Schools Division Office-Manila
MANUEL A. ROXAS HIGH SCHOOL
Paco, Manila
SY: 2020-2021
SECTION
Name of Teacher
General Objectives:
For the Teachers:
1. to provide teachers and non-teaching staff with a quick reference and guide regarding the
proper conduct of PFA when delivered either online or through self-guided modules.
2. to equip teachers with additional skills needed in the delivery of online PFA and PFA through
self-guided modules.
3. to further develop the competence of the users in delivering PFA using other platforms .
For the Students:
4. to provide students with a venue by which they can discuss their fears, feelings, and anxieties.
5. to enable students to manage their feelings and reframe their thoughts.
6. to empower students to look for linkages to services that could help others
7. to allow students to focus on their strengths and support systems during a fearful and
worrisome time.
Module’s Overview
Objectives
1. Identify feelings/reactions related to the
pandemic/any form of disaster
Module 1: 2. Accept that all feelings and reactions are normal
and valid
Validating
Feelings and Materials/Handouts
Small Whiteboard and marker/bond paper and marker
Normalizing Sample Graph of Emotions
Reactions Common Reactions of Students to Stressful Events
Handout: When Terrible Things Happen (attached at
the end of this module)
Introduction :
Say: Hi. How are you all feeling today? How has it
been since the start of ECQ/MECQ/GCQ? Classes
are about to start again, and this is how we will be
conducting classes but before we can do that, it is
important that we talk about how you are first. Before
we begin, can you make sure that you have a sheet of
paper with you please? (PAUSE)
ACTIVITY: Graphing Feelings
Say: So I want to ask, KAMUSTA KAYO? This is a strange
crisis that we are all experiencing, don’t you agree? So how
are you? Are you okay, not okay? Were you not okay three
months ago but okay now? Were you okay at the start but
okay now? Can I ask you to identify about 5 feelings or
emotions that you have experienced during the past few
months/weeks or days? I will give you time to think about it.
(PAUSE
Cont.…
Say: Using the sheet of paper, can you create a graph or a
pie chart of feelings/emotions that you have or may have
had during all the crisis situations that you experienced?
Here is an example (show on camera). On the x-axis, write
down each of the feelings/emotions. On the y-axis, write
the numbers 25, 50, 75 and 100 to represent the
percentage of time that you were feeling that way. Rate
each emotion/feeling based on how much or how often you
would feel that way over the past few months/weeks/days.
I will give you 5 minutes to do this activity. After 5 minutes, I
will ask some of those who have videos to share their
graphs and talk about it for a short while. I will also call
those who only have audio to share as well.
Sharing and Comparing Graphs
Say: If you are done, may I ask ___ to share his graph… (During the sharing, listen
for feelings that they rate with 50 percent or higher). Acknowledge
ANALYSIS
Say: What were the feelings that were mentioned a lot? Write
these down on your whiteboard/manila paper.
What did you notice about your reactions to the different
situations? Are these normal reactions to everything that you
experienced? I would like to show you this table of common
reactions of students to stressful events. Please read those
and tell me what you realize.
Say: It’s good that you realized that these are normal reactions
as of this time. I want you to realize that it is okay to not feel
okay.
ABSTRACTION
Show page 1 of the handout “When Terrible Things Happen” from the National
Child Traumatic Stress Network (NCTSN). Say: Say: I want to share with you a
document called: When Terrible Things Happen. You may access it on this
webpage/google folder/etc. Please read it because it can help you better identify
your reactions and it also gives you a list of behaviors that can help you cope and
behaviors that you should try to avoid.
Highlight the feelings that are similar to those that were mentioned.
As a teacher, your major role now is to look for risk signs in the students. Look at
the table on common reactions to stressful events found on the next page.
APPLICATION
Say: Today we learned that our reactions to the pandemic, to any stressful
event/disaster are normal and valid. How can you apply this learning to your life
especially because the pandemic is not yet over? (Pause and call 2 -3 students to
share).
Acknowledge all answers then say: can someone come up with a short line that we
can say altogether that would sum up what you just learned?
After class decides on the line to use, everyone turns on their microphones to say
the line all at the same time. You may add a hand movement is necessary.
When Terrible Things Happen
Additional Common negative reactions, please refer to PFA module, page 27-28
Objectives
By the end of the session, students should be able to:
Module II: • Identify positive ways to manage one’s
emotions
Calming Down • Practice calming down using a relaxation
and Managing exercise
One’s • Be able to practice reframing one’s thoughts
Emotions and
Thoughts Materials/Handouts
• Manila Papers
• Permanent Markers
INTRODUCTION
So far, we’ve talked about your reactions to the pandemic or
any form of disaster. Today, we will talk about how to manage
your feelings.
ACTIVITY # 1
Yesterday I asked you to identify your different reactions and feelings towards the
pandemic or any type of stressful situation that you may have experienced recently. Can
you recall what those feelings were? Today, let’s talk about some ways to help you
manage your feelings. Can you recall for me some of those feelings that you mentioned
yesterday?
The teacher now writes down some of those feelings in one column.
Say: So when you feel this way, what do you usually do to help manage or get rid of that
feeling?
Teacher then writes those actions down right beside each feeling. Teacher then asks another
student to recite. She does this until she has 5-6 examples.
Say: So these actions help make us feel better. They help us address our stress. But can we identify if
there are actions here which would be considered as unhealthy ways of dealing with the stress?
Which ones would be considered as healthy ways of coping? What made you say that?
Say: Please look at your own list of emotions from yesterday and list down the ways that you deal
with the emotions. Can you identify if you were using healthy or unhealthy ways of dealing with the
stress? Today, I want to remind you of healthier ways of dealing with our feelings. I will teach you
three new and easy ways
ACTIVITY # 2
Say: Suggestion # 1: Count backwards. If you feel that you are
getting more upset or stressed or anxious or nervous. You can
ask to be excused or you can just close your eyes, or turn around
and just silently, count backwards from 10 until 1. While doing
so, focus on your breathing and tell yourself to calm down. Let us
try it together.
Say: Suggestion #2: 3-2-1 Senses Check. In this method, I
want you to quietly name 3 things you can see around you,
2 things you can feel and 1 thing that you can hear. While
doing that, breathe in and out 5 times but every time you do
so, you add one more second to each inhale and one more
second to each exhale.
Cont.…
Say: Suggestion #3: Reframe. This means that a feeling
usually comes from a thought and when we can change or
reframe a thought, then we can change how we feel. For
example, I feel angry because my mother called me lazy. I
think my mother called me that way because she does not
see me working hard or maybe because she is just unfair all
the time. I can reframe that by saying, my mother is just very
stressed and tired tonight. She does not mean what she
says. By reframing the thought, I have changed the way I feel
about the situation.
ANALYSIS
What do you feel? What do you
think was the point of this
activity?
ABSTRACTION
Can you compare how you feel right
now with how you felt before we
started with the relaxation activity? On
a scale of 1-5, 5 being the highest,
APPLICATION
How can you apply your newfound
knowledge to your daily life?
CLOSING
Say: As a way to close this session, do you know that
people who do yoga close the sessions by saying
“Namaste.” Namaste is a word which means “bow to
you”. People in India use it to say hello or to bid each
other goodbye. Can you think of a short phrase that you
can share with the class now to show our appreciation
about being with them during online classes? What
would be a good phrase or word? (Possible answers are
“thank you, “ “kamusta,” “good vibes,” etc. Can we all
say this to each other now as we leave our online class?
Objectives
By the end of the session, students should be able to:
Module III: To identify one’s current needs and those of one’s family
• Become aware of the various institutions, departments
Identifying and centers present within the school environment or
and the immediate community
• Take note of the important numbers and information
Addressing regarding who to approach for their needs
Materials/Handouts
Needs
List of Emergency Contact Numbers and
Information: This should be filled out by the
teacher before the start of the session
• List of needs during a pandemic and how to
access them
• Pens or Pencils
• Handout: Needs Form
Activity No. 1
Show the sheet called List of Emergency Contact Numbers and Information.
Ensure that the sheet is properly filled out by the teacher. A copy of this sheet
should be shown during class time or the teacher can provide a link where the
students can get this information from.
Say: I want to show you a list of emergency contact numbers that I want you to
take note of or you may want to take a screenshot with your phone. (Give them
time to copy or take a photo). Let us all discuss first what these offices do.
(Teacher explains how each office can help).
Say: Please save the screenshot on your phone or if you listed the numbers down,
please tape it to any part of your house so that it can easily be seen by everyone.
Activity 2
Say: Take a look at the common needs of survivors after a disaster or pandemic.
Do you think it is complete? What other needs should be on the list? Take a look at
this list of needs of people during a pandemic and how to access them. Let’s
discuss these for a while.
Please get a piece of paper and make three columns (you can show an example).
On the first column, list down all the members of the family whom you live with. On
the second column, identify the immediate needs of this person that your family
cannot address as of this moment. On the third column, identify where you can
refer this person to or who you can approach in order to ask for help regarding the
needs of this person. If you do not know anyone who can help that person, just
leave it blank first. (Give them time to do this)
How many of you know who to refer your loved ones to for their needs? May I
know what these needs are and who you are going to refer your loved ones to?
(Please commend them for knowing whom they could approach in times of need).
Can we talk about what you think your own needs are? Who can you approach in
order to address your own needs? Why do you think it is important for all of you to
learn about whom you can go to for your own needs and the needs of your family?
Acknowledge them for having good support systems and for knowing who to link
themselves or their family members to.
ABSTRACTION
Say: Can some of you share with us stories that show how at
times, even these linkages cannot do their responsibilities
efficiently? Why do you think these groups had a hard time?
Can you also tell me some great or good stories about how
other groups were able to help you very well?
APPLICATION
Say: Now that you know how to LINK, can you tell
me how you will apply this new knowledge to your
life right now?
Forms
CLOSING
Ask students to come up with a chant or cheer after that
activity. It should be a chant that will remind them to find
people/organizations to help them/their loved ones address
their most pressing needs.
Objectives
By the end of the session, students should be able
to:
Identify personal, social, and emotional sources of strengths
during and in the aftermath of the disaster/stressful situation
Module IV: • Identify their internal and external sources of strength
Identifying
Materials/Handouts
Sources of
Drawing of a kite (or of a vinta, windmill, a train with several
Strength carriages, a caterpillar with several body segments, a tree,
spider web, fingers, etc.)
• Blank sheets of paper
• Coloring materials
REVIEW
Does anyone remember what the three previous sessions were about? (Give clues if
they cannot)
Last meeting, we talked about our needs and how to address them. We talked about
how to control our reactions and emotions. Now let us reflect on what has helped us to
move on. We can move on and not continue to feel the way that we were feeling days or
months ago because we have strengths.
Show the drawing of a kite and say: This is a drawing of a kite (saranggola). Can you tell me
what makes it go up in the air? (Wait for answers) You are right, it needs the wind, it needs to
be made of good material, it needs a line or a long string, it needs a strong brace, etc. This is
our way of reminding you that you have resources within yourselves or with others that have
allowed you to begin your process of recovery. Just like a kite, you too have what it takes to
fly.
ACTIVITY
Can you draw a kite with a diamond
with 4 parts? On each part of the kite’s
diamond, please write down what you
think are your sources of strength.
What makes you strong despite what
you have gone
ANALYSIS
What have you realized about each other after that
group sharing? What have you realized about
yourself? Do we have common sources of
strengths?
ABSTRACTION
How are you similar to the kite? Can you think of
other objects that can be a symbol for your many
sources of strength?
APPLICATION
The next time you feel weak, what can you focus on in order to
remind yourself that you have a number of sources of strength?
CLOSING
Would any of you want to volunteer to come up with a poem or a rap
about what you have learned about your sources of strength and those
who help or support you? Here is an example:
Ang saranggola ko at ako
Parehong-pareho
Ako ay Matatag, Sya rin ay Matatag
Ako ay di Babagsak, sya din ay di babagsak
Tangayin man ng hangin
Hinding hindi matitinag!
