1

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 groups
straight line.
The first member is to blow the feather into the air until it
reaches the second members place. This time, both of
them are to blow the feather until it reaches the third
members place. Now, three of them are to blow the feather
until it reaches the fourth members 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?
2

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 persons 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?

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, theyre 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.

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
Smiling face

talkative
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 person faces the
Student nearest him)

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
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?
6

NOTE:

Warn against coaching. Anyone

substitute the blindfolded person.

caught

coaching

will

SPORTS
Objectives: 1.

Thisactivity aims to develop and to enhance the

students 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 groups 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.
8

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 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.

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 cant 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.

10

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
7. S N-E-I N
8. 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.
11

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
some suggestions or ways in improving ones 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.

12

13

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
14

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.
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 wont 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 ones environment but also in terms of fun and
play. Hence, the significance of sportsmanship and the
15

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 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?
16

3. What did you feel when your classmate said something

nice about you?
4. What did you learn from the activity?

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
17

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

WATER-LAND-AIR
Objective:

This activity aims to enhance the students 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 individuals
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.
18

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?
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?

19

20

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?

21

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?
5. What does closing ones 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?

22

23

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 groups 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:

Processing:

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 teachers table.

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?

24

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?
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-ofrelationships?

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.
25

Worksheet
Instructions: 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.

VALUE

OBJECT

REASON YOU CHOOSE IT

1.Beauty
2.Love
3.Friendshi
p
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 partners strengths. For example, a student might
select a delicate flower because it reminds him of his
partners sensitivity to others. The students in each pair are

26

then to share with each other what they found on the hunt
and why they selected it.

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:

Procedure:

The class is divided into 5-6 members per group. Each

group will have to choose a leader.
1.

After having divided the class into groups of 5-6

members each, each group is given the value game
puzzle.

27

2. The students are instructed to find as many values as

possible in the puzzle by encircling diagonally, 1shaped, 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
groups 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?

28

THE VALUE GAME PUZZLE

Answers:
R

E W X

Food

N W J

Sincerity
Wealth

Respect

E M H

D Q

M H

Love

Fidelity

Honesty

Trust

W E

O W E

Honor
Pride
Faith

Glory
Loyalty
Greed
Power
Happiness

29

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
classmates 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
classmates name or imitate his actions.
4. Do you consider names important? Why?
5. What did you learn from this activity?

30

31

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 Sharons father died.

32

The stores 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, Sharons 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. Lucys 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?

33

After coming to a decision, change the situation by removing the

fathers 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

34

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.

But then how would it be to have a child and never see it again? Shell
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. Thats 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 wont 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?

35

ITS ME
Objective: This exercise is designed to help the student become
aware 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:
Procedure:

Groups of six to eight

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
36

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
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 to

write the name of the person they like most.

37

Afterwards, they would be asked to describe the

person.

Processing:

4.

On the right column, they would write the name of

the person they dislike. Afterwards, they would also
describe him.

5.

The students would be asked to compare the

descriptions they have written. This would be done
individually and as a class. To do the latter, sample
descriptions would be written on the board to provide
a basis for comparison. Some students would be
asked to do this.

1.

What are the observations regarding the descriptions

on the left column (person you like)? How about on
the right (person you dislike)?
What could be the reasons for having a
predominance of positive characteristics to describe
the person you like?
What could be the reasons for having a
predominance at negative characteristics to describe
the person you do not like?
What are the possible consequences of letting ones
personal biases interfere with ones judgment?
How must you evaluate people, things, events and
situations?
What is the importance of objective appraisal in ones
day to day interaction?

2.

3.

4.
5.
6.

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
38

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:
1
2
3
4
5

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 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:
39

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?

40

A POSTER OF MY OWN
Objectives: The activity aims at developing student creativity hand in
hand with a free self-expression of ones 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
ones 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 ones creativity be useful in school?
41

42

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.

43

Questions:
A. Sports
1. Do you like sports? Yes or No. If yes, what kind of
sports do you prefer?
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. Conversations
1. 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. Travelling
1. 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
44

D. Dancing/Talent
1. 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?
4. Are there any significant people who helped you
developed you talent(s)? Who are they? How are you
related to them?

45

E. Reading
1. 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/Vocation
1. 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 appliances
b. doing mechanical work
c. sketching or drawing
d. singing
e. writing literary pieces
f. taking care of a sick
g. helping you younger brothers and sisters in
their lessons
h. typing
i. experimenting
j. inventing things
k. reading science books
l. acting
m. delivering speeches
n. playing musical instruments
G. Television
1. Do you have a television?

46

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

47

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 dont like to do
them?
7. When you dont have enough resources so that these
interests are fully developed within us, what do you feel?
What do you do?

48

49

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:
Procedure:

Any stick-like instrument, e.g. wooden stick or ruler

A. This activity has two parts:
Part I:
for individual participations
Part 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 -

Ex.

means any song (pop, rock, ballad, sweet,

Christmas, etc.), however, only a line or
two will be sung.

Be my lady. . .
50

That I was born for you. . .

Drama -

Ex.

means any short dramatic response taken

from a TV/movie scene. It may also be
original.

. . . Oh, I messed you so much.

Why did you do this to me?

51

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

52

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 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
havent 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?

53

8. What have you learned from this activity?

54

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?

55

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?
6. What insights did you get from this activity?

56

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:
Numbers:

a reproduced copy of the illustration, ballpen

For the first half of the activity, each student shall
work on his own, then the whole class is divided into
57

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
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.

58

Example:

Answer: Arrogant

bored
sad
arrogant
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

59

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:

3.

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

4. Is it better to show openly your feelings no matter

how 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?

60

61

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 9x3 dimensions.
Print the following words on each strip:
1. BREAD
BUTTER
2. BACON
EGGS
3. SPOON
FORK
4. JOHN LENNON YOKO ONO
5. JOSE RIZAL
JOSEPHINE BRACKEN
6. ROMEO
JULIET
7. SAMSON DELILAH
8. PEN PAPER
9. PRINCE CHARLES
LADY DI
10. NEEDLE THREAD
11. MICKEY MOUSE
MINNIE MOUSE
12. DONALD DUCK DAISY DUCK
13. MUTT
JEFF
14. BROOM DUSTPAN
15. CUP
SAUCER
16. ICE CREAM
CONE
17. KING
QUEEN
18. SHOES
SOCKS
19. TABLE
CHAIR
20. MOTHER
CHILD
21. TOOTHBRUSH
TOOTHPASTE
62

22.
23.
24.
25.

IMELDA
NINOY
ADA M
JACK

FERDINAND
CORY
EVE
JILL

Other materials: scotch tape, scissors

Procedure: 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
63

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 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?
64

65

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.

66

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?

67

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?

68

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 paragraphs
69

b) 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.
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
70

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?

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:
Procedure:

chairs for participation to sit on

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.

71

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
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?

72

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

BLIND WALK
Objective:

Materials:

This activity aims to develop in the students the trust

needed in maintaining a relationship

big handkerchief, thumb tax

73

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

actual activity wherein both of you have to go across the dangerous
path?
a. As the guide
b. Blindfolded person
2.

How about during the actual phase where both have to

go across the dangerous path
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a. As the guide
b. 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?

75

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
2. Benigno Aquino III
3. Charles Darwin
4. Benjamin Franklin
5. Barrack Obama
6. Jose Rizal
7. Albert Einstein
8. Beethoven
9. Leonardo da Vince
10. Muhammad Ali
11. _______________

a. Classical music
b. El Fili and Noli
c. Boxing Heavyweight
d. Law of Gravity
e. Electricity
f.Pres. of the Philippines
g. Romeo and Juliet
h. Mona Lisa
i. Theory of Relativity
j. Evolution of Species
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
76

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.

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?

77

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
78

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 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
79

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?

*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
80

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 ITs 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?
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?
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8. Is self-identity important?

MYSELF

82

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.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

I would like to _______________________________________.

I love ________________________________________________.
My positive characteristics are _______________________.
My negative characteristics are _______________________.
I dont want to _______________________________________.
I hate _______________________________________________.
People are ___________________________________________.
My friends are _______________________________________.
I think my family ____________________________________.
My attitude towards studies __________________________.
Ill try _______________________________________________.
I expect______________________________________________.
I believe _____________________________________________.
In order to ___________________________________________.
Ill 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.

83

MY PILLOW
Objective:

To come to an awareness of ones 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?

84

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?

85

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?

86

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?

87

88

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 Merrygo-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

89

individual sports, and Im pretty good at it! Then the

partner gives and explains his/her answer.

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.
2.
3.
4.
5.

My favorite sport is
My favorite food is .
My favorite kind of music is
My favorite movie star is
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

90

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?

VALENTINE POST OFFICE

Objective: Its one of the varied ways to get each one better
acquainted with all the others around them. In the
meantime, it can also test ones 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?
91

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?

92