TEACHING GUIDE IN PERSONAL DEVELOPMENT

UNIT 3: BUILDING AND MAINTAINING RELATIONSHIPS

TOPIC/LESSON NAME Lesson 10: Social Relationships in Middle and Late Adolescence
CONTENT STANDARDS The Learners demonstrates an understanding of the concepts about social influence, group leadership and follwership
PERFORMANCE STANDARDS The learners shall be able to identify the different roles of leaders and followers in society.
LEARNING COMPETENCIES The learners can
1. Distinguish the various roles of different individuals in society and how they can influence people through their leadership or followership
2. Compare one’s perception of himself/herself and how others see him/her
3. Conduct a mini-survey on Filipino relationships (family, school and community)
SPECIFIC LEARNING By the end of the lesson, the learners should have:
OUTCOMES  Identified traits and characteristics that would influence colleagues;
 Developed respect for others; and
 Come out to viable or credible survey of family, school and community relations, used the result and made reccomendations for these relations
TIME ALLOTMENT 3 hour Instructional Contact Time

Lesson Outline:
1. Introduction: Explaining learning objectives for the lesson and identify the preconceived notions
2. Motivation: Video: Comparison of perceptions, All Aboard
3. Instruction and Delivery: Lecture on topics of roles of leaders and followers in society by Resource Speaker
4. Practice and Enrichment: My role in the society
5. Enrichment: My Model Leader and Follower
6. Evaluation: Survey
INTRODUCTION: TEACHER TIPS
1. The topic provides understanding on the various roles of different individuals in society and Allow the students to enumerate qualities and characterize leaders and followers in
how they can influence people through their leadership or fellowship and makes the students different communities. This will be followed by explanation of the learning activites.
realize that role they play in the community where they belong.
2. Social relationship is vital to adolescent’s development. The kind of circle where he belongs As the students compare their perceptions of themselves and how others see them, teacher’s
 will create an impact on his beliefs, outlook and convictions in life. The first social circle has should encourage the students to be open the possibilities as students may get a negative
his family. The set of values his family owns will definitely influence the way he looks at perception form other.
things. Moreover, his leadership qualities will also determine the scope of influence he has on
his group and how it affects his relationship with other people.

Preliminaries:
3. Students will be asked about their perceptions on leaders and followers.
4. Students will be asked to compare their perception of themselves and how others see them
through the ff. activity.

In which of the following groups do you belong?

1. I am a leader. I often find myself on leadership roles.
2. I am more a follower. Very seldom do I get to take on leadership roles, but I know I can
be a good leader.
3. I am more of follower. Very seldom do I get to take on leadership roles, and I’m ok with
this. (I don’t think I’ll be a good leader.)
4. I am neither a leader nor a follower. I tend to just “ take things easy” and wait for things to
happen.

Turn to your seatmate, and write down your impression of him/her, He/she does the same to you.
1. He/she is a leader. I often see him/her leadership roles.
2. He/she is more a follower. Very seldom do I get to take on leadership roles, but I know I can
be a good leader.
3. He/she is more of follower. Very seldom do I get to take on leadership roles, and I’m ok with
this. (I don’t think I’ll be a good leader.)
4. He/she is neither a leader nor a follower. I tend to just “ take things easy” and wait for things
to happen.

MOTIVATIONAL: TEACHER TIPS

 All Aboard. To test their leadership and followership, participants are required to build
a “boat” using pieces of wood, mats or any other materials available. As pieces of the Prepare materials for faster execution. Repeat until one team is declared as champion.
boat are removed the team must endeavour to occupy the ever diminishing space as
the can.
 This activity helps to encourage communication, problem solving and critical thinking.
INSTRUCTION / DELIVERY Topic and parameters should be given to the speaker so he/she will be able to prepare and
 The teacher will introduce the resource speaker to the students. The resource speaker make his talk relevant to the lesson.
should be a leader of a community / official.
 The resource speaker will give talk about social influence, group leadership and followership. The teacher may also the opportunity to gather all the students who have PERDEV subject
 The class shall have plenary session where they can ask questions to the resource speaker. into a bigger hall.

SOCIAL RELATIONSHIPS

Social Role theory

A term in social psychology and sociology that describes or day-to-day activities as
expressions of socially-defiened categories, like doctor, son, teacher, president, etc.
Each social role refers to sets of:
 Functions and duties
 Demands and expectations
 Privileges and rights
 Norms and behaviors
That a person has to imbibe and act out as accorded by the role.

Various Roles of individuals in the Society

Roles of an individuals can be traced their status. It refers to the position that an individual is
expected to hold in a group or in a community. Role pertains to the behaviour that is expected
from a person holding such status. Status can be both ascribed or inherited and achieved or
acquired. Ascribed or inherited status comes by virtue of birth such as age, gender, family
background and ethnicity.

A. FAMILY
1. Father
Father. In the past, the father was recognized as the breadwinner. He is also expected to
be the leader and authority figure in the family. However, the role of the father has
changed overtime. Today, some fathers stay at home take care of the children and do the
household chores, while mother works. The father also nurtures and disciplines the
children together with the mother.
2. Mother
The mother’s primary role is to take care of and nurture her husband and children in the
 house. However, with the changing roles of parents in the society some mothers now
work outside the home and serve as leaders and authority figures in the family together
with the father or in certain instances, as single parents.
3. Children
Children. Children are basically expected to perform tasks at home. They are also
expected to go to school, graduate, and help their siblings. Children may be engaged in
varied roles especially adolescents like you who may be involves with either community
or organizations and many more.

B. COMMUNITY
1. Church leaders
Church leaders are expected to lead the faithful and the entire congregation in church
and other outreach and faith-related activities.
2. Government Officials
Government officials are expected to perform their roles and responsibilities and abide by
the code of ethics for government service.
3. Professionals
(teachers, bankers, doctors, lawyers, engineers, IT practitioners, etc,.)
Professionals have their own specific roles and functions in the community defined by
their training in school, internship and professions. Some of these professions require
licensing to establish full authority, trust and credibility in their respective fields of work.
4. Skilled Workers
(mechanics, craftsmen, electricians, bakers, etc.).
Skilled workers are highly needed in the community since their respective specialized
skills are exclusive. They gain more authority and credibility are licensed (e.g TESDA
certification.)
5. Youth Leaders
Youth leaders are expected to lead young people and initiate activities that may motivate
and drive young people to be productive in society.
6. Youth Organization Members
Being members of youth organizations, young people are expected to follow their
leaders. They perform specific functions in the organization that may develop or enhance
their skills. They discover more of themselves along the way, including other things they
could do to meet the needs of the organization.
 7. Social Influence
As an adolescent, having roles in society is like taking part in a stage drama. This
adolescent is performing as a certain character and is expected to perform to the best of
his or her abilities. However, the difference between stage drama and social role is that
the earlier is fixed, unchangeable, and simple in character, while the latter can be made
changeable and varied in character. The functions may be well defined or not, but still
there are expectations.

Social influence refers to the impact that social factors and constructs have on the person
in terms of emotions, opinions, or behaviours brought about by social engagements.
Influence may mean a change in behaviours caused by a person to another, whether
intentionally or not, resulting into a changed perception about themselves, others and
society as a whole.

These are three areas of social influence such as conformity, compliance and obedience.

1. Conformity
- is when adolescents change their behaviour to be like others. One example of
this is when they seek approval from others to feel that they belong. The
challenge to this is that they can go as far as changing their beliefs and values
system to fir with peers or well-admired superiors.
2. Compliance
-is when, for example, senior high school students do what they are asked as joining
student organizations in school or outreach programs in the community. At times
there can be temptations not to comply, but they will be reminded of the
consequence are disadvantages of not joining or involving themselves in such types
of activities.
3. Obedience
- is when adolescents submit themselves to authorities in the home, school, and
community. Adolescents may feel restricted to some extent, but they are confronted with the pressing
demand to obey.
Between compliance and obedience, it is the latter that adolescence may have no
choice but to do.
Group Leadership
 -

PRACTICE:
Talent / Variety Show Presentation
1. Divide the class into small groups
2. The group shall have a presentation in front of the class.
3. The leaders of each group (including members) shall rate the group based on the following
criteria: originality ( 4 points), creativity / resourcefulness (4 points), teamwork (4 points) and
audience impact (4 points), for a maximum of 16 points. Compute the average of ratings for
the group.
4. Let them write this average rating of the presentation in their journal.
5. Let them write about their experience as a group leader/member in this activity.
ENRICHMENT:
Students will engage in a reflective vision quest. Under the instructor’s facilitation, they will be
asked?
 Am I as I see myself?
 Am I as my family see me?
 Am I as I have to be?
 Should I change a chunk of me?
 Knowing how mean the world can be, am I ready?
Discussion on:
 Personal Effectiveness
 Build on your strengths and work on your weaknesses.
 The power of journal writing: Unfolding your personal journey.
EVALUATION:
Journal Writing with Rubrics
RESOURCES 1. De Guzman Jens Micah, & Nicolas, Maria Liza Samonte (2016) Personal
Development. Mutya Publishing House, Inc.
Cleofe, Myreen P. (2016) Personal Development. Diwa Learning System Inc.