Education

Friday, October 11, 2024

beliefs about allha

BELIEFS ABOUT ALLAH/GOD

We all want to make it through life with some degree of success, some sense that we did it right. And if others think they know how life can be satisfying, even meaningful, it’s at least checking out. What about the major world religions? Is there anything in them that would give our lives greater stability and value?

The following is an opportunity to look into the major world religions, Islam, Christianity, Hinduism, Buddhism, new-age. Each of these systems has sects with differing beliefs. The description given here focuses on the heart of that system. Included is a brief description of each, its distinguishing characteristics, and what a person can gain from each.

ISLAM AND ITS BELIEFS

Muslims believe there is the one almighty God, named Allah, who is infinitely superior to and transcendent from human kind. Allah is viewed as the creator of the universe and the source of all good and all evil. Everything that happens is Allah’s will. He is a powerful and strict judge, who will be merciful toward followers depending on the sufficiency of their life’s good works and religious devotion. A follower’s relationship with Allah is as a servant to Allah.

Though a Muslim honors several prophets, Muhammad (SAW) is considered the last Prophet and his words and life style are that person’s authority. To be a Muslim, one has to follow five religious duties:

(1) Repeat a creed about Allah and Muhammad (SAW)

(2) Recite certain prayers in Arabic five time a day

(3) Give to the needy

(4) One month, each year, fast from food, drink, sex and smoking from sun rise to sun set.

(5) Pilgrimage once in one’s life time to worship at a shrine in Mecca

At death – based on one’s faithfulness to these duties, a Muslim hope to enter in paradise. If not they will be eternally punished in Hell.

For many people, Islam matches their expectations about religion and deity. Islam teaches that there is one supreme God, who is worshipped through good deeds and disciplined religious rituals. After death a person is rewarded or punished according to their religious devotion.

THE GOD

ALLAH (GOD)

Allah is an Arabic word. Allah (God), the one and only God in Islam. Etymologically, the name Allah is a contraction of the Arabic al-llah, “The God”. The name’s origin can be traced back to the earliest semitic writings in which the word for God was il or el. Allah is the standard word for God and is used by Muslims.

Allah is the pivot of the Muslim faith. Islam holy scripture, the Qur’an, constantly preaches Allah’s reality, his inaccessible mystery, his various names, and his actions on behalf of his creature.

Three themes preponderate:

(1) Allah is the Creator, Judge and Rewarder;

(2) He is unique (Wahid) and inherently One (Ahad);

(3) He is Omnipotent and all Merciful.

Allah is the “Lord of the worlds”, the most high, nothing is like unto him, and this in itself is to the believer a request to adore Allah as the Protector and to glorify his powers of compassion and forgiveness.

Allah is often conceived as the Supreme and principal object of faith. Allah, says the Qur’an, “loves those who do good, and two passages in the Qur’an express a mutual love between him and humanity.

The Muslims piety has collected, in the Qur’an and in the Hadith (the sayings of the Prophet Muhammad SAW), the 99 “most beautiful names” (al-Asma, al-Husna) of Allah. These names have become the objects of devoted recitation and meditation. Among the names of Allah are the One and Only, the Living One, the Subsisting (al-Hayy- ul-Qayyum), the Real Truth (al-Haqq), the sublime (al-Azim), the Wise (al-Hakim), the omnipotent (al-Aziz), the Hearer (al-Sami), the Seer (al-Baseer), the omniscient (al-Aleem), the witness (al-Shahid), the Trustee (al-Wakil), the Benefactor (al-Rehman), the merciful (al-Rahim), and the constant forgiver (al-Ghafoor, al-Ghaffar).

The most fundamental concept in Islam is Tauheed (meaning “oneness” or “uniqueness”). God is described in the Qur’an as: “say: He is Allah, the one and only; Allah, the Eternal, Absolute; He begetteth not, nor is He begotton; and there is none like unto him. In Islam, God is beyond all comprehensions or equal and does not resemble any of his creations in anyway. Thus Muslims are not iconodules, and are not expected to visualize God.

At all times there have been free thinkers in Islam, but rare has been the Muslim thinker who has denied the very existence of Allah. Indeed the profession of faith (Shahadah) by which a person is introduced into the Muslim community consists of the affirmation that there is no God but Allah and that Muhammad (SAW) is his Prophet. For pious Muslims, every action is opened by an invocation of the divine name (Bismillah). The formula Insha Allah, “if Allah wills”, appears frequently in daily speech. This formula is the reminder of an ever present divine intervention in the order of the world and the actions of human beings. Muslims believe that nothing happens and nothing is performed unless it is by the will or commandment of Allah. The personal attitude of a Muslim believer, therefore, is a complete submission to Allah, “whom one does not question” but whom one knows according to the Qur’an to be a fair judge, at once formidable, benevolent and the supreme help.

The Muslims who have/had weak beliefs, some questions arise in their minds. The Holy Qur’an answers us about these questions. For example:

Q: If God created everything, then who created God?

A: According to Qur’an: Allah tell us that he is the only Creator and sustainer of all that

exists and that nothing and no one exists alongside Him, nor does He have any partner. He tells us that he is not created, nor is He like His creation in any way. He calls Himself by a number of names and three of them are:

(a) The First: (Al-Awal)

(b) The Last: (Al-Akhir)

He always has existed and He never was created, as He is not like his creation, nor similar to it, in any way.

Q: How can you believe in God, when you can’t see, hear, touch, smell, taste or even imagine what He is?

A: We know from the teachings of Muhammad (SAW) that no one has ever actually seen God, at least not in this life time. Nor are we able to use our senses to make some kind of contact with Him. However, we are encouraged in Islam to use our senses and our common sense to recognize that all of this Universe could not possibly come into existence on its own. Something had to design it all and then put it into motions. That is beyond our ability to do, yet it is something that we can understand. We don’t have to see an artist to recognize a painting, correct. So, if we see painting without seeing artist’s painting them, in the same way, we can believe that Allah created everything without having to see Him or touch, or hear, etc.,

Q: Where is God?

A: Some other religions teach that “God is everywhere”. This is actually called “Pantheism” and it is the opposite of our believe system in Islam. Allah tells us clearly that there is nothing anywhere in the Universe that resembles Him, nor is He ever in His creation. He tells us in the Qur’an that He created the Universe in six “Yawm” (periods of time) and then He “Astawah, Ala Al-Arsh” (rose up, above His throne). He is there (above His throne) and will remain there until the end times.

Q: Why did God create everything?

A: Allah says in his Qur’an that He did not create all of this for any foolish purpose. He tells us that He created us or the purpose of worshipping Him, alone and without any partners.

Q: Is God pure, good, loving and fair? If so, then where does Evil, hatred and injustice come from?

A: Allah tells us that He is pure, loving, and absolutely just in every respect. He says that He is the best of judges. He also tells us that the life that we are in is a test. He has created all the things that exist and He has created all that happens as well. There is nothing in this existence except what He has created. He also says in the Qur’an that He created Evil (although He is not evil). He is using this as one of the many tests for us.

Q: Does God really have power of things? If so, then why does He let people become sick, oppressed and die?

A: Allah has created all that we call the universe as a test for us. This is not our final destination. What we might consider to be “bad” or “good” could actually be quite the opposite. As regards oppression, this is something that Allah forbids for Himself to do to anyone and He hates it when any one oppresses someone else. He does have absolute power over everything. He allows sickness, disease, death and even oppression so that we can all be tested in what we do.

Q: Can you prove there is a God?

A: Can you prove that you exist? Yes, of course you can. You merely use your senses to determine that you can see, here, feel, smell, taste and you have emotions as well. All of this is a part of your existence. But this is not how we perceive God in Islam. We can look to the things that He has created and the way that He cares for things and sustains us, to know that there is no doubt of His existence.

Think about this the next time that you are looking up at the moon or the stars on a clear night, could you drop a drinking glass on the sidewalk and expect that it would hit the ground and on impact it would not shatter, but it would divide up into little small drinking glass, with iced tea in them? Of course, not.

Can a fast food restaurant operate itself without any people there? That is crazy for anyone to even think about.

After considering all of the above, how could we look to the universe above us through a telescope or observe the molecules in a microscope and then think that all of this came about as a result of a “big bang” or some “accident”.

Q: If there is only one God, then why are there so many religions?

A: Allah does not force anyone to submit to Him. He has laid out a clear path and then made it known to them the two ways (Heaven or Hell). The person is always free to make his or her own choice. There is no compulsion in the way of “Islam”. Whoever chooses to worship Allah without partners and is devoted to Him and is obeying His commands as much as possible, has grasped the firm hand hold that will never break. Whoever denies God and chooses some other way to worship or not to believe at all, for them there is an eternal punishment that is most horrible (Hell).

All religions originated with Allah and then people began to add or take away from the teachings so as to take control over each other. Man made religions are an abomination before the Lord and will never be accepted. He will only accept true submission, obedience and in purity and peace to His commandments.

Q: How do you know that the Qur’an is really from God?

A: Muslims have something that offers the most clear proof of all – the Holy Qur’an. There is no other book like it anywhere on earth. It is absolutely perfect in the Arabic language. It has no mistakes in grammar, meanings or contexts. The scientific evidences are well known around the entire world, even amongst non-Muslims scholars, predictions in the Qur’an have come true; and its teachings are clearly for all human beings, all places and all times to come. No one has been able to produce a book like it, nor 10 chapters like it, nor even one chapter like it. It was memorized by thousands of people during the life time of Muhammad (SAW), and then this memorization was passed down from teacher to student for generation after generation from mouth to ear and from one nation to another. Today every single Muslim has memorized some part of the Qur’an in the original Arabic language that it was revealed in over 1400 years ago, even though most of them are not Arabs. There are nine million (9,000,000) Muslims living on the earth today who have totally memorized the entire Qur’an, word for word, and can recite the entire Qur’an, in Arabic just as Muhammad (SAW), did 14 centuries ago.

Q: Why does Qur’an say “He” when referring to God (Allah) if God is not having Gender?

A: The word “He” is used when referring to Allah out of respect dignity and high status. It would be totally inappropriate to use the word “it” and would not convey the proper understanding of Allah being who Allah is; alive, compassionate, forgiving, patient, loving, etc. It is not correct to associate the word “He” with gender, as this would be comparing Allah to the creation, something totally against the teaching of Quran.

THE RELATIONSHIP BETWEEN HEADMASTER AND STAFF:

Delicate and critical role of the principal. The principal has to play a very delicate and critical role as he has to strike a balance in the practical field among fighting and quarrelling students, grudging and grumbling teachers and complaining parents. The members of the teaching staff have their different whims: some sensitive, some emotional, some enthusiastic, some old, some young, some trained and other untrained and some marking time. The principal has to make the BEST use of them and seek their whole hearted cooperation in all the activities of the school, academic, co-curricular and administrative.

Encouragement in one case, assistance in overcoming difficulties in another, suggestions here, definite orders there, all are necessary, “writes H.G. Stead. The principal has to weld the members of the staff into a real team.

The principal is expected at various times and by various interests to play many roles. He must be nature of this position be:

a) A teacher of teachers.

b) A supervisor not only of teachers but of service personnel.

c) A disciplinarian just but effective.

d) A psychologist at least to the extent of discovering maladjustments, especially of teachers which hinder progress.

e) A financier in organizing the school budget.

f) A sociologist to the extent of understanding the relationships of the school with social forces.

g) A lawyer to the extent of being able to know his own obligations, rights, legal abilities as well as of those of all school personnel.

h) A technical expert in educational measurement and evaluation.

i) An expert in group dynamics to the extent of working effectively with staff, pupils, public and the authorities.

Relation of the principal with his colleagues:

Milo Stuart states, “The relation of the principal to his teachers should be the most intimate of any. If a teacher fails, the principal fails; if the teacher succeeds, the principal succeeds. To sum up what the principal’s job is, I shall call him a referee the captain of the ship the boss of the firm a juvenile judge before whose tribunal come out not only the culprits but the adults who frequently contribute to the pupil’s shortcomings. He is a promoter who must project the future of his institution and convert the public to his plan. He is a social physician to every parent who has wayward son who needs attention. He is a friend in need to pupils and to all the homes in which misfortune comes. His power, his activities, even the good he does, can not be measured by a material yardstick.

PRINCIPLES OF STAFF HARMONY:
Principle of Democratic Administration.

We have already discussed that a Head should follow the principles of democratic administration. According to K.G. Saiyidain, “To my mind a good Headmaster is one who can inspire and enthuse his colleagues without dominating over them like a hard task master”.

Principle of Sharing Responsibility:

He should be prepared to share the control and authority with his colleagues. He should not think that he is born to rule and should not desire to be on the top of everything in the school, i.e. the president of games, the chairman of literary societies and the patron of social service and health unions, etc. the different departments should be placed under the charge of the senior members of the staff. Principle of sharing responsibility should be the keynote of his policy. Supervision of the examinations, school cleanliness, morning assembly, funds, hostel, scouting, literary and social activities are some of the chief duties which would be delegated by the Headmaster to the other members of the staff. This will develop in them a sense of responsibility for the school.

PRINCIPLE OF MUTUAL CONSULTATION:

The Headmaster should frequently consult his colleagues regarding improvement in school discipline and instruction. Such consultations instill in them the spirit that they belong to the school and are as responsible to it as the headmaster is staff meeti9ngs should be called from time to time. The teachers should be given full freedom to put forth their problems in these meetings. Briggs found that the teachers expected in a staff meeting.

a. Help on their problems

b. The wider outlook in education

c. Meeting to be happy and wholesome,

d. Meeting based on appreciation of effort and accomplishment rather than shortcomings and faults. The head of the institution should take note of the teachers problems and accordingly given his suggestions for the solution of the problems concerned.

PRINCIPLE OF HUMAN RELATIONSHIPS:

A good headmaster keeps in view the human factor while dealing with the member of the staff. He treats them jut like friends and does not say anything to them in the presence of the students and their parents which may lower their prestige. He does not give them suggestions regarding methods of teaching when they are taking their classes but gives the same by calling them in his office and tries to avoid all bossing tendencies. The teacher should come out of the headmasters office a better person, wiser and in a more pleasant mood than he was when he went in his office. Autocratic heads are always ready to snub any pupil or teacher who puts questions to them and are easily annoyed when their colleagues differ from them.

Principle of constructive criticism:

The criticism offered by the Headmaster should be judicious, fair and constructive rather than destructive. Supervision should be a matter of inspiration to teachers. It should be moderate. Excessive supervision kills all the initiative and drive of teachers. The role of a policeman or a military officer does more harm than good.

Principle of cooperation:

On the close cooperation of the headmaster and the staff depends on the efficiency of the school and the head of the institution is to a great extent responsible for securing cooperation of teachers. According to Reavis, No matter what his personal characteristics are, he will not be successful unless he is able to inspire his associates and collaborators with the desire to work cooperatively for the goals for which the school stands. E will be judged by his ability to enlist and to utilize their ability in participating in the solution of school problems and in formulating educational policies that have the common objective of advancing the welfare of the children enrolled in the school. He does not attempt to conceal that he is their leader, but he does not on the other hand remind them what he is.

Principle of friendly supervision:

Speaking about administrators of tomorrow D.I. Lal observes, “He gives up the time old tradition of checking his teachers, frightening his teachers, weakening his teachers and examining them, but manipulates things so as to train his teachers, inspire his teachers and trust them. In this way he will not only create an excellent professional moral among the teaching staff but will also cultivate a vital interest in them for educational philosophy, so that they can continually test and re test their plans and purposes, ideas, ideals, methods and procedures, systems and organizations.

Jacobson observes, The principal should not interrupt classes, create disturbances on entering and leaving, or to take the class away from the teacher, unless invited to do so. If the principal stays to the end of the class period he should observe good manners by expressing in a sentence or two his pleasure in visiting the class but refrain from making condemnatory statements until there is sufficient time to discuss them at length, if indeed he indulges in them at all.

SUGGESTIONS FOR PROMOTING STAFF HARMONY:

1) Take the first step in being friendly.

2) Be cheerful.

3) Remember and use names

4) Take interest in the out of school activities of the members of the staff.

5) Be easily accessible to the staff.

6) Avod taking special privileges.

7) Be polite and courteous.

8) Avoid keeping people waiting.

9) Ask persons if they are willing to assume responsibility.

10) Take prompt action on requests.

11) Keep a record of promises and live up to them.

12) Attempt to see actions and decisions from the other persons point of view.

13) Give credit to the persons responsible when the school receives praise.

14) Let people know when their work is good.

15) Be concerned about the way a teacher feels about his job and his out of school life.

16) Be willing to listen.

17) Avoid any evidence of authority.

18) Ask questions that relieve anxiety about discussing a problem.

19) Give praise for reporting facts accurately.

20) Avoid giving advice.

21) Become fully informed about the social structure of the staff.

22) Refuse to accept the assumption that conflicting groups in staff are unavoidable.

23) Offer services to assist in seeking agreement when disagreements arise in the group.

24) Do not show any undue favour to any member of the staff.

25) Inform new teachers on matters of school regulation.

26) Visit teachers who are ill.

27) Keep in mind while preparing your schedule that other teachers are not put to inconvenience.

28) Show consideration for bashful teachers.

29) Give teachers a chance to tell their side of the story.

30) Do not make personal remarks to shame them.

31) Show consideration for the feeling of other teachers.

32) Do not embarrass a teacher of inferior ability or one who has physical defects.

33) Do not laugh at the actions which seem funny to you.

34) Learn to work, to play, to live successfully with your associates.

35) Learn to like people.

36) Find out how different teachers wished to be treated and treat them accordingly.

37) Be willing to help teachers secure better positions.

38) Make changes slowly, preferably at teachers suggestions.

39) Seek the help of teachers as co workers and special advisers.

40) Be sincerely interested in teachers, like them as persons. Lincoln said, “If you wish to win a man to your cause, first convince him that you are his sincere friend.

41) Give teachers your undivided attention both when listening and when talking to them.

42) Criticize only in private.

43) Smile! As they say in the Navy, “ a happy ship is a good ship” so, too, a happy school is a good school.

44) Always ask a teachers permission to break into a classroom activity.

45) Help teachers in difficulty with pupils, parents or other teachers.

46) Meet staff in informal situations.

47) Use the word co-workers in place of subordinates and treat them as such.

48) Motivate desirable action through commendation.

49) Share knowledge of coming events with colleagues.

50) Give reasons for instructions and orders.

51) Earn respect of colleges by character and behaviour.

52) Regard yourself as a member of the group rather than command respect through position.

53) Encourage suggestions, evaluate them carefully, and accept them on merit.

54) Deal appropriately with outside criticism of staff members or the organization.

STAFF MEETINGS:

Efficient running of the school demands that members of the staff should occasionally meet for sharing responsibilities as well as experiences. These meetings should be presided over by the principal.

These may be convened from time to time.

Briggs found that teachers expected the following things in a staff.

i. Help in their problems.

ii. A wider outlook on education.

iii. Meeting to be happy and wholesome.

iv. Meeting based on appreciation of effort and accomplishment rather than shortcomings and faults.

Planning of staff meetings:

The teachers should be informed in advance of the problems to be discussed in the meetings. It is very important for the head to listen to every teacher with attention and care. Minutes of staff meetings should be kept if possible.

A limit must be put to staff meetings and the BEST appears to be once a month of course, there need not be any rigidity in observing this principle. Occasional meetings for some particular purposes may have to be called. Sometimes it may become necessary for he head to convey staff meeting to clarify certain points of written order issued by him. An atmosphere of cheerfulness should prevail in all such meetings.

The head of the institution should take note of the teachers problems and accordingly give his suggestions for the solution of the problems concerned. His attempt should be to help the teachers as much as possible.

Time of meeting should be such as most of the members of the staff find it convenient to attend.

Staff meetings should not be too long. Usually not more than one and a half hours be spent upon these.

Characteristics of staff meeting:

1) All discussions should be above the personal level.

2) They should be economical in time.

3) Discussion should not go off the track.

4) They should start in time.

5) They should result in concrete suggestions.

STAFF CLUB:

The formation of staff club will facilitate intimate contacts between the head and the members of the staff and also among the members of the staff themselves. One member of the staff should serve as a secretary who should be elected every year so that most of the members get a chance of leading others.

The functions of the club would be recreational cum educational. It may arrange tea during recess for the staff members. Its another function would be to arrange welcome and farewell parties. Its third function will be to arrange excursions and picnics on holidays. Its fourth function will be to arrange discussions on important school problems.

The head should not look upon this club with suspicion. He should occasionally attend meetings of the club. Through such informal meetings, he will learn more about the members of the staff and this will also help in cementing the bonds of friendship, goodwill and mutual understanding.

Principal and the beginning teacher:

1) Plan a conference with the teacher.

2) Establish the systems educational philosophy and practices with him.

3) Discuss the systems educational philosophy and practices with him.

4) Visit the class and hold short conferences after the observation.

5) Arrange for the beginners observation of successful and experienced teachers

6) Help him in making lesson plans

7) Give a good deal of assistance during the first term

8) Suggest pertinent educational literature.

9) Give encouragement and appreciation to him

10) Make him feel that he is capable of becoming a successful

11) Show patience with his progress.

Direct method of teaching:

The direct method of teaching, sometimes called the natural method. Not limited to but often used in teaching foreign languages, the method refrains from using the learners' native language and uses only the target language. It was established in Germany and France around 1900. Characteristic features of the direct method are:

• teaching concepts and vocabulary through pantomiming, real-life objects and other visual materials

• teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language)

• centrality of spoken language (including a native-like pronunciation)

• focus on question-answer patterns

Principles:

1. Classroom instructions are conducted exclusively in the target language.

2. Only everyday vocabulary and sentences are taught during the initial phase; grammar, reading and writing are introduced in intermediate phase.

3. Oral communication skills are built up in a carefully graded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes.

4. Grammar is taught inductively.

5. New teaching points are introduced orally.

6. Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is taught by association of ideas.

7. Both speech and listening comprehensions are taught.

8. Correct pronunciation and grammar are emphasized.

9. Student should be speaking approximately 80% of the time during the lesson.

10. Students are taught from inception to ask questions as well as answer them.

Pedagogy

The key Aspects of this method are:

I. Introduction of new word, number, alphabet character, sentence or concept (referred to as an Element) :

• SHOW...Point to Visual Aid or Gestures (for verbs), to ensure student clearly understands what is being taught.

• SAY...Teacher verbally introduces Element, with care and enunciation.

• TRY...Student makes various attempts to pronounce new Element.

• MOLD...Teacher corrects student if necessary, pointing to mouth to show proper shaping of lips, tongue and relationship to teeth.

• REPEAT...Student repeats each Element 5-20 times.

NOTE: Teacher should be aware of "high frequency words and verbs" and prioritize teaching for this. (i.e. Teach key verbs such as "To Go" and "To Be" before unusual verbs like "To Trim" or "To Sail"; likewise, teach Apple and Orange before Prune and Cranberry.)

II. Syntax, the correct location of new Element in sentence:

• SAY & REPEAT...Teacher states a phrase or sentence to student; Student repeats such 5-20 times.

• ASK & REPLY IN NEGATIVE...Teacher uses Element in negative situations (e.g. "Are you the President of the United States?" or "Are you the teacher?"); Students says "No". If more advanced, may use the negative with "Not".

• INTERROGATIVES Teacher provides intuitive examples using 5 "w"s (Who, What, Where, Why, When) or How". Use random variations to practice.

• PRONOUNS WITH VERBS Using visuals (such as photos or illustrations) or gestures, Teacher covers all pronouns. Use many random variations such as "Is Ana a woman?" or "Are they from France?" to practice.

• USE AND QUESTIONS...Student must choose and utilize the correct Element, as well as posing appropriate questions as Teacher did.

III. Progress, from new Element to new Element (within same lesson):

A. Random Sequencing:

1. After new Element (X) is taught and learned, go to next Element (Y).

2. After next Element (Y) is taught and learned, return to practice with Element (X).

3. After these two are alternated (X-Y; Y-X; Y-Y, etc), go to 3rd Element (Z).

4. Go back to 1 and 2, mix in 3, practice (X-Y-Z; Z-Y-X; Y-Y-Z, etc.) and continue building up to appropriate number of Elements (may be as many as 20 per lesson, depending on student, see B.1), practicing all possible combinations and repeating 5-20 times each combination.

B. Student-Led Limits:

1. Observe student carefully, to know when mental "saturation" point is reached, indicating student should not be taught more Elements until another time.

2. At this point, stop imparting new information, and simply do Review as follows:

C. Review: Keep random, arbitrary sequencing. If appropriate, use visuals, pointing quickly to each. Employ different examples of Element that are easy to understand, changing country/city names, people names, and words student already knows. Keep a list of everything taught, so proper testing may be done.

D. Observation and Notation: Teacher should maintain a student list of words/phrases that are most difficult for that student. List is called "Special Attention List"

IV. Progress, from Lesson to Lesson:

• LESSON REVIEW The first few minutes of each lesson are to review prior lesson(s).

• GLOBAL REVIEW Transition from Lesson Review to a comprehensive review, which should always include items from the Special Attention List.

V. Advanced Concepts:

• Intermediate and Advanced Students may skip some Element introduction as appropriate; become aware of student's language abilities, so they are not frustrated by too much review. If Student immediately shows recognition and knowledge, move to next Element.

• Non-Standard Alphabets: Teaching Student to recognize letters/characters and reading words should employ same steps as in above Aspect I. and alphabet variations may be taught using Aspect III. Writing characters and words should initially be done manually, either on paper or whiteboard.

• Country Accents: Any student at intermediate stages or higher should be made aware of subtle variations in pronunciation, which depend on geography within a country or from country to country. It should be noted that an integral aspect of the Direct Method is varying the setting of teaching; try different scenarios using the same Element. This makes the lessons more "real world," as it will bring some confusing distractions to the student and employ organic variables common in the culture and locale of language use.[1]

Historical context:

The direct method was an answer to the dissatisfaction with the older grammar translation method, which teaches students grammar and vocabulary through direct translations and thus focuses on the written language.

There was an attempt to set up conditions that imitate mother tongue acquisition, which is why the beginnings of these attempts were called the natural method. At the turn of the 18th and 19th centuries, Sauveur and Franke proposed that language teaching should be undertaken within the target-language system, which was the first stimulus for the rise of the direct method.

The audio-lingual method was developed in an attempt to address some of the perceived weaknesses of the direct method.

CAUSES OF EXAMINATION MALPRACTICE/UNFAIR MEANS

Education System:

The education system is the instrument a society uses to equip all its people to lead productive public lives and full personal lives according to their talent and interest. This system must be such that gifted individuals have full opportunity to develop their skills; it must give scope for the training of a leadership group and at the same time provide for the development of all the vocational abilities needed for the creation of a progressive and democratic society.

The quality of education that we impart to our youth and the priority at which we rate it contribute largely to the formation of the attitudes they carry over into public life. So whatever kind of seed we sow in the classroom, the manner in which we nurture it and the strength which it imbibes in its various stages of growth will all determine the harvest that the nation will reap in the form of its educated youth coming out of the schools, colleges and universities. The imprints of these institutions of learning will become indelible marks clearly visible in all fields of our national life; be it a clerk in an office, a soldier in the battle field, a school master in a village school, a University Professor, a bureaucrat running the administration in a seat of power. This great impact of education on the national character is understandable once we recognise both the short term as well as long term power education wields over all who go through its process. Historical evidence proves that nations were made or unmade, battles lost and won, revolution wrought, so much so that entire empires collapsed or emerged due to the educational systems of various peoples of the World. Ancient Greece and Rome at the peak of their political glory were also the seats of learning and a source of intellectual guidance and inspiration for the entire known world, but when intellectual decadence struck, it attacked the very fabric of society and Greece and Rome were no more.

Examination System:

Examination is the pivotal point around which the whole system of education revolves and the success or failure of the system of examination is indeed an indicator of the success or failure of that particular system of education. It would be pertinent to examine the present system of examination with a view to determine as to whether it actually serves the purposes it purports to serve. The two basic assumptions of any examination worth the name are that (a) it should be valid and (b) it should be reliable. The two are distinct concepts. An examination is said to be valid if it performs the functions which it is designed to perform. The concept of reliability, of course, refers to consistency of measurement. In actual fact, the prevailing system of examination and its mode of conduct defy both these assumptions. The system has degenerated to an extent that its validity and reliability are questionable. Examination is no longer regarded as a test for evaluating the performance or judging the scholastic attainment of students. The reason being that there is a complete breakdown of the whole system of examination, almost all over the country, and at all level of education.

The use of unfair means in examination has assumed a plague some proportion. Barring a few institutions, elsewhere in the country, the educational establishments are experiencing an ever increasing trend towards the use of unfair means in examinations. Such establishments are unable to stop this drive. The concerned governments -- Federal as well as Provincial -- though fully aware of the problem, have failed to take effective steps towards eradicating this evil. The intensity and pervasiveness of this problem can be gauged from the fact that apart from the students, some parents too positively intervene and help and facilitate their children in their cheating adventures. The use of unfair means in examinations in certain areas has indeed become a thriving business for the examination mafia.

What is examination malpractice?

Examination malpractice is defined as a deliberate wrong doing contrary to official examination rules designed to place a candidate at an unfair advantage or disadvantage.

Examination malpractice is any illegal act committed by a student single handedly or in collaboration with others like fellow students, parents, teachers, supervisors, invigilators, printers and anybody or group of people before, during or after examination in order to obtain undeserved marks or grades.

The malpractices that is commonly committed in examination

Range from leakage of question papers to copying, changing answer books, impersonation, misconduct in examination centre, approaching invigilators/examiners, making false entries in award list/ examination registers and issuing fake certificate/degrees etc.

Such acts may be broadly categorised as follows

1- Allotment of choice examination centre.

2- Appointment of choice invigilating staff.

3- Leaking information about question papers, identification of invigilating staff and paper setters/examiners.

4- Bribing/influencing/terrorising examination staff, invigilators and paper setters/examiners.

5- Possessing cheating material (written/printed/electronic device etc) or copying from such material.

6- Giving/receiving assistance to copy in examination centre.

7- Miss-representation/impersonation.

8- Changing/replacing roll numbers and answer books.

9- Disclosing candidates' identity in answer books.

10- Misconduct, carrying offensive weapons, refusing/resisting the lawful orders of supervisory staff, creating disturbance, instigating other candidates, threatening or assaulting the invigilating staff, impeding the progress of examination, in or outside the examination.

11- Smuggling answer books in or outside the examination centre.

12- Addition to answer books after examination.

13- Manipulating marks through fictitious entries in award list/examination register.

14- Sale of examination centre to organised gangs where cheating/unfair means are arranged.

15- Helping the candidates to use unfair means in any form and by any one in or outside the examination centre.

16- Helping the candidates in viva voce, practical examination.

17- Attempting or abetting the commission of any of the afore-said acts.

18- Any other act considered dishonest, unfair, corrupt etc.

Effects of Examination malpractice:

;Discourage good candidates from studying hard

Good candidates are tempted to believe ‘if u cannot beat them, join them’ especially as they see other candidates get away with their corrupt behaviors. This behavior may be contagious as more and more candidates tend to join in examination malpractice. They believe that even if they are caught, they will get away with it and the end will justify the means

• Denies innocent students’ opportunity for admission

Many good students have been denied admission by the corrupt ones who through examination malpractice have better scores and grades. The best brains that could help in research and development are likely to be thrown out or frustrated while seeking admission

• Delays the processing of examination scores and grades

Every year, many students are caught for engaging in various examinations malpractices which needs to be investigated before results are released. Though some results are withheld pending the determination of the cases, some are decided before results are released. This extends processing time.

• Dissatisfies candidates

Candidates who possess certificates they cannot defend are dissatisfied. They have psychological problems arising from the way they acquired their certificates. In some instances, they will not be bold to present the certificates because they can be presented with tasks that will require them to defend the certificates

• Decreases job efficiency

This has a serious implication on the gross domestic product of the country. It also has effect on the general quality and standard. Imagine the havoc of a half backed medical doctor could wreck on human lives. What about teachers who cannot competently handle the subject they are trained to teach. There is a chain effect of examination malpractices on the educational system and the society as a whole.

Causes of examination malpractices/unfair means:

The malpractices in examination have mainly contributed to the overall deterioration of the standard of education in our country.

The malpractices are commonly committed in examination at the pre-conduct, conduct and evaluation stages.

Different agents are involved and cause examination malpractice.

 Malpractices on the part of BISE

 Allotment of choice examination centers

 Appointment of choice invigilating staff

 Supervisory staff is unfairly selected on the basis of nepotism .They are not devoted to their duties.

 Poor paper setting: paper setters are mostly untrained and unaware of modern approaches to assessment. The exam papers are hardly representative of the entire curriculum.

 Scoring of papers: Examiners hardly receive any instructions for scoring the papers, they prefer to check the papers at home and that most markers mark one paper in only 5 to 10 minutes.

 Low salary level for invigilators and examination officials. They are provided with very low facility.

 Examination centers are without rules .There is no check who should be allowed and who should not be allowed.

 Pre planned seating arrangements.

 Parents involvement

 Approach invigilating staff

 Provide bribe and gifts

 Nepotism also helps them allot

 Material publication

There are model papers and, guess paper guides available in the market with ready made answers.

 Negligence of invigilators

Teachers/supervisors are non-vigilant during supervision. They allow mobile, peon, chowkidar, watchman to provide cheating to students.

 High stakes of examination

 Students freely commit unfair means by the force of pistol and klashankove

 Students personal factors

 Inadequate preparation and desire to pass at all cost. Poor preparation promotes poor performance.

 Affected by the previous experiences/ Friends provide them encouragement.

 Supported by society

 Supported by parents

 High parental expectations.

 Lack of school resources

 Overcrowded examination centers

 Not enough space

 Poor seating arrangement

 No observational strategies

 Defunct security

 Police also provide help and unable to ensure security

 Law enforcing agencies not dealt with impersonation act etc set the culprit free after taking bribe.

 Laxity in prosecuting offenders

 Lack of serious penalty for past offenders.

 Teachers role

• Gross inadequacy of qualified teachers in our schools

• Lack of devotion to their profession

• Unawareness towards teaching learning objectives

• Not properly trained, no capacity building

• Not providing moral training to students

The resort to copying and use of other unfair means/ malpractices in examinations is a serious problem. This problem is symptomatic of a disease in our educational system which is eating into the vitals of our society. This malaise is harmful for the moral and intellectual development of our youth. It is afflicting the ethical and social fabric of our society. This state of affairs must not last for long. There is a dire need for taking measures to put an end to this evil. One way of dealing with the problem is to introduce effective and comprehensive legislation, providing for stringent penalties against the use of unfair means in examinations. This step was taken recently in our neighbouring country India, where in the State of U.P., an Act, called the "UP Public Examination (Prevention of Unfair Means) Act, 1992 was promulgated to deal with the rising menace of cheating in examinations.

Management of malpractices in examination:

 More than one set of question paper in each subject should be generated to create uncertainty as to which paper will be finally used in the examination.

 Multiple sets of question paper may also be used to ensure that all the students do not get the same question paper.

 Question paper may contain space for answering the question thus eliminating the need for separate answer book.

 At present highest attention is paid to the performance of students in the terminal examinations. This induces a tendency of last hour preparation in great hurry leaving no scope for digesting the knowledge. Learning is a continuous process and hence evaluation of learning outcome must be done on a continuous basis.

 Give magisterial powers (including right to arrest) to examination board officials.

 Conduct frequent and unannounced visits to examination centres.

 Conduct a public awareness campaign to highlight the importance of integrity of the examination system.

 Not writing names on answer scripts. Writing fictitious roll numbers that will be substituted later with the real candidate’s number.

 Adequate sitting arrangement should be provide during exams to discourage cheating.

 National and international examination board and organization should share information on new threats to examination security and procedures for counteracting malpractice.

GUIDANCE AND COUNSELING FOR ADDESCENTS

INTRODUCTION:

Back Ground:

Adolescence is the most important period of human life. Adolescence is that span of fears during which boys and girls more from childhood to dult hood physically, mentally, emotionally ad socially. It is also viewed as a process of achieving the attitude and the belief needed for the effective participation in the community.

Addescents personality is the result of many forces. There total personality is the result of many forces their total personality is the sum total of attributes and qualities of heredity and environment factors which operate together on the lives of these individab in the integration of addescent personality, all conditions and basic abilities interplay their role.

Justification of the Study:

Charles skinner has defined the adolescence phase of life philosophical word according to him, it is the most crvcial period in life of human being. It is a time when the surge of life reaches its peak. The adolescent is eager to interact with new experience and finds new relationship to examine sources of inner strength and fathom the strength of inner ability he tries to have freedom to think and set his own goals and discovers means to achieve is not interacting with other at individual level but one of developing his own potentialities. he reaches his limits.

He tries to explore his role in the society and in the world in which he lives.

In order to succeed in administering guidance to adolescents to help them to face the world as mentioned above one must know their life and the nature and extent of problems for which they need guidance.

Statement of a Problem:

The problem under study, here is to find out the role of the guidance and counseling during adolescent period.

Objective

 To enumerate developing identity during adolescence.

 To identify home-centered, school centered and community centered problems and their possible solutions.

 To explain the importance of family relationship during this stage.

 To classify factors that effect motivation in adolescents.

 To identify the importance of peer relationship in their lives.

 To determine the role of “Self Concept” during adolescents.

Method and Procedure

Sample:

Sample will consist of teen age boys and girls of schools and colleges.

Construction of Questionire

The questionire will consist of closed as well as open ended.

Tabulation and analysis of the Data

The information/data collected will be arranged, organized and tabulated fer analysis to be interpreted and expressed in percentage as well as in graphical representation.

The conclusion of this research will lead us to put forth certain suggestions and recommendation that when implanted, will help the adolescent.

Philosophy Of Education

Subject matter of the Philosophy Of Education

Is There Really a philosophy Of Education?

Introduction:

In reality, there is a close Relationship between Philosophy of Education. All education is based on philosophical views. Many Philosophies were also educationists. Education always Remained on important area of Investigation for Philosophers. Let us first define both the fields:

Definition of Philosophy:

Philosophy is a set of, ideas and beliefs about the purpose of man’s life, about the existence of God and about the origin of this surprising world:

Definition of Education:

Education is a Teaching and Learning Process, which aims at an all-Sound Development of an Individuals Personality, that his Moral, Social, Religion, Cultural, Intellectual, Physical and Economic Aspects are Polished and Improved.

From these Definition it is clear that Philosophers are Greatly Interested in the Intellectual, Moral and Social life of Man and Particularly in the education of man. They also Suggest Theories of good life for man. Philosophers have emphasized the Value and Importance of education for the proper Development of man. In their words “ Man becomes a man through education and Training.” Moreover Philosophers Raise many Question with Reference to Education for Example:

Educational Question of Philosophers:

(a) What constitutes an Educated Man?

(b) Is Teaching a Science on an Art?

(d) What should be an ultimate aim of education?

(e) Is it right to prepare an individual for the society?

The purpose of all these questions is to make educationists and planner to think of a sound system of education. Philosophers also discuss the nature of the aims of education, the kind of the curriculum required, the role of the teacher and pupils and suitable teaching methods. The philosophers provide a guide—line to educationists and policy makes of education. As a result of it educational objectives and of teaching methods.

(1) Aims and objectives of Education:

Long before, in Greece, great Philosophers like Socrates, Plato and Aristotle have emphasized on the education of man of determined the aims and objectives of education. According to Socrates, education is to produce a virtues man. Plato talked about four cardinal virtues to be developed through a process of education , these are wisdom , courage , self-control and justice .For Aristotle , education aims at the development of body , mind and soul.

These views of philosophers provided a guideline for education and educationists elaborated their ideas and presented a large number of aims and objectives. Educationists have put emphasis on an all-round development of individuals.

Personality for this Purpose the Following Aims are presented:

Intellectual aim will sharpen the thinking power.

Moral aim will develop qualities of character.

Physical aim will keep the body healthy.

Social aim will lead to cooperative life.

Religions aim will develop a love for the creature.

Cultural aim will lead to civilization.

Vocational aim will lead to earning a living by fair means.

Citizenship aim will develop national and international understanding.

Aesthetic aim will develop a love for nature and beauty.

Recreational aim will develop a sense of enjoyment in life.

(2) Curriculum or structure of knowledge:

Philosophers also discuss the curriculum and the structure of knowledge to be imported for the progress of man.

According to them, the subjects of study should be organized around cognitive functions. It will include sciences, language, literature, maths religion, ethic etc.

Early Greek philosophers talked about seven liberal Arts to be part of curriculum.

It will be based on the study of (I) Astronomy,

(ii) Grammar (iii) Geometry (iv) Logic (v) Mathematics (vi) Music (vii) oratory. (Coral speech) Plato in his books “republic” and “the laws” recommends subjects of study for different stages of man.

Stages Ages Subjects of study

1- (7 --- 9 years) Riding, use of bow and arrow.

2- (10 --- 17 years) Games, Gymnastics, Reading, Writing, Music, and literature.

3- (18 --- 20 years) Number learning and cadetship.

4- (21 --- 30 years) Mathematics and science education.

5- (31 --- 35 years) Dialectic (Logic)

6- (36 --- 50 years) Philosophy and Politics.

Again the guidelines, for philosophers of Educationists provide the kind of Curriculum Required for the Education of man, explain it in detail. The educationists would determine the curriculum for different levels as per man’s ability, aptitude and interest. They talk about elementary level, secondary level and higher level. At elementary level, subjects of general knowledge would be included, (Math’s, language, history, geography, art+ Science). At secondary level, there will be a division of science subjects, Arts subjects of technical subjects. At higher level, there will be specialization in different fields medicine, engineering, agriculture, teaching, forestry, computer etc.

3. Methods of Teaching:

The philosophers of from their guidance new educationists discovered methods have also discussed methods of teaching. Philosophers gone great importance to Dialogue or Questioning method. Here, the discussion begins with the raising of questions, thinking on them and discovering the correct answers. Both the teacher of the pupils have to prepare them selves for this four aspects of discussion of dialogue are the following;

1) Exploration, it means finding a exploring the truth by asking many questions.

2) Explanation, it means ability to find out facts, collect information and verify the facts

3) Inference, it is the ability to do logical reasoning to study facts of draw inference.

4) Prediction, it is the ability to predict the correct answers on the basis of the collection of information of study. New ideas of concepts are presented.

With the help the guide lines provided by the philosophers, the Educationist have presented many new methods of teaching which would be suitable for different levels. These are the following :

1. Lecture methods will provide factual knowledge.

2. Discussion method will fetch many new ideas.

3. Experimental methods will prove the validity of knowledge.

4. Activity method will involve pupils in learning situation.

5. Play way methods will develops interest of the students.

6. Story-teaching method will correct lessons into stories.

4. The role of Teachers of Students.

The role of teachers and students has bee highlighted by Philosophers. They have put stress on teachers to provide true knowledge and that they should be the maker of democracy of should have professional excellence. They should have a through knowledge of the subject matter of come well prepared to the class. Moreover, the students should not be passive listener. They must join in discussion of raise QS.

The educationists have benefited from the philosophers and have pointed out many characteristics of good teachers. The chief role of the teacher is to build the character of the students. Teacher should present a practical model of polite speech. Teacher should have a balanced personality. They should be dedicated of devoted to teaching. Teacher must teach with interest and should act as a guide for the students.

The students must be hardworking. They should be obedient of respectful to the teachers. They should read the lesson before hand so that they can participate in discussion. They should be allowed to express their ideas.