3 The Choice of Choosing

Introduction

The choice of choosing is an ultimate freedom granted to all human beings. This
freedom of choosing can be best enjoyed to its fullest when practiced with responsibility. The
choice of a profession is one of the lifetime decisions that every individual shall make. Self-
introspection and careful self-analysis can be concrete bases for decision making. This
module will provide you with an avenue to explore within yourself and thus enjoy the benefit
and freedom of responsible choosing.

Total Time Allotment: 120 minutes

Letter to the Teacher

You have to prepare yourself mentally, psychologically, emotionally and physically

before giving this Module. There is a great possibility of engaging in “Transference” wherein
you are already the one sharing your issues triggered by the learners’ sharing. The attainment
of its purpose, which is to provide an opportunity for the learners to examine themselves in
relation to their chosen profession, academic achievement, and realities in life, is highly
expected. You may also coordinate with the respective Registered Guidance Counselors for a
possible pre- module orientation regarding the processing of learners’ responses.

Tips to the Teacher for the conduct of this Module

1. This module can be scheduled to a maximum of two hours only.
2. You must be aware and should practice “traffic” in the course of sharing.
3. You may hold a teacher-student conference if there are many unshared concerns.
4. You may use bell or buzzer in case the class sharing is unruly or too noisy.
5. All issues that transpired at the course of disclosure/sharing must be kept confidential in
observance with the law on the protection of learners; if there is a need to divulge the
information for professional help, ask the permission of the learner.
6. Sharing must be confined to career only teachers shall refer sensitive, technical and cases
beyond their capability to any Registered Guidance Counselor within the Division or
Region or any proper authority for appropriate action.

Materials Needed
 Mini Me Doll (from Module 3 Grade 11 CGP)
 My Career Information Sheet (from Module 3 Grade 11 CGP)
 Copy of Grade 11 Grades (from the Adviser)
 LMI-List of KEGs (from Module 2 Grade 12 CGP)
 List of personal Hard and Soft Skills (from Module 5 Grade 11 CGP)
 Bell or Buzzer

Module Page 1
3
 laptop
 projector
 audio file/music for relaxation or meditation
 Career Analysis Profile

I. Objectives

At the end of this module, the students are expected to:

1. analyze their academic achievement based on their desired profession and realities
in life;
2. identify their bases for choosing their profession; and
3. discuss their personal experiences in choosing a profession with the guidance and
support of parents or significant others.

II. Motivation (8 minutes)

Mini Me Game

Procedure
1. Ask the learners to look for a partner with the same characteristics as they have
like the following: (variations may be used)
a. month of birthday
b. shoe size
c. color of socks
d. color of handkerchief
2. Tell the learners to say Hi/Hello to their partner’s Mini Me by introducing their
selected profession (Hello, I’m a fire officer.)
3. Instruct them that after a Hi and Hello, the partners will share their answers to the
questions. Ask one question for each round.
a. Do you feel you can enjoy living the life of your chosen profession? How can
you say so?
b. Do you think your parents are supportive of your chosen profession? How?
c. Wha limitations have you encountered in choosing your profession?
4. After one minute, tell them that they will look again for another partner and repeat
nos. 2 and 3.
5. After the game, ask some learners to share what they have experienced during the
game in the class.

III. Main Activity (83 minutes)

The Circle of Choices

1. Ask the class to form a circle and let them bring out their Career Information
Sheet and the Copy of Grades (GWA of Grade 11).
2. Let the learners sit beside their classmates with the same chosen curriculum exit
(Trabaho, Kolehiyo, Negosyo).
3. Use various relaxation methods to create an ambiance for sharing such as music,
mantra, breathing exercise, or silence.
4. Set agreements for the sharing.
Agreements for Sharing
a. One sharer at a time.
b. Everything within the circle remains in the circle (confidentiality of
information among all the learners).
c. Respect each other’s feelings, emotions, and sharing by observing silence at
the course of the activity.
d. The activity is covered by the provisions of DepEd Order No. 40, s. 2012
entitled Child Protection Policy.
e. The class may also provide additional agreements for sharing.
5. Make a creative way of selecting a learner who will start the sharing (spin a bottle,
select a number, left or right, fishbowl)
6. Show or present the Guide Questions.

Guide Questions
a. Looking at your Career Information Worksheet, does your academic
achievement affects your choice of the career? In what way?

Example
1) Yes. As a STEM student dreaming of becoming a civil engineer
however, my grades are below 80. I may survive the Grade 12
yet, I may not be qualified to enter the college since there may be
a qualifying average or grade for engineering course.
2) No. With my current grades, I do believe that I may be easily
hired the moment they will look at my credentials.

b. What are your anticipations or apprehensions between your chosen profession

and the reality of your life in relation to achieving your goal?

7. Let the learners share based on the guide questions. (2 mins per learner at
approximately 40 learners per class)
8. Be aware of the time allotment.
9. After the last sharer, the teacher should affirm the openness of the learners in a
creative way (hug each other, tap each other’s shoulder, etc.)
10. After affirming the class, highlight and consolidate their sharing and provide a
synthesis that will provide a bridge to the next activity.

Sample synthesis:

Thank you for being open and for trusting the group with your inner
thoughts and feelings. We may encounter different realities; however, we must
remain focused on our goals, dreams, and aspirations. It is important that when we
make decisions, the choice that we make should be an informed one. In order to
know more about your realities and your directions in life, you will fill up the
Career Analysis Profile.
IV. Application (22 minutes)

Career Analysis Profile

1. Distribute the Career Analysis Profile (Sheets A and B) to all learners.
2. Learners will utilized information or data learned such as:
a. Mini Me (Module 3, Grade 11 Career Guidance Module)
b. My Career Information Sheet (Module 3, Grade 11 Career Guidance
Module)
c. Labor Market Information (Module 2, Grade 12 Career Guidance Module)
d. Personal Experiences (e.g., Beliefs and Values)
3. Out of the data, each learner will fill out Sheet A. You may look at the filled out
Career Analysis Profile as a guide. An example is provided.
4. Explain the content of the filled out Career Analysis Profile.
5. The learners will then complete the sentences in Sheet B using the information
they wrote in Sheet A.

V. Reflection (6 minutes)

1. What are your insights or realizations about the activities?

2. Ask volunteers from each track or strand to share their Career Analysis Profile.

Closing

“Pitiful is the person who is afraid of taking risks. Perhaps this person will
never be disappointed or disillusioned; perhaps she won’t suffer the way people do
when they have a dream to follow. But when that person looks back – and at some
point everyone looks back – she will hear her heart saying, “What have you done
with the miracles that God planted in your days? What have you done with the
talents God bestowed on you? You buried yourself in a cave because you were
fearful of losing those talents. So this is your heritage; the certainty that you
wasted your life.”

~Paulo Coelho, By the River Piedra I Sat Down and

Wept

VI. Assignment (1 minute)

1. Instruct the learners to do the following:

a. Conduct an information interview (Use the form in the Appendices) thatt
will be used in Module 4.
b. Write in their journals their insights and/or reflections about their experience
of Module 3.
References

[Link] 2015%20National%20SKills
%20%20%[Link], Bureau of Local Employment,
accessed August 08, 2017
ht tp://bl e .d ol e .g ov .ph/i ndex .php/ca ree r-g uide, Bureau of Local Employment, accessed
August 08, 2017
DepEd Order No. 40, s. 2012 entitled Child Protection Policy
DepEd, Module 3, Grade 11 Career Guidance Module
DepEd, Module 1, Grade 12 Career Guidance Module
DepEd, LMI-List of KEGs, Module 2 Grade 12 Career Guidance Module
 Career Analysis Profile Sheet A

Name: Sophia Sex: Female Age: 19 yo Strand/Track: GAS Region:

V
Preferred Exit: Entrepreneur 1st CHOice: Buy and Sell 2nd CHOICE: Establish a stall

Skills Labor Market Academic

Personal Beliefs Values Realities
Soft Hard Information Performance
Ex. Ex. Ex. Ex. Ex. Ex. Ex.

“Ang kakaunti Matiyaga Negotiating Computing I do not have enough KEG: GWA GR11
kapag palagi ay capital to start a business.
nagiging Determinasyon Interpersonal Planning  Agribusiness 85 – Very
marami.” Skills My parents are not  Construction Satisfactory
Mapagkakatiwalaan Analyzing supportive of my decision  IT-BPM
“Basta may Can work under to put up a business since  Health, Wellness
tiyaga pressure Counting they want me to take a and Tourism
may degree course.  Hotels and
nilaga.” Patience Restaurants
The community has no  Wholesale
Adaptability existing businesses that and Retail
are similar to my desired Trade
Listening and business.
Speaking
There are upcoming
Time construction companies
Management that will construct a
football stadium in my
Decision Making town.

Conflict
Resolution
Module Page 35
3
Name: Gabriel Sex: Male Age: 18 yo Strand/Track: TVL - HE Region: VI
Preferred Exit: Trabaho 1st CHOICE: Waiter/Housekeeping 2nd CHOICE: HR M

Skills Labor Market Academic

Personal Beliefs Values Realities
Soft Hard Information Performance
Ex. Ex. Ex. Ex. Ex. Ex. Ex.

“Great success I need to work since I KEG: GWA GR11

don’t
starts with Matiyaga Negotiating Computing have the means to enroll in
humble Determinasyon Interpersonal Planning college  Agribusiness 83 – Satisfactory
beginnings.” Skills  Construction
Masipag Analyzing
I want to enroll in HRM  IT-BPM
Can work under
Mapagkatiwalaan Organizing but it is not offered in  Health, Wellness
pressure
Magsilbisakapwa Motor Skills my locality and Tourism
Patience (eg. Lifting,  Hotels and
Adaptability etc) There are some hotels Restaurants
or restaurants in the  Manufacturing
Listening and Balance community.  Real Estate
Speaking Spatial skills
Time I possess skills that may
Management help me survive and thrive
in the world of work.
Decision Making
Conflict
Resolution
Name: Christian Sex: Male Age: 18 yo Strand/Track: ACAD-HUMSS Region: VII
st
Preferred Exit: Kolehiyo 1 CHOICE: BS in Secondary Education (Social Studies) 2nd CHOICE: BS in Social Work
Skills Labor Market Academic
Personal Beliefs Values Realities
Soft Hard Information Performance
Ex. Ex. Ex. Ex. Ex. Ex. Ex.
“ang pagsilbi I am easily get tired. KEG: GWA GR11
sa
bayan ang Matiyaga Negotiating Computing  Agribusiness
pangunahing Mapagkatiwalaan Interpersonal Planning The Higher Education  Construction 75 – Fairly Satisfactory
gampanin ng Skills Institution is far away  IT-BPM
Pagmamahal sa Analyzing
bawat from my place. It would  Health,
bayan Can work Attending
mamayan.” take a boat ride and Wellness
Malasakitsakapwa under pressure another 2 hours bus ride.
Critical Thinking and Tourism
“the welfare of Patience  Hotels and
the people is the Information I might be disqualified
Adaptability Restaurants
supreme law” Communication from the application  Wholesale &
Listening and and Technology process since I have not Retail Trade
Speaking Skills performed well.  Mining
Public Speaking  Transport
My family is very and Logistics
Time supportive of my plan.
Management  Manufacturing
 Real Estate
Decision Making
 Education
Conflict
Resolution
Flexibility
Name: Sex: Age: Strand/Track: Region:

Preferred Exit: First choice: Second choice:

Skills Labor Market

Personal Beliefs Values Realities Academic Performance
Soft Hard Information
 Career Analysis Profile Sheet
B

1. I am (name) .

2. I am years old.

3. I am enrolled in (track/strand) .

4. I am planning to (curriculum exit) .

5. I believe that .

6. I have the following values .

7. I have the following soft skills

.

8. I have the following hard skills

_.

9. I have the following realities in life

10. The Labor Market Information in my Region shows that the following sectors are
Key Employment Generators

11. I have a General Weighted Average of which is described as

.

Module Page 39
3
 1. I am Sophia.

2. I am 19 years old.

3. I am enrolled in (track/strand) Academic - GAS.

4. I am planning to (curriculum exit) become an entrepreneur – Buy and Sell or later

become an established owner of a stall.

5. I believe that earning a small amount when stable becomes abundant and hard work
bears much fruit.

6. I believe in the values of industry, determination, and honesty.

7. I have the following soft skills: interpersonal skills, can work under pressure,
patience, adaptability, listening and speaking skills, time management, decision making,
and conflict resolution skills.

8. I have the following hard skills: computing, planning, analyzing, and counting.

9. I have the following realities in life: I do not have enough capital to start a business and
my parents are not supportive of my decision to put up a business since they want me
to take a degree course. However, there are no existing businesses in my community
that are similar to my desired business and there are upcoming construction companies
that will construct a football stadium in my town.

10. The Labor Market Information in my Region shows that the following sectors
are Key Employment Generators: Agribusiness; Construction; IT-BPM; Health,
Wellness, and Tourism; Hotels and Restaurants; and Wholesale & Retail Trade

11. I have the General Weighted Average of 85% which is described as Very Satisfactory.
 1. I am Gabriel.

2. I am 18 years old.

3. I am enrolled in Technological Vocational Livelihood (TVL) – Home Economics.

4. I am planning to become a waiter or land on a job where I can practice my housekeeping

skills.

5. I believe that great success starts with small beginnings.

6. I have the values of diligence, determination, being industrious, honesty, and service
with others.

7. I have following soft skills: negotiating, interpersonal skills, can work under pressure,
patience, adaptability, listening and speaking, time management, decision-making, and
conflict resolution.

8. I have the following hard skills: computing, planning, analyzing, organizing, motor skills
(e.g., lifting), balancing and spatial skills.

9. I have the following realities in life: I need to work since I do not have the means to
enroll in college, I want to enroll in HRM but it is not offered in my locality, however,
there are some hotels or restaurants in my community where I can work and, I possess
skills that may help me survive and thrive in the world of work.

10. The Labor Market Information in my Region shows that the following sectors are Key
Employment Generators: Agribusiness; Construction; IT-BPM; Health, Wellness, and
Tourism; Hotels and Restaurants; Manufacturing; and Real Estate.

11. That I have a General Weighted Average of 83% which is described as Satisfactory.
 1. I am Christian.

2. I am 18 years old.

3. I am enrolled in Academic Humanities and Social Sciences.

4. I am planning to enroll in college and take up a Bachelor’s degree in Secondary

Education major in Social Studies or Bachelor of Science in Social Work as a second
preference.

5. I believe that serving the country is the primary responsibility of its citizenry and the
welfare of the people is the supreme law.

6. I have the values of diligence, honesty, love of country, and altruism.

7. I have the following soft skills: negotiating, interpersonal skills, can work under
pressure, patience, adaptability, listening and speaking, public speaking, time
management, decision- making, conflict resolution, and flexibility.

8. I have the following hard skills: computing, planning, analyzing, attending, critical
thinking, information communication, and technology skills.

9. I have the following realities in life: I easily get tired, the Higher Education Institution
is far from my place and it would take a boat ride and another two hours bus ride to get
there. I might be disqualified from the application process since I did not perform well.
However, my family is very supportive of my plan.

10. The Labor Market Information in my Region shows that the following sectors are Key
Employment Generators: Agribusiness; Construction; IT-BPM; Health, Wellness, and
Tourism; Hotels and Restaurants; Wholesale & Retail Trade; Mining; Transport and
Logistics; Manufacturing; Real Estate; and Education.

11. I have a General Weighted Average of 75% which is described as Fairly Satisfactory.
 Table of Grade Description

Description Numerical Value

Outstanding 90-100
Very Satisfactory 85-89
Satisfactory 80-84
Fairly Satisfactory 75-79
Did not Meet
Below 75
Expectations

Module Page 43
3
Glossary
1. Realities in Life – This is a catch-all phrase of actual life conditions that encompass the
different aspects such as physical, economical, relational, sociological, political, etc. and the
like related to or may affect the career choices of the learner.

2. Hard Skills – These are specific, teachable abilities that can be defined and measured,
such us encoding, writing, reading, and the ability to use software programs.

3. Soft Skills – are less tangible and harder to quantify, such as etiquette, getting along
with others, listening and engaging in small talks.

4. Labor Market Information – This is a DOLE material that contains data or which
provides timely, relevant, and accurate signals on the current labor market such as in-
demand jobs and skills shortages by developing client specific LMI education and
communication materials.

The material is part of the commitment of DOLE to support the Career Guidance
Advocacy Program that seeks to promote career guidance as a tool in assisting
jobseekers particularly students in making informed career choices.

5. Key Employment Generators (KEG) – These are industries/sectors identified by the DOLE
with the greatest potential to generate employment.

Module Page 44
3