Why? Why not?

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5. How can you give importance to these two senses?

WATER-LAND-AIR

Objective: This activity aims to enhance the student’s ability to listen attentively and consequently to make the right response. It will also enable the students to think critically and fast. Moreover, this activity aims to encourage each individual’s participation in group gathering.

Material: any wooden stick or rolled piece of cartolina

Procedure: The activity WATER-LAND-AIR would be explained first by the facilitator.

WATER – refers to any living things that stay/live in water, e.g. whale, crab, etc.

LAND – refers to any living things that stay/live on land, e.g. rabbit, crocodile, etc.

AIR – refers to any living things that stay/fly on air, e.g. maya, sea gull, etc.

The class would be arranged in a manner that they form a circle. That as the “it” goes around saying Water-Land-Air, Water-Land-Air and so on, he will later decide to stop on one of these three words at the same time he would pointing the stick to a certain member of the class who should be able to recite any of the living things which belongs to that word mentioned by the “it”. It the one pointed to by the “it” could not recite/say any within the count of three (3 seconds) or if he gives the wrong answer, he shall automatically be the next “it”. It should also be pointed out that repetition is not allowed and to avoid this, as much as possible proper nouns should be used. Anybody who becomes the “it” shall be given a punishment by the class.

Processing: 1. What did you feel when the “it” in going around came near you? Why?

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2. Do you think having this particular feeling makes you more alert or prepared? In what way? (advantages or disadvantages) brought by it would be talked of.

3. For those who became an “it”, what do you think made you commit such mistake?

4. To make the correct response, what do you think should you have? (attention, preparation on what to say for each category and calmness are some of the likely answers)

5. What does this activity try to tell us? Or what do you learn from this activity?

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TRUST FALL

Objective: To develop in the students the basic trust necessary for healthy and meaningful relationships.

Procedure: Divide the class into pairs. Allow them to choose their closest friends as their partners. Name them Students A and B. Let A be the first catcher; B will be subject to fall. Do the rest of the procedures in two parts.

A. The Forward Fall:

A and B face each other. B straightens his body,closes his eyes and at the command of “FALL” falls forward and A catches him by the armpits, at one-arm length distance.

Next, A kneels down and B does the same procedure.

B. The Backward Fall:

This time, B has his back to A. A stands up and catches B who falls backward towards him.

Afterwards, A kneels down and B falls backward again.

After all of these procedures, A and B switch places and do the same procedures as described above.

Processing:1. What did you feel when you were assigned to fall with

your eyes closed?

2. Did you have second thoughts that your partner will not catch you and allow you to fall?

3. Did your partner really catch you or allow you to fall?

4. How do you define TRUST? What are its requirements?

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5. What does closing one’s eyes represent?

6. How important is trust in a human relationship? In friendship? In love?

7. Did you ever take a risk in any of your relationships?

8. What do you do whenever you are betrayed by a friend or a loved one? How do you feel when somebody breaks the trust that you have given him?

9. What do you do when you start a close relationship with somebody?

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PYRAMID BUILDING

Objective: The activity is intended to help students in their formative years to come to a realization to the roles that other people play in their lives and to recognize the importance of this being able to communicate effectively and participating without reserve to the group’s common goal or objective. It stresses with great emphasis on cooperation, sincerity and honesty.

Materials: Toothpicks (at least 4 for every person); tanzans o bottle caps

Procedure: Divide the class into groups of 8 to 10 members each. Provide each group with a tanzan or a bottle cap and 4 toothpicks for each member. Let them sit around a circle and give the instructions.

“With the toothpicks and bottle caps, you have to make a pyramid or a building. The first member holds the bottle cap, places one toothpick and passes it to the next member who does the same. The same procedure follows for all the members. The bottle cap has to go four times around the circle until the time that the toothpicks are all consumed.

NOTE: The moment the pyramid falls down, the group repeats the whole procedure. After a group finishes, the members exhibit their pyramid by placing it on the teacher’s table.

Processing: 1. How did you feel when it was your turn to place your toothpick on the bottle cap?

2. What obstacles did you meet while in the process of building your pyramid?

3. If it was you who cause the pyramid to fall, what reactions did you get from your classmates? How did you feel for yourself? Towards the others?

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4. Was there a mutual feeling of achievement/fulfillment after you have built your pyramid?

5. How do you relate this activity to your “world-of-relationships?

VALUES SCAVENGER HUNT

Objective: By sharing ideas on what physical things best represent certain values, students should develop an awareness of and clarify some of the values they and others hold.

Procedure: Divide the class into groups of three or four. Tell the students they are going on a values scavenger hunt. The values scavenger hunt differs from a regular scavenger hunt and that students are given a list of values to find instead of a list of things; their job is to find something that represent each value on the list and bringing it back to class.

Provide each student with a copy of the worksheet. Then assign the activity as homework, or take the class to the park or some other suitable outdoor location so that they can carry out the assignment. Each group must agree on one item for each value, so if this strategy is given as homework, the groups will need class time to decide on one item for each value. Remind students about preserving natural environment wherever possible and suggest that they just describe, rather than remove, any living things.

Follow up the scavenger hunt with a discussion in which the students in each group present the things they found and explain (1) why they chose each item; and (2) what value each item represents.

WorksheetInstructions: Below is a list of values. Your task is to find something

that represents each value and bring it back to class. Example: for the value friendship, you might bring back a stone – “good friendship are like stone and that they are indestructible even when placed under a great deal of stress”.

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VALUE OBJECT REASON YOU CHOOSE IT

1.Beauty

2.Love

3.Friendship

4.Truth

5.Peace

6.Equality

Variations: Have students use a camera to photograph things that represent the values. Or, have students do the hunt individually, then discuss it in small groups. A scavenger hunt can also be used for building students’ self concepts. For example, pair students up on the basis of how well they know each other – the more acquainted, the better. Then, individually, or with a student who is not his partner – each student is to go in search of five things that remind him of five of his partner’s strengths. For example, a student might select a delicate flower because it reminds him of his partner’s sensitivity to others. The students in each pair are then to share with each other what they found on the hunt and why they selected it.

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THE VALUE GAME

Objective: It aims to help you judge, examine and investigate through your classmates’ and friends’ help which values are right and proper for you.

Materials: The value Game Puzzle, red ballpen

Group: The class is divided into 5-6 members per group. Each group will have to choose a leader.

Procedure: 1. After having divided the class into groups of 5-6 members each, each group is given the value game puzzle.

2. The students are instructed to find as many values as possible in the puzzle by encircling diagonally, 1-shaped, across or download the value they discover with their red ballpen.

3. Then, they have to categorize the values as either good or bad. They should also give the reason why they categorize them as such.

4. Then, the facilitator asks the groups to share what they have done. The leader will have to explain the group’s work.

Processing: 1. Did you have hard time classifying the values? Why?

2. What were the most difficult values to classify? Why?

3. Which of the two classifications should be adapted? Why?

4. What is the role of values in life?

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THE VALUE GAME PUZZLEAnswers:

R J F O O D L T H

E O E W X A Z Q T

S I N C E R I T Y

P E N W J I P U F

E M H O N O R A I

C U O B S K I L D

T C Q F E T D Q E

A M J V H T E O L

M H O N E S T Y I

T L D N Y B R G T

F R A R E I U C Y

O Y O S O Y S C R

E L O Y A L T Y Y

G R E E D I N S D

J S F W E D A N A

R O N P O W E R O

H A P P I N E S S

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Respect

Food

Sincerity

Wealth

Honor

Pride

Faith

Love

Fidelity

Honesty

Trust

Glory

Loyalty

Greed

Power

Happiness

Money

NAME GAME

Objective: To help the students get acquainted with each other and to possible initiate new friendship.

Procedure: The game starts by forming a circle. Anyone in the group could start the game. Although as the rule states, the direction should be counter-clockwise. Each player, before starting to state his name should think of an action that would best describe him or her. Then after showing the action, he states his name loud enough for everyone to hear. The second person does the same thing but this time he or she does all the actions and states the name as well as everyone preceding him or her.

NOTE: There should be no duplication of actions. Those who are unable to imitate others or remember their classmate’s actions will be punished. The class will decide what kind of punishment will be given.

Processing: 1. What did you feel when it was your turn to imitate your classmates?

2. What did you feel when your classmates did not give your right name or was not able to imitate your action.

3. What did you feel when you were unable to state your classmate’s name or imitate his actions.

4. Do you consider names important? Why?

5. What did you learn from this activity?

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VALUE DILEMMAS

Objective: The really tough part of making value decisions is when two

or more values we hold come into conflict – when we must choose between honesty and loyalty, for example. This strategy is designed to help students learn to deal more effectively with value dilemmas and identify their current value priorities.

Procedure: Explain to the class the purpose of the strategy. Select one of the value dilemmas or make one of your own and present it to the students. The strategy can be followed up in a

number of ways:

1. Break students into groups of four or five and let them discuss how each would resolve the dilemma.

2. Hold a large group discussion with students discussing what action they would take to resolve the dilemma.

3. Give as an individual assignment. Students must write about what action they would take.

4. Have the students write individual solutions to the dilemma first, then share in a small group.

5. Post two or more of the dilemmas on the blackboard. Let students choose which one they want to write about.

Dilemma No. 1 Shoplifters

Sharon, a 16-year old, has just been hired as a salesgirl in a record store in her neighborhood. She had been trying to get a job for several months in order to add to the income at home. Her mother has been struggling financially since Sharon’s father died.

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The store’s owner stresses over and over again how important it is for Sharon to keep her eyes open for shoplifters. He keeps a meticulous count on the inventory and cash register receipts. In fact, Sharon has a chance at the job because the owner had fired her predecessor for insufficient vigilance.

During the second week on the job, Sharon’s best friend Lucy comes into the store. Sharon watches as Lucy slips two records under her coat. Lucy then approaches Sharon at the cash register in order to pay yet another record. Sharon whispers to Lucy that she ought to return the records. Lucy’s response is a wink and a snicker.

Should Sharon tell the owner and risk a friendship as well as sure arrest of Lucy? Why?

Should Sharon charge Lucy for the one visible record and risk the same thing happening again, as well as risking an eventual loss of her job? Why?

Dilemma No. 2: Drug Dilemma

A policeman discovers that his 15-year old son is using downers. Upon further questioning, the son reveals that he has been selling drugs to several of his classmates since last summer.

The father is utterly confused. He loves his son and feels a need to protect him. But he also realizes that he has a responsibility as a citizen and as a police officer to report his information to his superiors. In addition, he is deeply concerned about the other boys and their parents. In the state this family lives in, the first offense for “use” is probation. The first offense for sale of drugs is a mandatory sentence of at least a year, even for minors.

What should the father do? Why?

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After coming to a decision, change the situation by removing the father’s role as a policeman. Does this change your decision? Why or why not?

Dilemma No. 3: Cheating-School

Jane is taking a final exam in her English class. She has prepared diligently for the test. When she turns to the second page of the exam, she realizes that she studied the wrong material. Knowing that she needs 85 in the final to get 87 in the course, she becomes very flustered. Her grade is very important because it can qualify her for a summer music scholarship that a local bank is sponsoring. Jane has always been against cheating and has nevercheated, although it is common knowledge that cheating occurs as a daily practice in her class.

Going through her mind now is the knowledge that she can get the required information from her boyfriend, who is sitting next to her. Her teacher has left the room because he feels that students should be trusted during tests. Jane likes the idea of being trusted, but also likes the idea of the music scholarship.

Should she cheat just this once or not? Why?

Are there times when cheating (anywhere, not just in school) is justified? Why or why not?

Dilemma No. 4: Abortion

Nita is 18, a senior in high school, four months from graduation and nine weeks pregnant. So far, there are only two other people who know – her doctor and her older sister. No one else knows, neither her mother nor her boyfriend, Jun. She could have the baby and keep it, but this would mean not going to college, which she had counted on doing. Another option is to have the child and place it up for adoption.

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But then how would it be to have a child and never see it again? She’ll always be wondering where the “baby” was, who the parents were, and what kind of life they were giving her child. No, she decides, her only alternative is to have an abortion. That’s it, her decision is made. Tomorrow, she will call the clinic and make the arrangements; and her sister, the only other person she can trust, will accompany her. No one would ever know, and at her graduation she won’t have to walk down the aisle pregnant!

Do you think Nita made the right decision in view of her situation?

What decision do you think you might have made? How do you feel about her not having discussed it with Jun? Do

you think they should have made the decision together? Do you think Nita should have at least told her mother? Do you consider having an abortion taking a human life? Is it ever all right to take a human life?

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IT’S ME

Objective: This exercise is designed to help the student becomeaware of his own value as a person,to seethe good

qualities he has and to help other see their value.

Materials: Pencil and Paper

Numbers: Groups of six to eight

Procedure: The facilitator begins this exercise by asking the participants to take fifteen minutes to make a list of their good qualities. It is important for the facilitator to emphasize that the good qualities should be boldly stated. There should be no qualifying statements that take away from the good quality. For example, the participant should not write, “I am patient sometimes,” or “Usually I am patient, but . . .” Rather, the participant should simply write, “I am patient.” Or for example, ‘I am kind.” Gather the participants in groups of eight; have them go around and share their list of good qualities. After the first individual has shared his list of good qualities, then the group is to add other good qualities they see in the person. Assign a secretary for the person so that the additional good qualities are added to the list. Have the person who is receiving the good qualities repeat the good quality and say, “I accept this good quality.” Continue the same process with each individual in the group.

Possible

Outcome: Frequently, participants find this to be a difficult exercise. Many people in our society tend to brag about

himself. The goal of this exercise is for individuals to affirm in themselves the good qualities that they have and in this way come to understand better their own self-worth. Another important outcome of his exercise is that participants begin to see how others are helpful in our

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coming to affirm ourselves by sharing with us the good that they see in us.

THE ART OF MAKING JUDGMENT

Objective: To make the students realize the value of making objective judgment and the negative consequences of subjective appraisal.

Materials: one whole sheet of paper; pen of any color

Procedures: 1. The facilitator would ask the students to bring out one whole sheet of paper and a pen of any color to write with.

2. Ask the students to fold the paper into two.

3. On the left column, the students would be asked towrite the name of the person they like most. Afterwards, they would be asked to describe the

person.

4. On the right column, they would write the name of the person they dislike. Afterwards, they would alsodescribe him.

5. The students would be asked to compare the descriptions they have written. This would be doneindividually and as a class. To do the latter, sampledescriptions would be written on the board to providea basis for comparison. Some students would be asked to do this.

Processing: 1. What are the observations regarding the descriptionson the left column (person you like)? How about onthe right (person you dislike)?

2. What could be the reasons for having a predominance of positive characteristics to describethe person you like?

3. What could be the reasons for having apredominance at negative characteristics to describe the person you do not like?

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4. What are the possible consequences of letting one’spersonal biases interfere with one’s judgment?

5. How must you evaluate people, things, events andsituations?

6. What is the importance of objective appraisal in one’s day to day interaction?

PASS IT ON

Objective: This activity aims to help one learn and develop proper ways of relaying a message. Moreover, to realize the importance of interpreting and evaluating a message being heard and received; and to practice utilizing clear and definite ideas in sending a message.

Materials: clean bond papers cut into halves to be distributed to each individual; ball pens or pencils

Procedure: This is good for any group size but not too few also. The individuals will for a circle. As they sit on the chairs, pieces of bond papers and pens are distributed. Or they may be asked to have their own materials. The papers are folded into 5 parts as shown below:

Activity Proper:

On the first fold, think of a simple sentence that connotes an action. They write this down on this aid fold.

Example: They boy is holding a ball.

After a few second, the facilitator would say the command PASS IT ON! Each one passes his paper to the person on his right.

On the second fold, read the sentence received then try to draw what you understood by the meaning of that message. Before passing it on the next person on the right after the drawing, the first fold should be folded so that it

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1

2

3

4

5

would not be seen and read by the next person. Only the drawing will appear.

On the third fold, try to form a sentence of the drawing. Concentrate on the action of the drawing. The same procedure will hold true until the fifth fold. Take note that every fold should be hidden before these are passed to the next one. After doing these, the papers are returned to the owners (clockwise). Compare the first sentence with the last sentence. Share everything that is written on the paper.

Processing:

1. Comment on the first and last sentence. What made the difference?

2. Did you have any difficulty in drawing and forming a sentence? Why?

3. What was your observation regarding the different messages you received? Were all clear?

4. What is the importance of passing a clear and definite message to others?

5. What other important lessons can you draw out of this activity?

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A POSTER OF MY OWN

Objectives: The activity aims at developing student creativity hand in hand with a free self-expression of one’s own belief.

To give an opportunity for each student to share a part of himself and learn from his classmates as well.

Materials: bond paper, pencil, colored pens/crayons

Procedure: Each student prepares a clean bond paper and some drawing instruments. Give a few minutes for them to think of some saying on anything they believe in life. After they have thought of one, they will depict it on their paper providing the necessary background. The outcome shall then resemble a poster with the saying in it.

After finishing their own poster, they shall be grouped into 6 or 7. Each member in a group shall participate by sharing one’s own poster, touching on the following: why he chose a certain saying and why he depicted it the way he did.

Processing:1. Was it easy to think of a certain saying? Why?

2. While you were depicting the saying you chose, how did you feel?

3. While sharing, what was the general atmosphere in the group? Were all eager to listen and agree with you?

4. Were you able to learn more from your classmates through the sharing? What are they?

5. What did the activity try to develop in you?

6. How can one’s creativity be useful in school?

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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. Sports1. Do you like sports? Yes or No. If yes, what kind of

sports do you prefer?

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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. Conversations1. 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. Travelling1. 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/Talent1. 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?

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4. Are there any significant people who helped you developed you talent(s)? Who are they? How are you related to them?

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E. Reading1. 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?

F. Education/Vocation1. 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 appliancesb. doing mechanical workc. sketching or drawingd. singinge. writing literary piecesf. taking care of a sickg. helping you younger brothers and sisters in

their lessonsh. typingi. experimentingj. inventing thingsk. reading science booksl. actingm. delivering speechesn. playing musical instruments

G. Television1. 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?

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5. What benefits do you get from watching your favorite programs?

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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?

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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 participationsPart 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.

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Ex. “. . . Oh, I messed you so much.”

“Why did you do this to me?”

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C. 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

D. 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}.

E. 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.

F. 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

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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?

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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?

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6. What insights did you get from this activity?

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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

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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

boredsadarrogant

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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?

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

4. Is it better to show openly your feelings no matterhow “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?

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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 BUTTER2. BACON EGGS3. SPOON FORK4. JOHN LENNON YOKO ONO5. JOSE RIZALJOSEPHINE BRACKEN6. ROMEO JULIET7. SAMSON DELILAH8. PEN PAPER9. PRINCE CHARLES LADY DI10. NEEDLE THREAD11. MICKEY MOUSE MINNIE MOUSE12. DONALD DUCK DAISY DUCK13. MUTT JEFF14. BROOM DUSTPAN15. CUP SAUCER16. ICE CREAM CONE17. KING QUEEN18. SHOES SOCKS19. TABLE CHAIR20. MOTHER CHILD21. TOOTHBRUSH TOOTHPASTE22. IMELDA FERDINAND23. NINOY CORY24. ADAM EVE25. JACK JILL

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Other materials: scotch tape, scissorsProcedure: 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

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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?

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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?

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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?

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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 paragraphsb) 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….

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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?

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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

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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

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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

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

a. As the guideb. Blindfolded person

2. How about during the actual phase where both have to go across the “dangerous path”

a. As the guideb. 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?

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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.

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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?

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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

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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?

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*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?

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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?

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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.

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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?

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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?

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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?

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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.

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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?

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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?

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