Portfolio Output No.

15: Reflection on “Exploring Emotions” and “I Am”

1. Recently, I have felt a range of emotions in various circumstances. For instance, I felt happy
and content when I was able to help a friend in need, and I felt frustrated and annoyed when I
encountered a technical issue while working on a project. I also felt a sense of accomplishment
and pride when I completed a challenging task, and I felt nervous and anxious when I had to give
a presentation in front of a large audience.

2. Through the “Exploring Emotions” exercise, I gained a better understanding of my emotional

self-awareness. I realized that I often feel emotions in my body before I even realize what I'm
feeling. For example, I might feel a knot in my stomach or a lump in my throat before I even
acknowledge that I'm feeling anxious or stressed. This exercise helped me to become more aware
of my physical sensations and to recognize them as signs of certain emotions.

3. The “I Am” exercise was also enlightening for me. I realized that my emotions and thoughts
are not always accurate reflections of my true self. Often, I found myself thinking negative
thoughts about myself or feeling emotions that were not necessarily based on reality. This
exercise helped me to distinguish between my true self and my ego, and to recognize that I am
more than just my thoughts and emotions.

Through these exercises, I learned that emotional development is a continuous process that
requires self-awareness, self-reflection, and self-regulation. I realized that I need to be more
mindful of my emotions and thoughts, and to take steps to manage them in a healthy and
productive way. For example, I can practice deep breathing or meditation to calm my nerves
when I feel anxious, or I can engage in physical activity to release tension and improve my mood.

Furthermore, I learned that emotional development is closely linked to personal growth and well-
being. When I can recognize and manage my emotions effectively, I am better able to
communicate with others, build meaningful relationships, and achieve my goals. I also learned
that emotional development is not a solo endeavor, but rather a collaborative process that
involves seeking support and feedback from others.

In conclusion, the “Exploring Emotions” and “I Am” exercises were valuable tools for me to gain
insights into my emotional self-awareness and to develop a better understanding of myself.
Through these exercises, I learned that emotional development is a continuous process that
requires self-awareness, self-reflection, and self-regulation. I also learned that emotional
development is closely linked to personal growth and well-being, and that it involves seeking
support and feedback from others. I am grateful for these learnings, and I am committed to
continuing my emotional development journey.
ACTIVITY 2: GET A GRIP ON ANGER

1. Healthy ways to deal with anger:

* Taking a deep breath and counting to 10 before responding to a situation that
triggers anger
* Engaging in physical activity, such as going for a run or practicing yoga, to
release tension and pent-up anger
* Writing down thoughts and feelings in a journal to process and release anger
* Practicing mindfulness and meditation to become more aware of thoughts and
emotions, and to find peace and calm
* Talking to a trusted friend or therapist to get a different perspective and find
ways to manage anger
* Engaging in a hobby or creative activity to channel anger into something
positive and productive

2. Unhealthy ways to deal with anger:

* Lashing out at others, either verbally or physically, to release anger and
frustration
* Turning to drugs or alcohol to numb feelings of anger and frustration
* Bottling up anger and resentment, which can lead to passive-aggressive
behavior or explosive outbursts
* Acting impulsively and engaging in destructive behavior, such as breaking
objects or engaging in violent behavior
* Ignoring anger and pretending it doesn't exist, which can lead to denial and a
lack of self-awareness
* Blaming others for one's own anger and frustration, rather than taking
responsibility for managing one's emotions.

It's important to recognize that everyone experiences anger differently, and that
there is no one-size-fits-all approach to managing anger. However, it's crucial to
learn healthy ways to deal with anger, such as those listed above, in order to
avoid destructive behavior and maintain healthy relationships with others.
Activity 1: AM I ASSERTIVE?
1. Think of a time when you were a doormat.

I remember a time when I was asked to help a friend move into a new apartment. I agreed to help, even though I
had other plans and wasn't really feeling up for the task. On the day of the move, I found myself being bossed
around by my friend, who was telling me what to do and how to do it. I felt frustrated and resentful, but I didn't
say anything because I didn't want to conflict.

What I did:
I helped my friend move, but I felt unhappy and unappreciated.

How I felt:
I felt frustrated, resentful, and taken advantage of.

A better way to handle that situation in the future:

I could have asserted myself and communicated my needs and boundaries more clearly. For example, I could have
said, "I'm happy to help you move, but I need to be treated with respect and not be bossed around. Can we work
together to make this move happen smoothly and efficiently?"

Practice response:
"I'm happy to help you with that, but I need to be treated with respect and not be bossed around. Can we work
together to find a solution that works for both of us?"

2. Think of a time when you were too bossy.

I remember a time when I was leading a group project at work. I had a clear vision of how I wanted the project to
turn out, and I was very assertive in making sure that everyone was on board with my plan. However, I didn't take
the time to listen to others' ideas and feedback, and I came across as bossy and controlling.

What happened:
The team members started to resist my ideas and didn't seem to be fully invested in the project.

What I did:
I realized that my approach wasn't working, so I took a step back and asked for feedback from the team. I listened
to their concerns and ideas, and we were able to come up with a revised plan that everyone was happy with.

How I felt:
I felt anxious and stressed at first, but then relieved and proud of myself for being able to adapt and improve the
situation.

A better way to handle that situation in the future:

I could have started by asking for input and feedback from the team, rather than imposing my own ideas. I could
have also made an effort to listen more and talk less, and to be more open to compromise and collaboration.

Practice response:
"I'm really eager to hear your thoughts and ideas on this project. Can we work together to come up with a plan that
we're all excited about?"
ACTIVITY3 : I AM..
1, I am mos t happy when I am able to help other s and make a pos itive
impact in their lives .

2. I feel embar ras s ed when I make a mis take or s ay s omething that I later
regret.

3. I think negative thoughts about mys elf when I feel like I'm not meeting my
own expectations or when I compare mys elf to others .

4. I am frus tr ated when I am unable to communicate my thoughts and

feelings effectively.

5. I feel anxious when I am faced with a new or unfamiliar s ituation.

6. I think s elf- doubt when I am faced with a challenge or obs tacle that I'm
not s ure I can overcome.

7. I am confident when I have a clear unders tanding of a concept or tas k and

am able to execute it effectively.

8. I feel motivated when I have a s pecific goal or objective that I am working

towards .

9. I think pos itively about mys elf when I am able to help other s or make a
pos itive impact in the wor ld.

10. I am content when I am able to s pend time with loved ones and enjoy
their company.

11. I feel relaxed when I am able to take a break from the demands of daily
life and engage in a relaxing activity, s uch as reading or lis tening to mus ic.

12. I think gr ateful when I reflect on the many bles s ings and pos itive
as pects of my life.
Portfolio Output No. 16: Responsible Action
1. What have you learned in this Unit on Aspects of Personal
Development?

In this unit, I learned about the importance of self-awareness, self-

regulation, and self-motivation in personal development. I learned
that self-awareness is the ability to recognize and understand my
emotions, values, and beliefs, and how they impact my behavior and
decision-making. Self-regulation is the ability to manage my
emotions, thoughts, and behavior, and to use effective strategies to
achieve my goals. Self-motivation is the ability to motivate myself to
achieve my goals and to take responsibility for my own personal
growth and development.

2. Write down your plans to take responsible actions on your

emotions

My plan for taking responsible actions on my emotions is to practice

self-awareness and self-regulation. I will make an effort to recognize
and understand my emotions, and to take a step back and assess my
feelings before reacting to a situation. I will also practice
mindfulness and meditation to become more aware of my thoughts
and emotions, and to find peace and calm. Additionally, I will
engage in physical activity, such as going for a run or practicing
yoga, to release tension and pent-up anger. I will also talk to a
trusted friend or therapist to get a different perspective and find ways
to manage my anger. By taking these steps, I hope to become more
self-aware, self-regulated, and motivated to achieve my goals in a
responsible and constructive way.
Portfolio Output No. 17: Reflections on Personal Relationships
Personal relationships are a vital aspect of our lives. They provide us with a sense of
belonging, support, and comfort. Good relationships can bring joy, happiness, and fulfillment to
our lives, while bad relationships can lead to feelings of loneliness, isolation, and unhappiness.
In this reflection paper, I will discuss the importance of personal relationships, why they are
important, and how I intend to keep the good relationships strong and healthy.

Personal relationships are important for several reasons. Firstly, they provide us
with a sense of belonging and connection to others. Humans are social creatures, and we need
social interaction to thrive. Good relationships allow us to feel part of a community, which is
essential for our mental and emotional well-being. Secondly, personal relationships provide us
with emotional support. We can rely on our friends and family to be there for us during difficult
times, to provide us with a listening ear, and to offer advice and guidance. Thirdly, personal
relationships help us to grow and develop as individuals. Our friends and family can inspire us,
challenge us, and motivate us to become better versions of ourselves.

Now that I have discussed the importance of personal relationships, let's talk
about why they are important to me. My personal relationships are crucial to my happiness and
well-being. My friends and family provide me with a sense of belonging, emotional support,
and inspiration. They help me to stay grounded and remind me of my values and beliefs. They
also help me to grow and develop as an individual, by challenging my ideas and perspectives,
and encouraging me to try new things.

Lastly, let's talk about how I intend to keep my good relationships strong and
healthy. Firstly, I plan to communicate openly and honestly with my friends and family. I will
make an effort to listen to their needs, concerns, and feelings, and to express my own thoughts
and feelings in a respectful and empathetic way. Secondly, I plan to spend quality time with my
friends and family. I will make time for them, and engage in activities that we both enjoy, such
as going for a walk, watching a movie, or cooking a meal together. Thirdly, I plan to show
appreciation and gratitude for my friends and family. I will make an effort to thank them for
their support and love, and to show them that I value and cherish our relationships.

In conclusion, personal relationships are essential for our mental, emotional, and
social well-being. They provide us with a sense of belonging, emotional support, and
inspiration. I am grateful for my personal relationships, and I intend to keep them strong and
healthy by communicating openly and honestly, spending quality time together, and showing
appreciation and gratitude. By doing so, I know that my personal relationships will continue to
bring joy, happiness, and fulfillment to my life.
Types of Communicative Strategy
Since engaging in conversation is also bound by implicit rules, Cohen (1990) states
that strategies must be used to start and maintain a conversation. Knowing and
applying grammar appropriately is one of the most basic strategies to maintain a
conversation. The following are some strategies that people use when communicating.

1. Nomination. A speaker carries out nomination to collaboratively and

productively establish a topic. Basically, when you employ this strategy, you
try to open a topic with the people you are talking to. When beginning a
topic in a conversation, especially if it does not arise from a previous topic,
you may start off with news inquiries and news announcements as they
promise extended talk. Most importantly, keep the conversational
environment open for opinions until the prior topic shuts down easily and
initiates a smooth end. This could efficiently signal the beginning of a new
topic in the conversation.

2. Restriction. Restriction in communication refers to any limitation you

may have as a speaker. When communicating in the classroom, in a meeting,
or while hanging out with your friends, you are typically given specific
instructions that you must follow. These instructions confine you as a
speaker and limit what you can say. For example, in your class, you might
be asked by your teacher to brainstorm on peer pressure or deliver a speech
on digital natives. In these cases, you cannot decide to talk about something
else. On the other hand, conversing with your friends during ordinary days
can be far more casual than these examples. Just the same, remember to
always be on point and avoid sideswiping from the topic during the
conversation to avoid communication breakdown.

3. Turn-taking Sometimes people are given unequal opportunities to talk

because others take much time during the conversation. Turn-taking pertains
to the process by which people decide who takes the conversational floor.
There is a code of behavior behind establishing and sustaining a productive
conversation, but the primary idea is to give all communicators a chance to
speak.
Remember to keep your words relevant and reasonably short enough to express your views
or feelings. Try to be polite even if you are trying to take the floor from another speaker. Do
not hog the conversation and talk incessantly without letting the other party air out their own
ideas. To acknowledge others, you may employ visual signals like a nod, a look, or a step
back, and you could accompany these signals with spoken cues such as “What do you
think?” or “You wanted to say something?”

4. Topic Control. Topic control covers how procedural formality or informality affects the
development of topic in conversations. For example, in meetings, you may only have a turn
to speak after the chairperson directs you to do so. Contrast this with a casual conversation
with friends over lunch or coffee where you may take the conversational floor anytime.
Remember that regardless of the formality of the context, topic control is achieved
cooperatively. This only means that when a topic is initiated, it should be collectively
developed by avoiding unnecessary interruptions and topic shifts. You can make yourself
actively involved in the conversation without overly dominating it by using minimal
responses like “Yes,” “Okay,” “Go on”; asking tag questions to clarify information briefly
like “You are excited, aren’t you?”, “It was unexpected, wasn’t it?”; and even by laughing!

5. Topic Shifting .Topic shifting, as the name suggests, involves moving from one topic to
another. In other words, it is where one part of a conversation ends and where another
begins. When shifting from one topic to another, you have to be very intuitive. Make sure
that the previous topic was nurtured enough to generate adequate views. You may also use
effective conversational transitions to indicate a shift like “By the way,” “In addition to what
you said,” “Which reminds me of,” and the like.

6. Repair. Repair refers to how speakers address the problems in speaking, listening, and
comprehending that they may encounter in a conversation. For example, if everybody in the
conversation seems to talk at the same time, give way and appreciate other’s initiative to set
the conversation back to its topic. Repair is the self-righting mechanism in any social
interaction (Schegloff et al, 1977). If there is a problem in understanding the conversation,
speakers will always try to address and correct it. Although this is the case, always seek to
initiate the repair.

7. Termination .Termination refers to the conversation participants’ close-initiating

expressions that end a topic in a conversation. Most of the time, the topic initiator takes
responsibility to signal the end of the discussion as well. Although not all topics may have
clear ends, try to signal the end of the topic through concluding cues. You can do this by
sharing what you learned from the conversation. Aside from this, soliciting agreement from
the other participants usually completes the discussion of the topic meaningfully.