Managing and Caring for the Self PDF

Managing and Caring for the Self  MAJOR EXTERIOR PARTS OF THE BRAIN FRONTAL LOBE Thinking, planning, problem-solving Rational and executive control center TEMPORAL LOBE Sound and visual recognition Speech center...

Managing and Caring for the Self  MAJOR EXTERIOR PARTS OF THE BRAIN FRONTAL LOBE Thinking, planning, problem-solving Rational and executive control center TEMPORAL LOBE Sound and visual recognition Speech center OCCIPITAL LOBE Interpreting visual presentation PARIETAL LOBE Spatial orientation  MAJOR EXTERIOR PARTS OF THE BRAIN MOTOR CORTEX It works hand in hand with the cerebellum in terms of body movements and motor skills. SOMATOSENSORY CORTEX Somatosensory cortex processes the sensory signals received by the body  MAJOR INTERIOR PARTS OF THE BRAIN BRAIN STEM Monitors and controls vital body functions including heartbeat, respiration, body temperature, and digestion; Houses the reticular activating system (RAS), responsible for the brain’s alertness LIMBIC SYSTEM Emotion center of the brain Regulates emotions and motivates behavior THALAMUS Receives all incoming information except olfactory information Involves cognitive activities, includingmemory HYPOTHALAMUS Monitors the internal systems to maintain the normal state of the body by releasing the necessary hormones  MAJOR INTERIOR PARTS OF THE BRAIN HIPPOCAMPUS Consolidates learning and in converts information from working memory via electrical signals to the long-term storage regions AMYGDALA Mainly responsible for regulating emotions, especially fear. Called as almond CEREBRUM The largest area of the brain, which comprises 80% of its weight Controls thinking, memory, speech, and muscular movements CEREBELLUM Monitors impulses from nerve endings in the muscles, so it is important in the performance and timing of complex motor tasks.  MAJOR INTERIOR PARTS OF THE BRAIN BRAIN CELLS Nerve cells, also known as neurons, are the functioning core for the brain and the entire nervous system. Glial cells hold the neurons together and act as filters to keep harmful substances out of the neurons. INFORMATION PROCESSING MODEL Developed by Robert Stahl It is a theoretical framework that describes how the brain processes information. 5 PROCESS: (1)Sensory information, (2)sensory register, (3)immediate memory, (4)working memory, and (5)long term memory HEMISPHERE OF THE BRAIN HEMISPHERE OF THE BRAIN METACOGNITION AND STUDY STRATEGIES  METACOGNITIVE STRATEGIES 1. PRE-ASSESSMENT OF CONTENT It involves evaluating one’s own knowledge and understanding of the content before engaging in a learning task. It aims to help individuals gauge their existing knowledge, identify gaps or misconceptions, and tailor their learning strategies accordingly. 2. SELF-ASSESSMENT OR SELF-REGULATED It involves critical evaluation of one’s own ability to manage and control his/her learning process. It enables learners to reflect on their learning habits, identify their strengths and weaknesses, and set realistic goals in learning.  METACOGNITIVE STRATEGIES 3. THINK ALOUD It involves verbalizing one’s thoughts, actions, and decision-making processes while engaging in a cognitive task. It aims to promote self-awareness by monitoring one’s cognitive processes. 4. USE OF CONCEPT MAPS Concept maps are organization tools that visually represent relationships between ideas, images, or words. These can be useful in activating prior knowledge, supporting problem solving, enhancing conceptual understanding, and organizing and revising knowledge.  CLASSROOM ASSESSMENT TOOLS These serve an important role in promoting self-awareness, self- regulation, and overall cognitive development in students.  METACOGNITIVE NOTE-TAKING SKILLS These involve not just the act of recording information but also reflecting on the learning process, understanding one’s own thinking, and optimizing the effectiveness of note-taking for better retention and comprehension. BEGINNING OF MIDDLE OF END OF CLASS CLASS CLASS Set clear learning Listen actively. Focus on Summarize the key points objectives you want to understanding key covered in class. achieve in the session. concepts. Jot down your initial Reflect on whether your Choose key points and thoughts, expectations, set learning goals are main ideas in your notes. and any questions you achieved or have. Create two columns. not.  SELF- REGULATED LEARNING Self-regulated learning It refers to one’s ability to regulate his or her emotions, cognition, behavior, and aspects of the context during a learning experience. Managing and taking control of your own learning.  CYCLE OF SELF-REGULATED LEARNING It is a framework that describes how individuals actively engage in the learning process by monitoring, regulating, and adapting their cognitive, metacognitive, and motivational strategies. FORETHOUGHT PERFORMANCE SELF-REFLECTION PHASE PHASE PHASE Learners set specific and Learners implement the Learners evaluate their challenging goals for planned strategies and performance against the their learning to provide manage resources goals set during the direction and motivation. effectively. forethought phase. USE STRATEGIES AND PLAN, SET GOALS, AND REFLECTING ON ONE’S MONITOR LAY OUT STRATEGIES PERFORMANCE PERFORMANCE SETTING GOALS FOR SUCCESS  SOURCES OF SELF-EFFICACY 1. ENACTIVE MASTERY EXPERIENCES Positive past experiences and successful accomplishments People gain confidence and belief in their capabilities through mastering 1 tasks. 2. VICARIOUS EXPERIENCES (COMPARISONS) Observing others succeed or fail in similar tasks. Successful role models can inspire confidence, while failure of role models 2 may decrease self-efficacy unless there is an explanation for the failure.  SOURCES OF SELF-EFFICACY 3. VERBAL PERSUASIONS AND ALLIED TYPE OF SOCIAL INFLUENCE Positive or negative feedback from others Constructive feedback and persuasion contribute to increased belief in one's 3 capabilities. 4. EMOTIONAL AND PHYSIOLOGICAL STATES Physiological and emotional states can affect self-efficacy 4 Successful management of emotional reactions can enhance confidence. Self-concept It refers to the set of beliefs,perceptions, and ideas that individuals have about themselves. It encompasses various aspects of one's identity, including physical, social, emotional, and cognitive dimensions. STRESSORS AND RESPONSES 1. RECOGNITION The anticipation of something to happen, which is called the demand. 2. APPRAISAL The formation of belief or disbelief in the ability to overcome the demand. 3. MOBILIZATION The nervous system communicates to the rest of the organs, glands, and hormones that start reacting to a foreseen threat. 4. RESPONSE The physical action which is usually choosing between fight or flight. Fight – facing the situation head on Flight – escaping the situation in order to neutralize it 5. RETURN The state of mind and bodily functions going back to their usual calm states. Social and Cultural Dimensions of Stress Social stress is a state of mental or emotional strain or tension resulting from adverse or very demanding circumstances arising from the person’s social environment relationships.  Self-care and Compassion Self-care Self-care refers to a deliberate and conscious effort to prioritize and engage in activities that promote physical, mental, and emotional well- being. Self-compassion It is about treating yourself kindly when confronted with failure, the way you would care for a loved one if they go through the same situation.