EDUCATIONAL GUIDANCE III

Reflection

HOW TO OVERCOME OBSTACLES AND PERSONAL LIMITATIONS?

Let me introduce you to two new friends: perseverance and effort. They are
first cousins. At first you won't like them at all. If you give them a chance, as
you get to know them better, they will become your best allies and friends. You
will feel comfortable, supported, self-confident and willing to perform any feat
that comes your way and that you want to conquer: study, sport, work. They
have always gotten along, so much so that to date they have achieved a
common ideology, which they have decided to share with you: “Many times we
can daydream, imagine what we want to be, but in the same way we must be
realistic and objective.” to achieve what we want. We must give ourselves the
time to think about what we want to be and direct the steps towards achieving
our goals..."

Well, you are right if at this moment these first cousins have managed to wake
you up from one of your dreams, but let me tell you the second part of what
they think: “… friend, but let me tell you that no dream is too big and no
dreamer is too small; Dreams and fantasies are the beginning of planning our
future life. You need to start with small goals, identify the actions you must
take, separate the obstacles and appeal to all possible options to achieve it.
”What do you think of this pair of friends, will you let them help you?

Try it! You'll see that it will be worth it.

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 THIRD SEMESTER PROGRAM
AREA: SCHOOL THIRD SEMESTER DESIGNATED TIME 38 HOURS
THEME
1.- Be a student 2.- Study habits 3.- Time management 4.- Attention

ACTIVITIES OF APPROX. THEME RESOURCES AND SUPPORT

SKILLS TO DEVELOP LEARNING TIME
Reflect about he role of be 1. Student Philosophy 6 hrs. To be a student Activity 1 p. 135-138
Student and have a solid philosophy that Material for the student 1 p. 136, 137
allows you to achieve school success. Material for the student 2 p. 138, 139

Identify and record your own Study habits 2. “The survey” 5 hrs. Study habits. Activity 2 p.140
and those of your classmates to select the Material for the student 1 p. 141
relevant strategies that allow you to
achieve academic success.

Reflect on the importance of motivation in 3. How do I encourage myself 5 hrs. Study habits. Activity 3 p. 145-149
studying and identify the strategies that to study? Material for he student 1 p. 147
can help you improve your habits and Material for he student 2 p. 148
Material for he student 3 p. 149
make the best decisions in your academic
life.

Reflect about the ask by 4. Why study? 5 hrs. Study habits. Activity 4 p. 150
study? and investigate it to detect Material for the student 1 p. 151
Yeah will achieve
success or failure
school.
Rank your daily activities in order of 5. Time goes by like water. 5 hrs. Time management. Activity 5 p. 152
importance to better manage your time. Material for the student 1 p. 153

Practice and learn various strategies that 6. Pay attention! 12 hrs. The attention Activity 6 p. 154
allow you to improve your level of Material for the student 1 p. 155
attention.

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DIAGNOSTIC EVALUATION 1

INSTRUCTION: Answer the following questions.

1 . Do you study because it is imposed on you, or is there any interest in you

to learn something that fascinates you?

2 . Have you had the need to learn something, to later develop a job or
activity? Describe what and why what you learned was useful to you.

3 .- Do you know any study technique and what does it consist of?

4 . Are you worried about your grades? What resources do you use to study?

5 .- Are you satisfied with what you know?

6 .- Do you take on your school obligations as a challenge?

7 .- Do you use the internet to study? But because?

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 BEGIN THE ADVENTURE OF YOUR NEW COURSE!

Am I or am I not a student?

We have all gone to school and have worked hard to

learn different knowledge and develop skills that will
help us in life, but have you ever thought about the role
a student plays? Or perhaps, what values allow one
person to study better than another?

Learning is one of the most enriching experiences for

human beings, mainly because knowledge gives us the
necessary tools to change our environment.

Since time immemorial, studying has been a privilege,

and was sometimes reserved for only a few in societies organized by elites. The
school, as such, concentrates a legacy that has taken people centuries to
develop. What would happen to us if we had to start discovering each discipline
from scratch. Surely, one lifetime would not be enough for us to acquire the
same degree of learning that is already condensed in books and educational
institutions.

Education is a human right, for which struggles are fought around the world in
favor to have that to her. This fact leads us to a next
ask is it enough to go to one school to be considered a student?
Probably not. Or going a little further, is it enough to mechanically learn
something to be considered a student?

The importance of making this reflection is more related to our vocation than to
the existing knowledge on a certain subject; That is, no one can teach us
something that we are not willing to learn; even less, forcing ourselves to learn
a technical job until we master it, if we do not invest a sufficient amount of
interest.

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Wanting is power.

Unlike animals, people have the freedom to choose. We

constantly decide what to do and what not to do. And
most long-term goals require a commitment that if we are
not willing to assume, we will not fulfill.

To the extent that we are more aware that we can choose, we begin to make
better decisions. Like the rest of the activities, studying and getting a better
grade also represent a choice.

It is up to us to try to get the highest possible grade in a subject, or simply to

be victims of circumstances, like when we take an exam without having
studied.

As we grow, we gain independence from our parents. Maturity comes with

learning to take responsibility for the decisions we make. This is intended to
help you understand that both success and failure are in your hands.

Towards a conceptualization of the student.

So what is it to be a student? There are

many definitions; However, for practical
purposes we could say that it is that person
interested in learning knowledge, because
they understand why it is important.

This value that we assign when studying

something can be granted by both the
individual and society. For example, the
knowledge of a civil engineer is key to building a bridge. It would be impossible
to carry out such a work without

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 having studied, and still being able to design a construction without suffering
complications in the attempt.
According to the same example, the engineer, like every professional, at some
point must have had the motivation to choose his career. Then, in his
performance, he collaborates with the design of a work that is for the benefit of
others. In such a way that both assignments of value, both individual and
collective, play a role.

Likewise, it is usually thought that every study must have an immediate

practical purpose. This idea may be relative. Without a doubt, learning
something that we put into practice in a concrete way is beneficial to carry out
an activity. But what about that knowledge related, for example, to philosophy
or other disciplines that also enrich us and provide knowledge about the ways
of thinking that exist and have existed in the world, among other aspects?

Philosophy, which means "love of wisdom" in

Greek, since ancient civilizations has questioned
the place of human beings in the world and has
been the mother of knowledge by raising doubts
that demonstrate a real concern for explaining
the physical and social environment. and culture
in which men and women develop. Someone
might think, what is a philosopher doing now in
the 21st century? The answer is that it would
have a lot to do in philosophy, it is a creator of a chaotic world, because
values and ideas, among other aspects. Not for nothing did the idea of
democracy emerge from philosophical minds before our era.

Although certain studies do not apparently have an impact on something that

we can see touching in the short term, the truth is that all knowledge has
application, immediate or not.

Furthermore, any knowledge can improve our lives because it expands our
points of view; That is, we expand our conception of the world, and when doing
work this will surely be reflected.

In this way, it is intended to make it clear that there is no knowledge that

hinders or limits to learning. Studying is, therefore, exploring our own
possibilities.

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Towards a philosophy of the student

Like all people, we have defects and virtues. This is

reflected in the activities we do, and studying is no
exception to them. Therefore, knowing yourself can
make a difference in academic preparation.

The fact that techniques, information and content are

within our reach, even now with greater accessibility
than perhaps our parents had, due to the
development of new computer technologies, such as the Internet, does not
necessarily mean that we are taking advantage of this access to knowledge.

A student in the search for excellence must rely

on certain values that allow him or her to
develop his or her potential to the fullest.
Discipline is undoubtedly one of them; a
minimum rigor that serves both to organize
personal spaces and to develop a study
method.

Organizing personal spaces is, for example, not

only dedicating time during the day to help with household chores, but also to
study, do homework or review what has been seen in class. Developing a study
method, on the other hand, is more related to the way in which it is easier for
each person to learn and from there, create their own method. For example,
preparing for an exam could be for some to underline a text and then
summarize; for others, read and then formulate a questionnaire of what is
believed to be most relevant.

In this way, values can be applied to everyone even if they manifest

themselves in each person in a unique way. This truth can help us obtain better
results in the subjects we intend to learn.

ACTIVITY 1: STUDENT PHILOSOPHY

Activity:

Individual

Individually reflect and answer the material for student 1 and the material for student
2.

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 Equipment

The group is divided into teams and each one is asked to organize and represent a
short story (sociodrama, rally show, radio news) on some aspect where they describe
“reasons for being or not being a student” (material for student 1). .

Group :

The counselor together with the group will form a concept of what it is to be a
student, returning to the aspects worked on in the material for student 1 and 2.

Follow-up

A philosophy of what it means to be a student can be developed among the entire

group.

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 MATERIAL FOR STUDENT 2

“REASONS TO BE OR NOT TO BE A STUDENT”

The number of students is so large and different that it is not easy to classify them.
However, we could summarize them in the following categories:

-There are those who study despite all kinds of difficulties: lack of time, lack of means,
few comforts. They will find their reward.

-There are those who study to pass. Since the goal is minimal, the efforts are minimal
as are the results.

-There are those who study late, poorly or not at all. This is the quantity and quality of
your disappointments or failures.

-There are those who say that they study, but they do not learn; The truth is that they
don't study.

- There are those who appear as a student activity on their credentials, but they never
do it.

-There are those who, after some time, are grateful that they have been forced to
study, otherwise they would not have studied nor would they have gotten where they are.

-There are those who study only because they are forced and punished. The more time
passes, the more they hate what they study and those who force them.

-There are those who studied, got a job and earn well but without giving their own light.
They are not prestigious professionals.

There are those who study,... and they study endlessly, but without discovering the true
value of study. They wasted at least 50% of their time.

-There are those who, despite their medium to low intellectual capacity, with many
hours of study, repetitions of courses, private classes, courses, come to feel a taste for
studying and are good professionals. They get rewarded for their perseverance and effort.

-There are those who are lazy: they confuse the study room with the discotheque; the
classroom with the bar; the textbook with the novel; geography with excursion; study with
nap; the course with the holidays.

What category are you signing up for?___________________________

Read carefully each of the incomplete sentences presented below, reflect and complement
each of them by answering with all sincerity.

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 MATERIAL FOR STUDENT 2

To be a student_________________________________________________________

The best thing about the student is__________________________________________

The worst thing about the student is_________________________________________

A good student_________________________________________________________

a bad student__________________________________________________________

Study by______________________________________________________________

Study for______________________________________________________________

My classmates are______________________________________________________

My colleagues do_______________________________________________________

I hope from my colleagues________________________________________________

As a student what worries me most is:_______________________________________

As a student, what bothers me the most is ___________________________________

As a student, what I like the most is ________________________________________

The school____________________________________________________________

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The teachers________________________________________________________

The subjects ________________________________________________________

There is no right for a student___________________________________________

My reasons to continue studying_________________________________________

I am not willing to_____________________________________________________

Before my studies____________________________________________________

My parents tell me to study for___________________________________________

My teachers tell me to study for__________________________________________

In this course I am willing to ____________________________________________

Among students there should be_________________________________________

I would feel more comfortable if others____________________________________

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 DIAGNOSTIC EVALUATION 2

INSTRUCTION. Answer the following questions.

1. Do you have study habits? What are they? And if it doesn't have, why?

2. Are your study habits in a virtuous circle that results in good academic
grades?

3. What study habits would you like to acquire and why?

4. Do you have a motivation to study? What?

5. What sacrifices do you think are involved in allocating time to study?

6. Do you study because it is imposed on you, or is there some interest in you

to learn something that fascinates you?

7. What opportunities do you think you can have if you make an effort to
study?

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Partial 2

ACTIVITY 3: WHAT MOTIVATES ME TO STUDY?

The counselor orders any assignment to be done in the classroom. This work is
interrupted by surprise after 10 minutes and the group is invited to analyze the work
done up to that point according to some guidelines (Material for student 1).

Next, the counselor and the students share the reflections and draw conclusions about
what they have discovered.

:
Activity

Individual

The counselor gives each student a sample test referring to exam anxiety and the
student is scored on the different traits. The exercise tries to make the student
aware of which traits make it difficult to take an exam and which make it easier.
Furthermore, life continually subjects us to tests and examinations also outside
the school context (Student Material 2).

Carry out the same process with your academic history (Student Material 3).

Equipment

Students discuss the history in pairs: common points, specific aspects that have
influenced them to have both good and bad grades, etc.

Group

Once the work in pairs has concluded, the most significant conclusions and
contributions are summarized in the classroom assembly.

The counselor can use the following questions to redirect the students'
contributions:

—What did you discover through the activities done?

— The counselor will help the students delve into the most significant
answers.

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 MATERIAL FOR STUDENT 2

SELF-REFLECTION SHEET

Describe in writing what you have done outwardly so far. For example: I have
opened the book, I have taken the pen, I can't find the notebook...

Are you able to distinguish parts of the work you have started during the first ten
minutes?

Describe in writing what you did internally during those ten minutes. For example:
"I've gritted my teeth", I thought: "I have no idea", "I can't find my pen", "how
difficult", "I'm very tired", "when I leave class I'll call Juan"...

Now, finally, write down some thoughts on the topic "how I approach a job or a
study task."

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 MATERIAL FOR STUDENT 2
I HAVE A TEST TOMORROW! (Exam anxiety?)
HARDLY ALMOST
EVER EVER FREQUENTLY ALWAYS
Every time I have to face an exam, I
experience a feeling of agitation and
confusion.
Thinking about the grade they are going
to give me distracts me from developing
my work.
Writing a written work puts me under
stress.

The thought that I may be wrong worries

me while answering a question.
When I have to resolve an important
issue, I feel panicked.

When I have to answer the questions, my

heart beats faster.
While I do the work, I think about the
possible consequences that a failure can
have.

When taking an exam, I ask myself when

will I stop answering tests of this type?

Analysis and solutions

The eight questions in this test describe the thoughts and feelings we may have when we
answer a test. To calculate the score, assign yourself 1 point for each answer “Almost
never”, 2 points for each answer “Sometimes”, 3 points for each answer “Often”, 4 points
for each answer “Almost always”.

The result of the test is given simply by the sum of these values: from 8 points (very low)
to 32 (very high).

ACADEMIC RECORD. (Questionnaire)

SCHOOL DATA

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 MATERIAL FOR STUDENT 2
I started at____________________ years in kindergarten ______________________

Later I attended preschool at the School____________________________________

and primary in ________________________________________________________

Write the name of the teachers you have had in the first years of school life.

The subjects in which I have almost always achieved good grades are:

What has influenced me the most in obtaining good grades has been:

The teacher.

My interest in the subject.

Other aspects. Which is it?

The subjects in which I usually get the worst grades:

What has influenced me the most in obtaining bad grades has been:

The teacher.

My interest in the subject.

Other aspects. Which is it?

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ACTIVITY 4: WHY STUDY?

The reasons to study do not generally arise spontaneously, nor are people born with a
direct love for studying. Interest in studying must be cultivated.

In reality, our reasons for studying are the result of the confrontation of the forces that
incline us towards studying and those that keep us away from it. Although recipes do
not work here either, these guidelines can be taken into account, so that the level of
motivation towards studies arises or increases:

Create an environment, both material and personal and social, favorable to study.
Cultivation of personal hobbies related to study, especially the chosen reading. Visits
or monuments, museums, libraries, etc.
Seek some activity outside of school, contact with the world of work and professions.
Interest in the problems of the world of culture, reading in newspapers and
magazines the information that appears in this regard.
Know the objectives of the subjects and relate them to the future without myopia or
excessive immediacy.

Activity:

Individual

Each student will answer the questions presented in the material for student 1 and
reach a personal conclusion.

Equipment

A poster will be made by teams in which each member writes: Why are you
studying? and it will stick in the classroom.

Group

The counselor motivates students to be interested in studying and carries out

the pertinent comments according to the analysis of the results
obtained in the material for student 1.

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 How to acquire positive study habits? The motivation

Thinking about acquiring positive study habits sounds

good, and we have all had the desire to get some of
them at some point, but why Don't we acquire them
easily? He
The main factor is ignorance: not only do we
sometimes not know what they are and how to
develop them, but we do not know why we study, or
where we want to go in our future professional life, we
do not have clear goals or objectives that motivate us to do them, since that, as we
said, every habit to be assimilated requires a reward, and if this is not enough (since
many of the study habits, at the beginning, represent a burden, a sacrifice, an effort of
any kind, so the reward does not seem to be greater than the effort made), it is
necessary to draw on conviction, will and motivation: And that is, precisely, what we
must identify in the first place: What is my reward for studying? What is my reward? is
my motivation?; That is to say, it is what drives me to keep my will firm, to undertake
certain actions and to persevere until I achieve my goals.

As you may have identified in the previous reading, before considering any habit, it is
necessary to establish clear goals, and even ask ourselves some questions personally
that clarify if we really want to achieve what we have set as a goal, such as the
following:
• Do I really want to study?
• Is it my personal desire, or am I doing it mechanically or by
To please or not to contradict other people?
• Why do I want to study?
• Do I really want to change my habits?
study?
• What negative consequences on my performance
academic am I going to have if I don't generate any
change?
is study habits?
• Why do I want to change, develop or strengthen m
• What benefits will I obtain from that change?
• Will changing or developing good study habits help me
To achieve my goals?

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It is worth mentioning that a personal goal will be
what will become our future motivation that will
maintain our unbreakable will to sustain a study
habit, but these personal goals can be of any
type, from wanting to finish a degree to get out of
poverty; to make our parents proud; to be
someone outstanding in life; for humanity; to
demonstrate that Mexicans are equal or better contribute knowledge to the
than any foreigner; out of passion and pleasure
for knowledge, or simply to complete a task that has been started or for some intimate
emotional detail: for example, I remember the case of a young friend who, after 10
years of having left her career unfinished because she became pregnant, He decided to
get his degree and with many efforts he achieved it. And the day she received her
professional degree, she commented that the two things that motivated her to get the
degree were: one, having made the decision to change an attitude that characterized
her by starting something and not finishing it, and two, that she had written years ago.
a short poem of gratitude to his parents and every day he woke up with the hope of
seeing it printed on the first page of his thesis. As yes, goals and motivations are very
personal and each student must create their own.

Obviously we are social beings and the personal relationships we have

with the people around us will influence our
motivation to study. Without a doubt, feeling
the support of family or teachers fuels
motivation, but even if we had a negative
environment to continue studying, such as
family pressure to make us drop out of school,
the presence of indifferent or mediocre
teachers or an environment conflictive social
situation, we must strengthen our character so
that personal convictions give us enough
strength not to stay on the path.

One way to maintain motivation is to not only set long-term goals, but to include short-
term and simple goals; for example, a thinking technique of mountaineers to not give
up on the path when they have

1
9
 If you plan to reach the summit, but the fatigue is already severe, the oxygen is less
due to the altitude and there are still several hours of ascent left, it is to take the main
goal (reaching the summit) out of your mind for a while and set very simple short
goals. , like taking three steps to the next stone, now another three steps to the next
tree, like this! successively; In immediate thought they do not see the distance to the
summit or the time it will take to get there because the simple fact of doing so would
exhaust them even more, they only see an immediate and achievable goal. This same
technique is applicable to everything we propose and represents great efforts.
To determine your own goals, set one main, long-term goal, and then many small,
simpler, short-term ones.

Let's give an example of the scope of the study: if a long-

term goal were: "to become the most outstanding student
in the world in the area of chemistry", to achieve it, among
other things, I know that I must read at least one book of
chemistry every week, but I do not have the habit of
reading and I do not read more than two books a year. In
this case, the immediate study goal, in realistic terms,
would not be to aim to "read a book every week", but to
"read the first week 15 pages of a book every day, at a
time determined for it. When the goal is exceeded, the
number of pages will be increased successively until the
desired goal is reached.

Activity: As a team, read the following seven newspaper articles and

Reflect on the question: why study?

1 .-Mexicans win the most important robotics competition in Europe.

Check url (league)

https://codigoespagueti.com/noticias/mexico-robotchallenge-2015/

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“El chavo” is the name of the robot that won first place in the humanoid races.

2 .- ITP students and advisors win World Robotics Championship.

http://www.criteriohidalgo.com/noticias/hidalgo-ujul/gana-itp-campeonato- Mundial-
de-robotica

3 .- Mexican at Harvard designs industrial battery for renewable energy.

http://www.conacytprensa.mx/index.php/tecnologia/energia/780-bateria-industria-
energia-renovable

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4 .- Triqui children: at their feet, a new international championship.

http://aristeguinoticias.com/2501/kiosko/ninos-triquis-un-nuevo-campeonato-
international-a-sus-pies/

5 .- Young man from a marginalized community, one of the most awarded scientists in
the country

http://norestenoticias.com/joven-de-comunidad-marginada-uno-de-los-cientificos-mas-
premiados-del-pais/

6 .- IPN robotics students triumph in Japan

INTERNATIONAL ROBOT SUMO

TOURNAMENT 2014

© 826[2E2•*yb*N*
INTERNATIONAL ROBOT SUMO TOURNAMENT 2014

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http://www.noticiasmvs.com/#!/noticias/triunfan-en-japon-alumnos-de- robotica-del-
ipn-511

7 .- Mexican women develop bacteria like soap and win contest

http://www.excelsior.com.mx/nacional/2015/05/12/1023814

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ACTIVITY 5: “TIME GOES LIKE WATER”

Unfortunately, few people use their time appropriately. The majority adopt one of two
extremes: they waste several hours a day on superficial activities or they dedicate
themselves tirelessly to a single activity that, no matter how profitable it may be, does
not allow them to enjoy many others, such as recreation, sports, family life and
friendship. (Quintero, 1993, pp. 27). The only way to learn to properly manage your
time is based on good organization that allows you to both have fun and dedicate at
least an hour a day to your individual study, regardless of whether or not you have
assigned tasks.

The aim is to invite the student to make a list of their activities, prioritize the activities
and organize their schedule.

Individual Activity 1: Read the material and reflect on the benefits and difficulties of

organizing time, therefore, it is essential in the formation of habits. Subsequently, the

student will make a list of activities, prioritize them to form a well-planned schedule

and manage time; prepare your schedule see annex . In this list you will classify

your activities by marking the times spent on:

-School activities -Family activities

Control and management of time in the formation of habits

Studies by psychology researcher at University College London, Phillipa Llay, have

proven that it takes approximately 66 minutes longer to form a habit, although the
actual time depends on the action itself, the person and the circumstance. Be that as it
may, forming or changing a habit is a process that requires time, which is why it is
necessary to develop calendars and schedules of learning
and study activities that help us keep track of time,
rhythm and maintain consistency of activities. .

A calendar or school agenda allows us to organize all the

study goals that we have set for ourselves.

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Education specialists recommend developing a personal calendar in the long, medium
and short terms: that is, keeping an agenda that covers the entire school year,
considering, to the extent possible, assignments, exams, practices, etc.

Short term planning

Time to Time to prepare
Time to study Total hours
review work
Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

It should be noted that the agendas or schedules must be created personally based on
your real capabilities. No one but you knows your times, rhythm, possibilities and
limitations. Plan your study and academic work in a way that allows you to be flexible
to adapt to unforeseen situations such as extra homework or unscheduled exams. In
addition, it includes rest time, which is just as important as study time.

Equipment

Teams of 4 people will be formed to share and compare their schedules; They will
locate the common activities, compare the times dedicated to activities that are similar
and individually answer the questions located in the material for student 1.

MATERIAL FOR STUDENT 2

What are common activities with my teammates?

Do the activities I do present a balance for each of my activities?

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Is it necessary to increase the time for any of the specific activities?

Is the time I dedicate to my school activities adequate?

Should you dedicate more time to school and family activities? Because?

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DIAGNOSTIC EVALUATION 3

INSTRUCTION. - The following words are out of order

Can you order them?

CAVA LBUAFO

REIGT LOCMAEL

BALCLOA ROBUR

ATOG EFTANELE

NOTE SOO

LARGOI NEOL

RTANEPA RABAC

LMALA NENRETORIOC

LRNAMDI OMNO

LOJEUAZ RACAINO

RLIOM

LALUGR

Reflect: When you can't keep your attention on something, what do you do to
concentrate?

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Partial 3

What is
attention?
Attention is the process by which we focus our interest, in the presence of several facts or objects,
and orient it towards a specific one. In this way, clear awareness of the stimulus is increased, in
addition to keeping our cerebral cortex active, essential for the activation of different areas of the
brain. It is also a mental function that allows us to concentrate on an activity, understand the meaning
of its execution and the desire to carry it out.

If it is an object, we are attracted to it by its sensory qualities: size, color, weight. etc and
also by our mood such as: angry, depressed, excited, etc.

Other cognitive processes have a direct relationship with attention since this process implies a level
of consciousness towards the object of interest.
Attention guides the activity of perceiving (perception), reflecting (thinking) and mentally representing
(memory); frequently; Lack of attention leads to poor understanding or poor memory retention, or
mistakes when performing tasks, reading, examples, exercises and mathematical problems.

There are two types of care: voluntary and involuntary.

Types of care

Willpower determines the ability to have initiative and persevere, once a project has started.

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How to maintain attention and concentration?

Although they are often used almost synonymously, "attention"

and concentration are not the same; They are different stages of
the same mental process that is also related to perception and
memory.

"Concentration" means voluntarily focusing all the energy

(attention of the mind) on a specific point.

In "attention" there is no point to focus on. It is the

capacity of an individual to attend to a goal, or take it into account or into
consideration. In attention there is no necessary concentration, but in
concentration there is prior attention.

Attention is the ability to select sensory information and direct mental

processes. Concentration is the increase of attention on a stimulus in a given
period of time; therefore, they are part of the same process.

According to researchers from the Department of Personality, Evaluation and

Psychological Treatment of the Faculty of Psychology of the University of
Barcelona, the processes, forms and alterations of attention are as follows.

Processes involved in care

When we give an orientation response towards a novel, surprising or

dangerous stimulus, our senses are oriented
towards the source of information and the
body prepares to adapt to the stimulus.

The guidance response includes:

1. Identification of 10 that attracts attention,

through:
• Turning of eyes and head.
• Heart rate slower than normal, called
bradycardia, and initial suspension of breathing.
Stillness of the body so as not to interfere with the acuity of the senses.

2. Psychological alert and increased brain activity and flow

blood.

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3. Preparation for action: increased activity of the hypothalamus-axis
pituitary-adrenal.

4. Increased neurovegetative activity.

Forms of attention

Focused attention: implies resistance to

distraction and fixation of the moment in which we
separate relevant information from irrelevant
information. It involves the ability to establish the focus
of attention, maintain it, and change it for a new one if
the situation demands it.

Sustained attention : ability to maintain focused

or divided attention for long periods of time, without loss
or fall of it (approximately 30 minutes in healthy individuals) in order to react
to small and infrequent stimuli in the transit of the information presented.

Alternating attention : ability to switch from one task to another without

getting confused. Requires optimal knowledge of the tasks to be performed.

Selective attention: ability to cancel out irrelevant distractors

maintaining concentration on the relevant stimulus. It is based on the
competition between two or more stimuli, between which the subject selects.

Divided attention: attending to more than one stimulus without loss in

execution.

Attention disorders

Attention suffers normal oscillations, due to fatigue,

stress, various emotions and also due to disorders of
consciousness, affectivity, psychomotor skills, organic
brain damage, etc. (Juan Antonio Amador Campos,
"Cognitive repertoires of attention, perception and
memory

Attention and concentration techniques =

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memory

As we saw in the previous topic, the factors that intervene in the alteration of
attention are varied. Therefore, it is advisable to follow the following
recommendations to improve your attention, concentration and, consequently,
also your memory:

Plan your activities and organize your time. Use calendars and schedules.

ACTIVITY 6: PAY ATTENTION

Individual Activity : solve the following material attention exercises for student
1

Equipment

The group is divided into teams of 4 or 5 people and they are asked to design
an original activity (riddle, mathematical exercise, crossword puzzle, etc.) to
put into practice the level of attention of their classmates.

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Solve the exercises (material for student 1) presented below with the greatest possible
concentration.

1. The circles in the box.

During a class led by the counselor, observe, like your
classmates, the following image for two minutes without
losing your attention.

Comment your experience.

What happened?

Were you able to concentrate?

If you were distracted, what was it that distracted you?

2. Reconstruction of a five-piece rectangle .

Look carefully at the five smaller figures that appear on the right of the image and with
them mentally form a rectangle like the one on the left.

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3. Reconstruction of the last triangle.

From the five smaller figures on the right, mentally construct a triangle like the
one on the left of the figure.

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Exercise
34

In the following list fifty words appear in alphabetical order so that you can classify them into ten groups of
five words each.

The classification criterion is that the five words belong to the group considering their meaning.

Grandmother Consulting room Son Melody Story

Plane Notebook Hour Backpack Rhythm

Yesterday Tale Pencil Music Health

Hoe Screwdriver Letters Grandson Nephew

Ship Drama Book Novel Time

Pen Date Mother Operation Uncle

Truck Phonemes Tomorrow Shovel Tune

Trolley
Song Graphics Hammer Dad
car
Comedy Siblings Medicine Tweezers Train

Consonants Daughter Doctor Cousin Vowels

Exercise
6

Mark an "X" on the line where you find different numbers:

136 _______ 135 28952 28952

289 298 33479 33476
081 _______ 081 958573 955873
485 458 478927 478927
389111 398111 1098349 2098394
41098375 _______ 41098375 2985672 2935672
09300027 09300007 3985173 3985713
28746590 28748500 47987029 47987029
67890264 678902643 89467778 89487778
38908729 398087239 10000000 100000000
98732876 987328766 452369741 452369741
1257863856 _______ 1257863825 985632443 985632443
1254832129 _______ 1254832129 965874236 965472313
4598771312 _______ 4590771312 698713454 698713454
2368745626 _______ 2368745626 9875221564 ________ 9875221364

Mark an "X" on the line where you find different words:

_____ devastation
devastation reciprocity ___________ reciprocity
commend ____, entrust I rocked it home
exclamation exclamation we have [we will be
easily _ easily identify yourself ______ identify
circumscribed _______ circumscribed recognize yourself ____ come to terms
home _______ fell equity _______ equity
incredulous incredulous I overcame overpose
madilon _______ mandilón contempt _ depression
manifest __________ manifest keep wait
obscenity _____ obsenity share share

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Exercise
6

Observe carefully and mark an "X" on the line where there are identical
symbols:

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Material for student 2

Instruction: Answer the following questions:

1. How did you feel when working these exercises?

2. Which one was the most difficult for you to stay attentive to?

3. Which exercise(s) were most useful for you to focus your attention?

Thank you for participating in the course…. Congratulations!

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1. Sánchez Crespo, Ma. Del Carmen, Atrévete 3, Educational Guidance and Tutoring; Anglo
digital publishing house, Slim-BG series., 2015, pp16,19-24,69,71,72- 79,109-11.

2. Manual for the Counselor, DGB, SEP, 2012, pp 135-165

3. Ma Rivers. Del Refugio etal. Educational guidance Life and career plan, second reprint, Patria
publishing group, Mexico, 2007. pp. 15,16.

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