GENERAL ADAPTATION SYNDROME //ung mga naka-capslock is bold alam mo na yun bahala

kana dito haha

In 1936 Hans Selye created the stress model "General Adaptation Syndrome", which
thoroughly explains the stress response and how aging and disease are caused by
chronic exposure to stress.
In his studies, Selye noticed that the body has been adapting to external stressors
in terms of a biological pattern that is actually predictable, so that the internal
balance, or homeostasis, would be restored and maintained.
Selye found that rats displayed a similar set of physical responses to several
different stressors. The latter included cold temperatures, excessive physical
exertions, and injection with toxins.

One example of General Adaptation Syndrome (GAS) is:

EXHAUSTION STAGE

After an extended period of stress, the body goes into the final stage of GAS,
known as the exhaustion stage. At this stage, the body has depleted its energy
resources by continually trying but failing to recover from the initial alarm
reaction stage.

Once it reaches the exhaustion stage, a person's body is no longer equipped to

fight stress. They may experience:

Tiredness
Depression
Anxiety
Feeling unable to cope
If a person does not find ways to manage stress levels at this stage, they are at
risk of developing stress-related health conditions.

What Are the Symptoms of Stress? //bold

Stress can affect all aspects of your life, including your emotions, behaviors,
thinking ability, and physical health.
No part of the body is immune. But, because people handle stress differently,
symptoms of stress can vary.
Symptoms can be vague and may be the same as those caused by medical conditions.
So it is important to discuss them with your doctor.
You may experience any of the following symptoms of stress.

STRESS SYMPTOMS

Emotional symptoms of stress include: //bold ung mga ganito haha

Becoming easily agitated, frustrated, and moody

Feeling overwhelmed, like you are losing control or need to take control

Physical symptoms of stress include:

Low energy
Headaches
Upset stomach, including diarrhea, constipation, and nausea
Aches, pains, and tense muscles
Chest pain and rapid heartbeat
Insomnia
Cognitive symptoms of stress include:

Constant worrying
Racing thoughts
Forgetfulness and disorganization

METACOGNITION

Metacognition refers to �thinking about thinking� and was introduced as a concept

in by John Flavell, who is typically seen as a founding scholar of the field.
Flavell said that metacognition is the knowledge you have of your own cognitive
processeS.
It is your ability to control your thinking processes through various strategies,
such as organizing, monitoring, and adapting.
Additionally, it is your ability to reflect upon the tasks or processes you
undertake and to select and utilize the appropriate strategies necessary in your
intercultural interactions.
Metacognition is considered a critical component of successful learning. It
involves self-regulation and self-reflection of strengths, weaknesses, and the
types of strategies you create.
It is a necessary foundation in culturally intelligent leadership because it
underlines how you think through a problem or situation and the strategies you
create to address the situation or problem.

Metacognition plays an important role in all learning and life experiences. Beyond
academic learning, when students gain awareness of their own mental states, they
begin to answer important questions:

How do I live a happy life?

How do I become a respected human being?
How do I feel good about myself?
Through these reflections, they also begin to understand other people's
perspectives.

There are 7 Exercises That can Improve Metacognition //bold

1. Teach students how their brains are wired for growth. //bold
The beliefs that students adopt about learning and their own brains will affect
their performance.

2. Give students practice recognizing what they don't understand.

The act of being confused and identifying one's lack of understanding is an
important part of developing self-awareness.

3. Provide opportunities to reflect on coursework.

Higher-order thinking skills are fostered as students learn to recognize their own
cognitive growth.

4. Have students keep learning journals.

One way to help students monitor their own thinking is through the use of personal
learning journals.
Assign weekly questions that help students reflect on how rather than what they
learned.

5. Use a "wrapper" to increase students' monitoring skills.

A "wrapper" is a short intervention that surrounds an existing activity and
integrates a metacognitive practice. Before a lecture, for example, give a few tips
about active listening.
Following the lecture, ask students to write down three key ideas from the lecture.
Afterward, share what you believe to be the three key ideas and ask students to
self-check how closely theirs matched your intended goals.
When used often, this activity not only increases learning, but also improves
metacognitive monitoring skills.

6. Consider essay vs. multiple-choice exams.

Research shows that students use lower-level thinking skills to prepare for
multiple-choice exams, and higher-level metacognitive skills to prepare for essay
exams.
While it is less time consuming to grade multiple-choice questions, even the
addition of several short essay questions can improve the way students reflect on
their learning to prepare for test taking.

7. Facilitate reflexive thinking.

Reflexivity is the metacognitive process of becoming aware of our biases prejudices
that get in the way of healthy development.
Teachers can create a classroom culture for deeper learning and reflexivity by
encouraging dialogue that challenges human and societal biases.

D.O.T //this ones should be in arial font

Goal - A goal is an idea of the future or desired result that a person or a group
of people envisions, plans and commits to achieve.

Stress - Stress is a feeling of emotional or physical tension. It can come from any
event or thought that makes you feel frustrated, angry, or nervous.

Metacognition - Metacognition is, put simply, thinking about one�s thinking.

More precisely, it refers to the processes used to plan, monitor, and assess one�s
understanding and performance.

arigato