how to integrate the remembrance of god into teaching

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!

HOW TO INTEGRATE THE REMEMBRANCE OF GOD INTO TEACHING

By H.R.H. Princess Areej Ghazi

BS / Teaching Methods and Linguistics / Georgetown University, "&&'

MS / Applied and Computational Linguistics / Georgetown University, "&&)

PhD / Curriculum Design and Special Education / University of Arkansas, #$$)

Supervised by Prof. Dr. Abdul-Naser Musa Abul-Basal

In the Name of God, the Compassionate, the Merciful

The Hashemite Kingdom of JordanThe World Islamic Sciences and Education University

College of Higher EducationDepartment of Educational Sciences

"

This thesis was submitted to meet the requirements of the Doc-torate degree in Curricula and Teaching at the World Islamic

and Sciences Education University


PhD Thesis on Curricula and Teaching approved by:

Prof. Dr. Abdul-Naser Musa Abul-BasalSupervisor Professor of Islamic Politics / W.I.S.E University

Prof. Dr. Abdul-Karim Mahmoud Abu-JamousMemberProfessor of Arabic Language Curricula and the Methods of Teaching themHead of the Department of Educational Sciences / W.I.S.E University

Prof. Dr. Naser Ahmad Al-KhawaldehMemberProfessor of Islamic Education Curricula and the Methods of Teaching themVice-President of the Aal al-Bayt University for Academic Affairs / Aal al-Bayt University

Vive Voce: #* Dhul Qi’dah, !("# Hijri#(th October, #)!! CE

'

ACKNOWLEDGMENTS

First and foremost I praise the Almighty for the gift of knowing in the heart the instinct to remember Him; God says: “Say: This is my Way: I call on Allah with sure knowledge. I and whosoever followeth me - Glory be to Allah! - and I am not of the idolaters.” (Yusuf, !#:!)$).

I would then like to thank and acknowledge everyone who as-sisted me in preparing this thesis. I particularly wish to thank my husband, H.R.H. Prince Ghazi bin Muhammad, who encouraged me to prepare this thesis. I would also like to thank my father for all the advice he has given me over the years and all the effort he expended in educating and raising me so that I may become the person I am today with God’s Grace. I ask the Almighty to bless them and all their kindnesses and efforts.

I also offer my heartfelt thanks to His Eminence the Grand Imam Professor Dr. Ahmad Muhammad Al-Tayyeb, the Sheikh of the Azhar and the 1rst supervisor of this thesis.

My great appreciation also goes out to the Viva Voce committee members at W.I.S.E. University:

Prof. Dr. Abdul-Naser Musa Abul-Basal, Prof. Dr. Naser Ahmad Tha’en Al- Khawaldeh and Prof. Dr. Abdul-Karim Abu-Jamous.

&

PRECIS


(Key words: Remembrance of God, Teacher’s Guide, Curricula, Learning, Teaching Methods)

Prepared by H.R.H. Princess Areej GhaziSupervised by Prof. Dr. Abdul-Naser Abul-Basal

This thesis is about how to incorporate the remembrance of God into the basic teaching methods which have been developed and

applied in contemporary western education. This thesis also pro-vides guiding principles that must be adhered to when seeking to incorporate the remembrance of God in the 1elds of education. The thesis also describes the mental and practical outlooks and attitudes that teachers must have when teaching with the remem-brance of God and the methods and classroom procedures they must follow. In addition it addresses teachers’ high expectations for their students, learning, the intellect, intelligence and other elemens.

The research yielded a collection of conclusions and recommen-dations, the most important of which is:

All successful and outstanding teaching methods and educational processes stem from all that is good, merciful, compassionate, kind, beautiful, generous, virtuous and charitable; all of which are at-tributes of the Divine. Hence, all truly successful teaching methods stem from what is True and Allah is the Truth (Al-Haqq).

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CONTENTS

INTRODUCTION2. !'

.. The importance of the study

3. The purpose of the study: why teach with the Remembrance of God?

4. The principles of learning

-. What helps in the practice of the Remembrance of God?

5. What are teachers’ responsibilities?

6. The bene1ts of integrating the Remembrance of God in the act of teaching

PART I: CREATING A ‘THREAT-FREE’ ENVIRONMENT

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.. Harnessing expectations for achieving high standards

3. Responsibilities in achieving high standards

4. Basic standards that exist today

-. Integrating the Remembrance of God in curricular studies

5. The effects of Remembering God in every lesson

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Section !:

.. Class atmosphere

3. What type of environment inspires and encourages learning?

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Section ":

4. Teachers’ lesson routines

-. Teachers’ character, ideal behavior and actions in class

5. Teachers adopting students’ responsibilities as their own and thereby ensuring success

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.. What helps the human mind function effectively?

3. What hinders the function of the human mind?

4. How threats affect learning

-. How emotions affect learning

PART II: EFFECTIVE TEACHING: INSTRUCTION AND CLASSROOM PROCEDURES

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.. How is effective teaching achieved?

3. Differentiated instruction

4. Further precisions on ‘differentiated instruction’ that help achieve effective teaching

-. Why teach procedure?

5. How to ‘teach up’ to students

6. Recitation and memorization

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.. The 1ve basic needs learners have

3. What teachers should do to meet students’ needs

4. How teachers should prepare their classroom

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-. Who are ‘advanced learners’ and what are their needs?

5. What are the key principles in teaching ‘advanced learners’?

6. What are the needs of ‘struggling learners’?

;. What are the key principles in teaching struggling learners?

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.. What does labeling do?

3. How do teachers put students’ learning process at risk?

4. Why teachers should not put limitations on learners

-. How should teachers measure success?

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.. What does ‘frequent feedback’ mean?

3. What does ‘feedback’ do?

4. What are the different types of ‘teacher feedback’?

-. What happens when students are not given ‘feedback’?

5. The Remembrance of God in ‘feedback’

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.. What is ‘the magic triad’?

3. The effects of ‘the magic triad’

4. Examples from the Holy Qur’an and the life of the Prophet

PART III: TEACHERS’ HIGH EXPECTIONS IN STUDENTS

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Section !:

.. The difference between ‘self-concept’ and ‘self-esteem’ as de1ned by Harter, Marsh and O’Neill

3. What is ‘self-ef1cacy’?

4. What does ‘self-esteem’ do?

Section ": -. What is basic ‘self-esteem’ as de1ned by Clemes, Harris and

Bean?

5. How does ‘connectivity’ assist basic ‘self-esteem needs’?

6. How does the ‘magic triad’ assist ‘connectivity’?

;. What do encouragement and praise do?

7. How do praise and encouragement assist the needs of basic ‘self-esteem’?

:. What is ‘uniqueness’? How does it assist basic ‘self-esteem’?

B. What is ‘power’? Why do students need ‘power’?

A. How teachers can empower students

>. What is the ‘win/win’ approach?

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.. When do disciplinary problems occur?

3. What are ‘positive’ disciplinary techniques’?

4. What are the bene1ts of giving students choices?

-. Why does remembering God help students in making choices?

5. Why involve administrators and teachers in students learning environment?

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Section !:

.. What are ‘natural consequences’?

3. What are the right situations for using ‘natural consequences’?

4. What are ‘logical consequences’?

-. What are the right situations for using ‘logical consequences’?

Section ": 5. How does obedience lead to negative behavior?

6. How does ‘conditional love’ lead to negative behavior?

;. What is the ‘cooperative approach’? How does it lead to the ‘win/win’ approach described by Steven Covey?

Section #:

7. How to avoid power struggles

:. What is considered ‘extreme behavior’?

B. Managing ‘extreme behavior’

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.. How do teachers show students respect and what are the results?

3. How to utilize sacred texts in teaching mutual respect

4. Teachers’ end-of-the-year objective should include the Remem-brance of God

-. What results from remembering God?

PART IV: THE BRAIN AND LEARNING

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.. Processing information

3. The cognitive system

4. How do learners acquire information?

-. How to develop thinking and listening skills through problem-solving techniques

5. Remembrance of God in thinking and listening skills

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.. What is ‘multiple intelligence’?

3. How does ‘multiple intelligence’ develop?

4. What can the ‘multiple intelligence theory’ lead to?

-. What are the ‘activators’ and ‘deactivators’ of intelligence?

5. How to use ‘mind-mapping’ in the classroom lessons

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.. What is a ‘brain-compatible classroom’?

3. What are the elements of a ‘brain-compatible classroom’?

4. What does ‘coaching the intelligence’ refer to?

CONCLUSION 2. !"!

BIBLIOGRAPHY 2. !"'

!'

INTRODUCTION TO THE TEACHER’S HANDBOOK1 ON

EDUCATIONAL METHODS

A. THE IMPORTANCE OF THE STUDY

T7:9 7./-3++A 2,+<:-59 85.475,9 with a manual that merges and incorporates the Remembrance of God with some of the most successful and essential teaching methods

developed and practiced throughout Western education over the Twentieth Century. It is a detailed description of how to achieve objective learning outcomes, and how to carry out God Almighty’s injunction in the Holy Qur’an:

!o remember the name of your Lord and devote your-self with a complete devotion. (Al-Muzamil, +':%)

This study also provides speci1c guidelines that must be met while pursuing the implementation of the Remembrance of God in classrooms or lecture halls. It describes the perspective that teach-ers should have and the techniques that should be followed while teaching with the Remembrance of God in thought and in speech.

B. THE PURPOSE OF THE STUDY: WHY TEACH WITH THE REMEMBRANCE OF GOD?

The Remembrance of God enhances teaching and produces excel-lence in both work and in the learning outcome. Teachers, admin-istrators and students at all levels, in all types of settings, bene1t. God Almighty says in the Holy Qur’an:

! What is meant by 'Teacher’s Handbook' is a book that guides teacher’s on teaching meth-ods and planning educational curricula.

!*

"ut remind: for reminding bene!ts the Believers. (Al-Dhariyat, )":)))

Therefore, the beginning, the middle, and the end of education should be the Remembrance of God. God says:

# emember Me, I shall remember you. (Al-Baqarah, #:")#)

This in itself should suf1ce to make everyone need and want to remember God. Occupying students in the Remembrance of God whilst they learn gives them something better to do than idle talk or purposeless day-dreaming. The Remembrance of God is its own objective, for there is no greater act or deed than the Remembrance of God itself. God says in the Holy Qur’an:

…. Verily the greatest of all [things] is the Remembrance of Allah …. (Al-‘Ankabut, #&:())

The aim of this handbook is to instruct teachers on how to im-bue the whole teaching process with the Remembrance of God.

C. THE PRINCIPLES OF LEARNINGEducation at all levels should be about providing the right environ-ments and opportunities in order to maximize individual learning with a minimum of obstacles. As intelligence differs among indi-viduals and develops over time, educators must be prepared for differing developmental stages and varying needs amongst learners. All students can learn, no matter what labels are placed upon them, whether it be ‘learning disabled’, ‘low socio-economic status’, ‘bad home life’, ‘emotionally or physically abused’, ‘rural’ or ‘city’, ‘race’, ‘different religious backgrounds’ and so on. There must be respon-sive, ‘differentiated’ teaching that takes into consideration who is taught, what is taught, where it is taught and how it is taught. The

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goal of teachers should be to maximize the capacity of each learner by teaching in ways that help all learners overcome any gaps in skill and understanding, in order to help each learner grow as much and as quickly as he or she can.

D. WHAT HELPS IN THE PRACTICE OF THE REMEMBRANCE OF GOD?

What is the Remembrance of God? Ibn ‘Ata’ Allah Al-Iskandari says:

‘[Remembrance of God is] the repetition of the Name of the Invoked by the heart and the tongue. It is alike whether it is God who is remembered, or one of His attri-butes, or one of His commandments, or one of His deeds … Remembering God may take the form of a supplication to Him, or the remembrance of His Messengers, Prophets, saints or of anyone related to Him, or close to Him in some way, or because of some deed, such as reciting the Qur’an, mentioning God’s Name, poetry, singing, a con-versation or a story.’#

Remembering God is extremely easy: all one has to do is to mention any one of His Names in any form. However, remember-ing God with all one’s heart in awareness of the Presence of God and doing so constantly is extremely dif1cult. To do this one must remember God with the right intention or intentions.

There are three basic intentions that are mentioned by God as acceptable to Him in worship. These are: the intention of fear of God (makhafa), the intention of love of God (mahaba), and the intention that springs from knowledge of God (ma’rifa). The exercise or awakening of any one of these three intentions – or

" Ibn ‘Ata’ Allah Al-Iskandari, !e Key to Salvation; A Su" Manual of Invocation (tr. Mary Ann Koury Danner) (Cambridge, UK, Islamic Texts Society, !##$), pp.%&- %'.

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any combination thereof – will naturally help in the practice of remembering God.

As regards the intentions of fear and love, God mentions them in the Holy Qur’an in the following verses:

$nd Zachariah, when he cried unto his Lord: My Lord! Leave me not childless, though Thou art

the Best of inheritors. / Then We heard his prayer, and bestowed upon him John, and adjusted his wife (to bear a child) for him. Lo! they used to vie one with the other in good deeds, and they cried unto Us in longing and in fear, and were submissive unto Us. (Al-Anbiya’, #":%&-&$)

(O mankind!) Call upon your Lord humbly and in secret. Lo! He loveth not aggressors. / Work not confusion in

the earth after the fair ordering (thereof). and call on Him in fear and hope. Lo! the mercy of Allah is nigh unto the good. (Al-‘Araf, +:))-)*)

%nly those believe in Our revelations who, when they are reminded of them, fall down prostrate and hymn

the praise of their Lord, and they are not scornful, / Who forsake their beds to cry unto their Lord in fear and hope, and spend of that We have bestowed on them. / No soul knoweth what is kept hid for them of joy, as a reward for what they used to do. / Is he who is a believer like unto him who is an evil-liver? They are not alike. / But as for those who believe and do good works, for them are the Gardens of Retreat - a welcome (in reward) for what they used to do. (Al Sajdah, '#: ") -"&)

As regards the intention that springs from the knowledge of God, it is also mentioned in the following verses in the Holy Qur’an and the following Hadith:

!%

I created the jinn and humankind only that they might worship Me. (Al-Dhariyat, )":)*)

Ibn Abbas, may Allah be pleased with them both, said in expla-nation of the verse: “Only that they may know Me”".

Observe your duty to Allah. Allah is teaching you.(Al-Baqarah, #:#%#)

Is he who payeth adoration in the watches of the night, prostrate and standing, bewaring of the Hereafter and hoping for the mercy of his Lord, (to be accounted equal with a disbeliever)? Say (unto them, O Muhammad): Are those who know equal with those who know not? But only men of understanding will pay heed. (Al-Zumar, '&:&)

In practice, the things that help in remembering God with the intention of fear are: (!) remembering death; (#) remembering hell and the torments of the afterlife; (") remembering pain and all the suffering that is possible in this life, and (() thinking of God’s Mag-nitude and Majesty.

In practice, the things that help in remembering God with the intention of love are: (!) remembering God in Himself; His Love; how He created us out of sheer Love, and how He is constantly there loving us; (#) remembering God’s Mercy and His gifts to all beings; (") remembering God’s beauty and its manifestations in the heaven and the earth; (() considering His answering of our prayers and our supplications (du’a), and (') remembering the rewards, blessings, and graces promised in the afterlife, most notably gazing upon God. God in the Holy Qur’an says:

&hat day will faces be resplendent, / Looking toward their Lord; (Al-Qiyamah, +): ##-#')

& Al-Risalah al-Qushayriyyah (!/&() (Cairo, Egypt, undated.)

http://www.altafsir.com/Quran.asp?SoraNo=39&Ayah=9&NewPage=0&img=D

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In practice, the things that help increase the innate knowledge of God that pre-exists in the primordial nature (!tra) which is innate in all children are: (!) considering His gifts, and how God gives in general to all human beings starting from their very nature as hu-man beings and as His khulafa on the earth; (#) considering visions, true dreams, and how God gives them to us, in order to warn us, or console us, or reward us; (") considering nature and its signs; (() considering manifestations of God’s perfection in creation (') con-sidering God’s charity (ihsan) (*) considering the evanescence of the world and its 0eetingness, as well as the death that awaits all who are on it; (&) contemplating the Holy Qur’an and its miraculous inimitability (‘ijaz) both in language and content; ($) contemplating the soul and knowing its truth; as is made clear in the following verse: And (also) in yourselves. Can ye then not see ?(Al-Dhariyat, '!:#!) (%) contemplating one’s own destiny and how God has brought each person to where he or she is at that moment; (!)) contemplating how God answers prayers and the wisdom therein; (!!) contemplating God’s Ninety-Nine Names, while thinking of their meaning, and (!#) contemplating the examples and lives and sayings of blessed people, starting with the Prophet himself . God says in the Holy Qur’an:

' erily in the messenger of Allah ye have a good ex-ample for him who looketh unto Allah and the Last

Day, and remembereth Allah much. (Al-Ahzab, '':#")

All of the above describes the motives for the practice of the Remembrance of God which God accepts according to the Holy Qur’an. However, in order for the Remembrance of God to be fully integrated into education, a number of teaching conditions and behavioral standards must be met by both teachers and students. All of what follows in essence describes different ways, strategies and techniques that teachers can and should use in order to fully integrate the Remembrance of God into standard teaching practices in education.

#!

E. WHAT ARE TEACHERS’ RESPONSIBILITIES?Remembrance of God should be a responsibility that teachers take on without debate or hesitation. However, before teaching the Re-membrance of God teachers should understand what this responsi-bility entails. Teachers should understand that the Remembrance of God is part and parcel of learning, and should never be eliminated during the learning process.

Teachers should believe in every student’s ability to learn. It is the teacher’s responsibility to 1nd a way to reach every student. Building the character and self-esteem of students is one of the key elements in helping students. Students should believe that they are capable of learning. Teachers must encourage students and moti-vate them to try hard to learn.

Students should perceive that there are high expectations of them, without any intimidating or threatening connotations to these expectations. When they see that these expectations come without pressure or restraints they will respond by ‘reaching up-ward’ to these expectations. Students are naturally apt to take the risks necessary for growth when they are exposed to a climate of mutual respect. In a climate of mutual respect, mistakes are seen as opportunities to learn.

Students also tend to respond positively when their ideas and ef-forts are appreciated, and when their efforts are shown the respect they deserve. The teacher should be a caring facilitator of learning, encouraging and believing in students as learners, but requiring excellence in every detail. In order for teachers to accomplish these goals, they must be knowledgeable and skilled in the techniques that enable students to achieve success. It is easy for a teacher to underestimate the learning potential of any student. The goal in teaching is to cause each learner to exert themselves to complete a task that is dif1cult but nonetheless achievable with the support of the teacher. A teacher should always ‘teach up’ to the student rather than ‘teach down’ but without raising expectations so high above a student’s abilities that he or she cannot reach them; this is to safeguard from students becoming frustrated.

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F. THE BENEFITS OF INTEGRATING THE REMEM-BRANCE OF GOD IN THE ACT OF TEACHING

There are many spiritual, psychological, intellectual (mental) and even physical bene1ts to the Remembrance of God during the act of teaching and whilst working in an educational environment. It gives the teacher strength of heart, con1dence, motivation, happi-ness, relief, and love in everything. It eliminates worries, uncertainty, anger, depression and unhappiness. It revives the teacher’s senses and awareness to his or her surroundings. It helps the teacher stop and think of their misgivings and mistakes. It enables the teacher’s heart and mind to become merciful and forgiving towards oth-ers. It breaks bad intentions and arrogance. It reminds the teacher to be humble and modest towards his or her students as regards their learning, their conduct and their appearance. It makes the mind think of truth and dissuades the mind from both lies and self-deceptions. It reminds teachers of the presence of God even when they are teaching and speaking to their students. The teacher becomes as if they have one foot in the classroom and the other foot in heaven in God’s Presence. God says in the Holy Qur’an:

" ring unto those who believe the good tidings that they have a sure footing with their Lord ?.... (Yunus,

"$:#)

The Remembrance of God also corrects teachers’ thinking and helps them become objective. It helps teachers free themselves from uncontrollable inner chatter and desires. It assists teachers by allow-ing their consciousness to be content with their accomplishments. It gradually removes the veil from teachers’ hearts thereby allowing them to grasp the magnitude of God’s Presence everywhere, all the time.

It is related from Abu Hurayrah that the Messenger of God said, God Exalted says, “I am in accord with what My servant supposes about Me, and I am with him when

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he remembers Me. If he mentions Me within himself, I mention him within Myself and if he mentions Me in a gathering, I mention him in a better gathering. If he ap-proaches Me by a handspan, I approach him by an arms-pan. If he approaches Me by an armspan, I approach him by two armspans. And if he comes to Me walking, I hasten to him.(

The Remembrance of God thus keeps teachers’ minds focused on the differences between good and evil thoughts and acts. It brings tranquility to their hearts and allows them to speak with better discernment and calmness. It checks the ego, keeps them constantly aware of God, and thus brings them closer to Him, this being the ultimate felicity. God says in the Holy Qur’an:

( s not Allah enough for his servant? But they try to frighten thee with other (gods) besides Him! For such

as Allah leaves to stray, there can be no guide. (Al-Zumar, '&:'*)

Based on what we have discussed in this introduction, and in order to answer the main questions that this study poses which focus on fully integrating the remembrance of God in teaching, teachers and students must commit to a number of teaching condi-tions and educational standards. Following is a description of the different strategies and methods that teachers must follow in order to fully incorporate the Remembrance of God in standard teaching practices.

% Sahih Bukhari, Kitab Al-Tawhid, no. $)'$; Sahih Muslim, Kitab Al-Dhikr, no. %)&".

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PART I: CREATING A ‘THREAT-FREE’ ENVIRONMENT

CHAPTER !: STANDARDS FOR PREPARING THE TEACHING ENVIRONMENT

(A) H.,/599:/; 5C2548.8:+/9 8+ .47:5<5 7:;7 98./-.,-9

C+/98./8 R5=5=3,./45 +6 G+- forces teachers’ con-sciousness to become responsible for their conduct. This should assist teachers to maintain the highest standards of

behavior and comportment and thus live up to the expectations of their students, not to mention their own expectations of them-selves. Nothing is more effective spiritually or greater than the Remembrance of God. God Almighty says in the Holy Qur’an:

R ecite what is sent of the Book by inspiration to thee, and establish regular Prayer: for Prayer restrains from

shameful and evil deeds; and Remembrance of Allah is the greatest act in life without doubt. And Allah knows the deeds that ye do. (Al-‘Ankabut, #&:()).

Standards must be adhered to in creating the learning environ-ment for all students. It should be presented and looked after ac-cording to the highest standards. However, in order to create a learning environment where students will be successful, teachers and administrators must adopt the attitude which says to students, ‘We will uphold the highest standards in ways of treating you, teaching you and not give up on you; we will help you in every way that we can in order for you to ‘do your best’ and achieve your full potential. God Almighty says in the Holy Qur’an:

#*

!o establish weight with justice and fall not short in the balance (Al-Rahman, )):&).

By being themselves models of intellectual excellence, and giving students the motivation and encouragement they need in order to also achieve levels of excellence, teachers ensure that students can actually achieve their own highest possible standards of excellence. God loves excellence (ihsan). He says in the Holy Qur’an:

!pend your wealth for the cause of Allah, and be not cast by your own hands to ruin; and do good. Lo!

Allah loveth the bene!cent. (Al-Baqarah, #:"&)).

Thus God Almighty loves those who work with the best of inten-tions and with the highest standards. Teachers should do whatever it takes, with the best intentions, to teach students. Their actions and attitudes should be sincere, whilst assuring students that they all can learn. Teachers should try to ensure academic success for all, by believing in helping their students as best as they can. The Prophet said:

Allah loves that if you do work that you do it with the highest standards and excellence (Itqan).)

(B) R592+/9:3:>:8:59 :/ .47:5<:/; 7:;7 98./-.,-9The administration of educational institutes should build positive self-esteem in staff and students by setting high expectations of them, and by insisting that administrators, teachers and students accept responsibility for their behavior. Achieving high standards means that teachers as well as administrators must take responsibil-ity for their students’ behavior, and must help guide them to reach intellectual excellence. Teachers should teach the Remembrance of

' Abu Ya’li, Musnad, no. %&)$, */&%#; Bayhaqi, %/&&'; Tabarani, Mu’jam Kabir, "%/&($.

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God while helping students relate their behavior to what is expected of them when remembering God. For example, students should be taught not to lie about their work, and encouraged not to do this by remembering that God can hear them and see them.

(C) B.9:4 98./-.,-9 :/ 85.47:/; 8+-.DThere are basic ethics and values that God Almighty has established in the religions He Revealed and in the very nature of the human soul. Teachers should use certain basic standards resulting from these basic, fundamental moral values in order to constantly pro-vide opportunities for students to Remember God and recite verses from the Holy Qur’an. These basic standards start with a complete prohibition on violence (whether by teachers or students); verbal abuse; humiliation and teasing; cheating; stealing; lying, and bully-ing. Beyond these basic moral prohibitions, teachers and students are expected to exercise the fundamental virtues of generosity, com-passion, kindness, honesty, and mutual trust. All of these virtues are well clari1ed in the Holy Qur’an and the Hadith (and in most every secular code of ethics) and it should be easy for any teacher to quote from the Holy Qur’an or the Hadith in order to show the importance of these virtues. Doing this is in itself a Remem-brance of God according to our de1nition of the Remembrance of God cited at the onset, and this within itself should enhance the performance and self-con1dence of students. Mastering these things is a means to gaining God’s love. The Prophet said: Allah loves that if you do work that you do it with the highest standards and excellence (Itqan)*. Moreover, remembrance of God is linked to populating the earth and enriching it with life and civilization which God enjoined; it is also linked to the good of mankind and brings one closer to God. It is also linked to the raising up of the Ummah and is a communal obligation (fard kifayah) as jurists say that it is sinful for a community to be completely reliant on another.

$ Abu Ya’li, Musnad, no. %&)$, */&%#; Bayhaqi, %/&&'; Tabarani, Mu’jam Kabir, "%/&($.

#$

(D) I/85;,.8:/; 875 R5=5=3,./45 +6 G+- :/ 4?,,:4?>. ./- 5-?4.8:+/.> 3++A9

Educators in educational institutes should promote the use of an integrated curriculum with emphasis on the Remembrance of God, in science, math, social studies, language, arts, foreign language, philosophy, vocabulary development, and phonics. Extensive read-ing and discussion of the Holy Qur’an and the life of the Prophet provides for the development of moral and ethical values, leader-ship traits and a sense of purpose in life. Since there are no curricula that exist today even in Arabic that do this suf1ciently or even satisfactorily, then teachers should plan their lessons beforehand with opportunities for the Remembrance of God as an integral part of the subjects they are teaching, and insert the Remembrance of God periodically throughout their lessons. It is not suf1cient for teachers just to do this spontaneously and to rely on themselves to do it during the lessons, for under pressure very few teachers will be able to do this. It is thus very important that each teacher plans the lessons beforehand and sets themselves a goal for remembering God a number of times throughout the lesson in accordance with the subject they are teaching. Administrators, starting with school principals, should ask to see their teacher’s lessons plans and make sure that teachers have fully integrated the Remembrance of God into these lessons. As a basic rule of thumb, each ()–(' minute les-son should mention God, or quote the Holy Qur’an or the Hadith, four to 1ve times minimum, which is to say that God should be mentioned, in the context of what is being taught, on average once every ten minutes.

In the sciences teachers should site any of the many verses of the Holy Qur’an that describe God’s signs and portents (ayat). In history and social studies, teachers may select verses of the Qur’an that refer to the 0eetingness of the world and the vanity of un-necessary attachments to it. In teaching Arabic language one may use verses from the Holy Qur’an to illustrate grammatical points. In teaching foreign languages teachers may select texts in foreign languages that refer to God. In mathematics, teachers should con-

#%

stantly draw attention to the principle of unity which underlies all numbers, just as it underlies the multiplicity of created beings. Most surprising of all perhaps is that in Islamic studies sometimes God is not mentioned once throughout the whole lesson. This clearly should be remedied.

A very easy way to remember God twice in a lesson is to start the lesson with the BasmAllah and a short du’a or supplication, and end the lesson with the HamdAllah. If in addition to this students get into the habit of starting every test or written work that they are required to do in class with the BasmAllah and ending it with HamdAllah, then half of the goal of remembering God once every ten minutes will already have been achieved. Last but not least it is important that students and teachers alike do not say these for-mulas mechanically or routinely, but that they do so with presence of heart, and the way to get them to do so is to remind them that God does not accept the prayer of one who’s heart is absent in that prayer, and that conversely God even accepted Satan’s supplication and answered it when he said it with conscious knowledge of God. God says in the Holy Qur’an:

) e said: Reprieve me till the day when they are raised (from the dead)./He said: Lo! thou art of those re-

prieved. (Al-Araf, +:"(-"))

) e said: My Lord! Reprieve me till the day when they are raised./ He said: Then lo! thou art of those re-

prieved. (Al-Hijr, "):'*-'+)

) e said: Lo! thou art of those reprieved./ Until the day of the time appointed. (Sad, '%:%$-%")

(E) T75 5665489 +6 R5=5=35,:/; G+- :/ 5<5,D >599+/As mentioned above, lessons should always begin and end with the Remembrance of God, with full consciousness of being in His




")

presence. This should create a self-awareness in the teacher of his or her own standards, conduct and teaching techniques, and in his or her intentions. The Remembrance of God by itself causes the subconscious to correct itself when acting in an inappropriate manner, thinking with evil intentions, or when treating people in an inappropriate manner. Every action can be controlled if and when teachers and students think of and remember God. God says in the Holy Qur’an:

& hose who fear Allah, when a thought of evil from Satan assaults them, bring Allah to remembrance,

when lo! They see alright! (Al-Araf, +:#$").

In other words, the Remembrance of God lifts people out of evil thoughts and satanic inner suggestions and causes them to see more clearly. Conversely, when there is no Remembrance of God people tend to give free reign to their egos and act with arrogance, which eventually leads to aggressive negative behavior. God Almighty says:

( f anyone withdraws himself from Remembrance of the Most Gracious, We appoint for him a Satan, to be an

intimate companion to him. (Al-Zukhruf, (':'*).

Thus the Remembrance of God trains teachers and students to act and think with high standards. As a result of this, a better atmosphere in the learning environment will be created, giving all present the same social status in spite of race, wealth, nationality or ability. The Remembrance of God should thus be taught con-tinuously and with consistency such that it becomes a habit, and eventually becomes second nature.

"!

CHAPTER !: CLASSROOM PRACTICES

SECTION !

(A) C>.99 .8=+9275,5Motivation in Education: Theory, Research and Applications (Shunk, Pintrich and Meece,) states the following:

Classroom climate refers to the atmosphere of the class-room–its social, psychological, and emotional characteris-tics (Dunking and Biddle, !%&().& The importance of this relates to teachers and their teaching to motivate learning in students, which in turn affects classroom behavior.$

Therefore, the classroom atmosphere and environment is one of the 1rst elements that should be taken into consideration to mo-tivate and inspire learners for their upcoming lessons. This means 1rst of all that teachers must prepare themselves before lessons to remember God within the lessons. That is to say, that teachers must detach themselves, or be already prepared to detach themselves from their personal lives and inner chatter before their class actu-ally begins. An internal act of will is thus required of every teacher prior to every lesson in order for the classroom to begin in the right atmosphere. Then when teachers start their lessons they will more easily remember to remind their students of God, and His gifts.

Teachers should 1nd simple ways to break the ice between them-selves and their students in order to establish common ground in the Remembrance of God. One of the best ways of doing so is by teachers simply asking students to look around them or to look outside at anything beautiful, and to say ‘Ma sha Allah’, and then to start discussing what they see and why they said ‘Ma sha Allah’.

* M.J. Dunkin, and B.J. Biddle, !e Study of Teaching (Rinehart and Winston, New York, !#*%).) D.H. Shunk, P.R. Pintrich, and J.L. Meece, Motivation in Education (Pearson, Ohio, &rd ed. "(()), p.&!".

"#

Establishing a balanced class atmosphere is one part of a num-ber of essential procedures that should be followed and practiced in class from the beginning. Other essential procedures include: maintaining a digni1ed teacher-student relationship; teachers and students speaking in complete sentences; teachers and students ad-dressing one another by name, and teachers and students practicing mutual respect and mutual common courtesy. Other essential pro-cedures involve students being taught as a whole group, thoroughly, with intensive and speci1c remediation for each student as neces-sary (i.e. ‘differentiated instruction’). Lessons in general should be integrated, and related to the ‘real world’ in accordance with logical scope and sequence of subject material. Subject material should be constantly and consistently reviewed in connection with what has preceded it and also what is to come after. Critical thinking skills should also be taught in all subject matters and should be encour-aged in oral discussions.

In Motivation in Education: Theory, Research and Applications (Shunk, Pintrich and Meece) the following is also stated:

Researchers have suggested that one critical variable is the degree of emotional support or warmth provided by the teacher (Davis, #))"; Dunkin and Biddle, !%&%)…. Effective teaching requires that teachers balance student’s autonomy with classroom structure (Davis, #))"). Teach-ers who provide strong emotional and instructional sup-port facilitate teacher-student relationships and student achievement, including students at risk for school failure (Hamre and Pianta, #))'). …. (Daniels, Kalkman, and McCombs, #))!) found that children in learner-centered classrooms displayed greater interest in learning and better learning compared with students in non-learner-centered classrooms.%

# Ibid.

""

These are all also considered essential procedures in establish-ing and maintaining the right classroom atmosphere. Finally, it should be noted that classroom climate is also evidently strongly affected by the teacher’s style of teaching his or her curriculum: the teacher’s style should be ‘warm’ rather than ‘cold’; indulgent rather than intolerant; student-centered and not curriculum-centered; en-couraging of student participation and growth and not autocratic or tyrannical, and humorous without letting the class descend into buffoonery and raucous behavior.

(B) W7.8 8D25 +6 5/<:,+/=5/8 :/92:,59 ./- 5/4+?,.;59 >5.,/:/;?

An atmosphere and environment in which there is constant Re-membrance of God inherently gives a sense of calm and security for teachers and students alike. If the teachers maintain an aware-ness of the Presence of God they will also automatically provide stable and continuous love towards the act of teaching. Students will then enjoy their learning, because of the consistency in the teachers’ attitudes. When students follow their teachers’ example of Remembering God and gradually also come to a constant aware-ness of the Presence of God in the classroom, this will naturally spread and develop outside of the classroom within the same learn-ing environment (i.e., playground, cafeteria and library) and even to the home. Teachers’ and students’ self-motivation to work (and in particular students’ self-motivation to do their homework well and on time) will be enhanced as well, and gradually the personali-ties of both teachers and students will become less-dispersed, more concentrated, and more content. A teaching environment 1lled with the Remembrance of God will thus have bene1ts, academic and psychological, both inside and outside the classroom, for teachers and students alike.

Another important factor in creating an atmosphere that en-courages group work is inter-student cooperation. Students are inspired and encouraged to learn in an environment that develops collaborative relationships between students through cooperative

"(

group work. Students then learn to share ideas on ways in which to complete projects. Students’ problem-solving skills and decision-making skills are practiced and exercised. Whilst classroom activi-ties are important, teachers should also make sure that they bear the ultimate responsibility for them. Teachers should enforce rules fairly and consistently, with impartiality towards all students.

Teachers should assume all students can learn and convey this expectation to them. Teachers should not accept excuses for poor performance, but instead expect every student to excel and reach their highest potential. Teachers should not differentiate between students based on their qualities (i.e. based on gender, ethnicity, parent’s background or wealth, student’s grades and special char-acteristics) as this is detrimental to learning. If teachers cannot help but prefer certain students (and who cannot but prefer the good to the bad?), they should never under any circumstance betray or manifest favoritism. Favoritism is unethical and ruins the learning environment. It destroys the morale of those students who are not the favorites, and misleads and deceives those students who are the favorites.

Finally, the classroom atmosphere should be one of compassion and not of fear. This means 1rst that teachers themselves should not scare the students with personal threats, and students should not be allowed to threaten or bully each other. It also means that teachers should not try to threaten students with punishment from God as he punishes them for not remembering Him suf1ciently. If this happens, students will avoid the Remembrance of God, because it will remind them of how they have fallen short in their Remem-brance of God, and how they will be punished. Thus students will wind up being too scared to remember God, and they will block anything to do with Remembrance of God. On the other hand, when students are treated with love, and told that God loves them, they will willingly begin to think of God, and begin themselves to manifest compassion, kindness, generosity, joy and love. They will begin to trust teachers and believe in themselves. This will create the right learning environment to inspire and encourage students,

"'

God willing.

SECTION !

(C) T5.475,9’ >599+/ ,+?8:/59Teachers should adhere to certain routines that develop and train the mind in retaining information and comprehending it while uti-lizing the various mental skills, such as critical thinking skills and analysis. Some of the most important methods of learning are those that occur daily or routinely. However, there are not many routines that can be used every day with consistent bene1t and without boredom or loss of interest in the students. In what follows in this section we highlight some of these.

In addition to the goal of Remembering God once every ten minutes, the Muslim greeting ‘Al-Salaamu ‘Aleikum’ should be mentioned. Teachers and students need to greet each other every day with this greeting and thereby introduce the Remembrance of God into their very meeting whenever they meet anew. If it is mid-day and it is someone they have not seen all day, they should still greet him or her. God commands this in the Holy Qur’an:

"ut when you enter houses, bid peace to yourselves with a salutation from Allah, blessed and good. So

Allah clari!es the signs for you that perhaps you might comprehend. (Al-Nur, #(:*")….

) ave you not seen those who were forbidden from conversing in secret [but] then returned to that they

had been forbidden, and [all the while] hold secret con-versations [tainted] with sin and [plans for] enmity and disobedience to the Messenger? And [who] when they come to you, they greet you with that with which God never greeted you and they say within themselves, ‘Why does God not chastise us for what we say?’ Hell will suf-!ce them! In it they will be made to burn — and [what] an

"*

evil journey’s end! (Mujadilah, )%:%)

$nd when you are greeted with a greeting, greet with better than it, or return it. Surely Allah keeps

count of all things. (Al-Nisa, (:%*)

However, students should not let this be a mere empty saying or social convention. Teacher should point out to students the spiritual meaning and value of this blessed greeting so that they say it in the awareness that it is in reality a greeting from God and a supplica-tion for one of God’s greatest gifts, His Peace. In this connection the following has been written about the Greeting of Peace:

Strictly speaking, Islam’s characteristic greeting of Peace, Salaamun ‘Aleikum (Peace be unto you), is an invocation for God Himself is Al-Salaam ('%:#") and from Him comes the Peace that Muslims greet one another with — the Prophet said exactly this:

The Messenger of God as he dispersed from his prayer used to ask forgiveness and say: O Allah, You are Peace, and from You is Peace, Self-Blessed are You, O He of Maj-esty and Bounty,!"$

Moreover, greeting the Prophet Muhammad with the greeting of Peace is commanded in the Holy Qur’an ("":'*) and is part of every prayer in the 1rst and in the 1nal tashahud. Indeed, the greeting of Peace is a blessed and pure greeting from God Himself:

!( Sahih Muslim, Kitab Al-Masajid wa Mawadi’ Al-Salat, Bab Istijab Al-Dhikr ba’d Al-Salat, Hadith no. '#! and '#" (related by +awban).

"&

"ut when you enter houses, salute [with a greeting of Peace — salimu] one another with a greeting from

Allah of blessing and purity…. (Al-Nur, #(:*")

Thus the greeting of Peace is the greeting and blessing of the believers ((:%( et al.); of the Prophets (!%:!'; !%:"#; "&:!$! et al.); of the Angels (!*:"#; #':&'; "%:&" et al.); of entering Heaven ('):"( et al.); of the blessed in Heaven (&:(*; !):!); !(:#"; !*:%! et al.) and of God Himself to the blessed in Heaven ("":((; "*:'$). Indeed, Heaven itself is called the ‘Abode of Peace’ (‘Dar Al-Salaam’ — *:!#&; !):#') and the very speech heard in Heaven is ‘Peace’ (!%:*# and '*:#*; see also: &$:"'). Even on earth the ways to Beatitude (Ridwan) are called the ‘Ways of Peace’ (‘Su-bul Al-Salaam’ — ':!*), and the blessed night on which the Holy Qur’an was 1rst revealed (Lailat Al-Qadr) is a night of Peace (%&:!).

The greeting of Peace is thus a unique and tremendous Mercy resulting from God’s own Self (Nafsihi):

$nd when those who believe in Our revelations come unto you, say: ‘Peace be unto you!’ Your

Lord has prescribed for Himself (Nafsihi) mercy, that whoso of you does evil through ignorance and repents afterward thereof and does right, [for him] lo! He is For-giving, Merciful. (Al-An’am, *:)()

Such is the Mercy inherent in the word ‘Salaam’ (‘Peace’) that it is to be invoked even before the unbelievers ((":$%) and to, and before, the ignorant (#':*" and #$:'' respectively).

Invoking the greeting of Peace not only transmits peace and blessings from God to all those around — and to

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oneself — but by reminding one of the Divine Name: “Al-Salam” one can thereby, God willing, actualize inner peace and serenity in the soul!!.

Another daily activity teachers should implement is giving out routines to students, by setting up a roster that gives all students a chance to be responsible for something in the classroom. These routines include a number of things such as writing the BasmAllah on the board (with the Divine Name written in as beautiful callig-raphy as possible), the date and subject being taught and tidying up the classroom. These four items are very important to the students, because they reinforce the fact that students must think of God before starting anything (when writing the BasmAlllah all students can read it out loud), they learn the Hijra and Gregorian calendar, they concentrate on the subject without being told, and they take responsibility for their surroundings.

Students should also be asked to write the BasmAllah or Divine Name on every entry in their daily journal. When students do this as a routine they will naturally Remember God daily.

Students may all be given other assignments somehow related to the Remembrance of God, such as making posters or cards that describe what religious holidays and making posters and power-point presentations about them and how to celebrate them with the values that arise from them. Students can be encouraged to have their siblings and parents at home participate in these activities as both a ‘family-bonding’ and a ‘religious’ experience.

Other activities that teachers should and must get their students to practice on a daily basis, (but not in every subject) is reciting texts (starting of course with the Holy Qur’an) and the teaching technique of mnemonics. Recitations are particularly useful be-cause they are inherently exuberant and allow the students self-expression. They increase the self-con1dence of students as well as their repository of knowledge. Things that are recited are much

!! H.R.H. Prince Ghazi bin Muhammad, !e Purpose of Life, (manuscript).

"%

easier because they are not only recited but heard and listened to at the same time.

Memory work and revision in general can be done daily albeit in small doses. Memory work enhances character development. Like recitation, it augments student’s knowledge and self-con1dence in their own mental abilities.

(D) T5.475,9’ 47.,.485,9, :-5.> 357.<:+, ./- .48:+/9 :/ 4>.99

Students need examples that help them develop goals, ideals, val-ues, and personal standards. Teachers must provide a model of excellent behavior for students. Models of ideal or correct behavior help students set reasonable and achievable goals. They help them understand the consequences of their behavior by broadening their range of examples.

For example, teachers should show students that it is perfectly alright to make a mistake; to learn from others, and to use good manners with everyone. They should demonstrate to students an ability to speak in complete sentences. They should demonstrate how to give and take constructive criticism, and how to respond to negative words. Students tend to model themselves after the teacher, whether it be negative or positive, but they will rebel against behav-ior that they deem phony or unfair. The model a teacher provides is a powerful one so he or she must provide a positive one. Indeed, the teacher must always model the best desired behavior. In the Holy Qur’an God commands us to have good behavior and attitudes towards each other:

*o! Allah enjoins justice and virtue and giving to kins-folk, and He forbids lewdness, and abomination, and

aggression: He admonishes you so that you might remem-ber. (Al-Nahl, "*:&$).

Moreover, in the Holy Qur’an God himself commends the prin-

()

ciple of ‘role-models’, albeit with regard to the Prophet Muhammad . God says in the Holy Qur’an:


Day, and remembereth Allah much. (Al-Ahzab, '':#").

Students and teachers should thus know that in providing and imitating correct behavior – behavior which ultimately imitates the behavior of the Prophet , they are in fact obeying God’s command in the Holy Qur’an, and they are promised that they will be loved by God for this. God says in the Holy Qur’an:

! ay, (O Muhammad, to mankind): If ye love Allah, fol-low me; Allah will love you and forgive you your sins.

Allah is Forgiving, Merciful. (Aal-‘Imran, ':'").

(E) TEACHERS ADOPTING STUDENTS’ RESPONSIBILITIES AS THEIR OWN AND THEREBY ENSURING SUCCESS

Students should begin to acknowledge and realize the consequences that follow risks they take and responsibilities placed upon them. Students need to be aware of the fact that learning allows for errors to happen. In other words, making mistakes is 1ne if it leads to the student eventually learning something. It is thus of paramount importance for students to accept positive corrections from oth-ers. It is also important that teachers accept responsibility for their students’ risk-taking and mistakes, just as they must accept respon-sibility for correcting these mistakes and guiding their students.

Teachers must also adopt, as their own, students’ responsibilities for homework. This does not mean that teachers write students’ homework for them, but what it does mean is that if students do not get their homework done on time, teachers should make it their business to 1nd out why this is the case. Teachers need to be able to help by offering their own time to the students to help them with


(!

their homework if the cause of their delays is lack of understanding the assignment, or simply lack of time for some reason (such as sickness or family crises), then teachers need to make more time allowance for their homework. If the cause is that students are not interested in the homework, then teachers need to spend time talk-ing to their students, explaining the importance of their homework, the importance of homework in general, and the particularly new and interesting elements in their homework.

Teachers must adopt the same attitude towards examinations and assessments done in class. That is to say that if students do not 1nish their exams, teachers should ask their students why and either spend more time better explaining the questions or give them more time to complete them.

Nor should teachers ignore the emotional and physical states of their students: when a student is unwell physically or emotionally, there are tell-tale signs which every teacher knows. Teachers should be on the alert for these and when there is evidence of them teachers should ask their students about them and then take them up with their parents or school principal as appropriate. Adopting students’ responsibilities as their own means, to a certain extent, ‘adopting students as their own’.

Finally, adopting students’ responsibilities as their own, means that teachers should take into consideration that different students have different styles of learning and different paces of learning in different subjects, so teachers need to 1rst make themselves aware of these, and second, make allowances for these. All of these tech-niques applied together will, God willing, help students take on their own responsibilities in earnest and with excellence. God says in the Holy Qur’an:

" y the declining day, / Lo! man is a state of loss, / Save those who believe and do good works, and exhort

one another to truth and exhort one another to endurance. (Al-‘Asr, "$':"-').

("

CHAPTER ": WHAT AFFECTS LEARNING?

(A) W7.8 75>29 875 7?=./ =:/- 6?/48:+/ 566548:<5>D?All effective teaching methodologies should be supported by the Remembrance of God. It is the light of the heart; nothing illumi-nates the heart and mind in a comparable manner. God Almighty says in the Holy Qur’an:

$ llah is the Light of the heavens and the earth. The similitude of His light is as a niche wherein

is a lamp. The lamp is in a glass. The glass is as it were a shining star. (This lamp is) kindled from a blessed tree, an olive neither of the East nor of the West, whose oil would almost glow forth (of itself) though no !re touched it. Light upon light. Allah guideth unto His light whom He will. And Allah speaketh to mankind in allegories, for Allah is Knower of all things. (Al-Nur, #(:#)).

Educational theorist William Glasser states that!# schools can be without failure, through the supportive role of teachers, and through teachers being positive in their interaction with students. He says, as already discussed, that educational institutes must be friendly places, not repressive ones, in order to maximize the learning potential of students, especially those who have expe-rienced failure. Glasser expressed the belief that all children can learn, though it may be at different rates and in different ways. Knowledgeable, caring, diligent teachers can provide opportuni-ties for success for every student by creating an environment that encourages and provides opportunities for growth. The nature of the teacher/student relationship is the cornerstone for everything else in the classroom. All of these elements help students’ minds function effectively.

!" William Glasser, !e Quality School: Managing Students Without Coercion (New York, NY, Harper Perennial, !##"), p. !".

((

(B) W7.8 7:/-5,9 875 6?/48:+/ +6 875 7?=./ =:/-?When considering effective teaching methods it is important to bear in mind the research on what hinders and what enhances learning for the human mind. Research shows that the human mind func-tions most ef1ciently when there is no threat of bodily or emotional harm. The cerebral cortex is de1ned as: ‘the outer layer of the brain that is responsible for cognitive processes!". Scienti1c research of how the brain functions has found that when the cerebral cortex (which does all the thinking, analyzing, etc), perceives threat, real or imagined, it ‘freezes’ the control of the brain stem, which then releases cortisol and higher-ordered thinking stops. D.W. Tileston says:

The brain stem is the part of the brain that directs be-havior under negative stress, and is the most responsive to any threat. When threat is perceived, stress produces excessive cortisol (a steroid hormone, also known as the stress hormone, which is produced by the adrenal gland) that is released into the body causing higher order think-ing to stop and effects memory formation and retrieval!(.

The brain stem thus does not record what is being learned at the moment the threat occurs. It has no memory or stored language. In other words, in some cases no learning is taking place in the pres-ence of a perceived threat. It does not matter if the threat is in fact ‘real’ or not: it is ‘real’ to the one who perceives it. For this reason, teachers should ensure that students remain uplifted and happy. If they do not remain uplifted, nothing else matters.

Thus, teachers will be able to teach students nothing if students are taught via threat, negative disciplinary techniques and/or are in fear. Some research has demonstrated that from the time the mind is threatened, by something as common as an insult or a

!& M.W. Maltin, Cognition (John Wiley and Son Inc., Hoboken, NJ, *th ed., "((#), p. !#.!% D.W. Tileston, What Every Teacher Should Know About Learning, Memory and the Brain (+ousand Oaks, CA, Corwin Press, "((%), pp. '-$.

('

giggle (making fun or humiliation), no signi1cant learning occurs for about ninety minutes. Unless something is done to alleviate the threat, a great deal of learning time can be lost.

In What Every Teacher Should Know About Learning, Memory and the Brain, D.W. Tileston also gives a detailed description of the types of threats that exist, and how these threats affect learning:

Jensen (!%%&)!' places threats into categories that as-sist in explaining how threat affects learning and the classroom….

Tileston (#))() presents them with analysis into 1ve categories….

Potential Physical Harm. We cannot control most of the physical threats our students may receive outside the classroom, but we certainly have control over the seven to eight hours that they are within our classrooms. Set class norms and include in your classroom speci1c instruction on working with others. Insist that students are respectful of others and never tolerate put-downs or remarks that could be deemed as racial, sexual, or hurtful in nature.

Intellectual Threats. These threats occur when students’ ideas are laughed at or put down. They also occur when students do not know the answer or give an incorrect an-swer. While it is impossible to prevent incorrect answers, you can create a climate in your classroom that says it is OK if you don’t know the answer. What is not OK is not to try. When you ask questions, be sure that you provide ad-equate wait time and that the wait time is consistent. For example, it is easy to cut short the wait time for a reluctant

!' E.Jensen, Completing the Puzzle: !e Brain-Compatible Approach to Learning (Del Mar, CA, Brain Store, !##*).

(*

learner and to provide more wait time for a student who usually knows the answer. Try counting to yourself to be sure that you give the same amount of time to all students. Also, accept and compliment partial answers or the part of the answer that was correct. ….

Emotional Threats. One of the greatest fears of adoles-cents is the fear of being embarrassed in front of peers. In the past, due to behavioral psychology that used a system of rewards and punishments, teachers often used this type of threat to control students. We now know that the downside is not worth any of the positives from this philosophy. Once you embarrass an adolescent, you will create an enemy in the classroom and someone who will not learn to their potential.

Cultural-Social Threats. Don’t allow or participate in disrespect for any one group in the classroom. Isolating students or putting students in groups according to ethnic-ity is another way that we show bias in the classroom. Teachers often show cultural bias by including only ma-terials and information that show one race or that show only males or females in speci1c roles.

Resource Restriction. This type of threat occurs when we do not provide adequate tools, time, or resources to carry out assignments. State and national testing lead to a nation that is trying to “cover the material for the test” instead of making sure that students understand before moving on!*.

All these categories of threats cause students to experience stress in the classroom. Teachers should not let students experience this

!$ D.W. Tileston, What Every Teacher Should Know About Learning, Memory and the Brain (+ousand Oaks, CA, Corwin Press, "((%), pp. '-$.

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kind of stress, because this stress is an obstacle to learning. It is very important that teachers try to avoid causing unnecessary stress to students. They should leave put downs, harsh attitudes, and nega-tivity outside school. The student’s mind functions most ef1ciently when there is no threat of bodily harm, embarrassment, teasing, sarcasm, rejection, put-downs, or any other negative in0uence. The classroom should become a haven of safety for students, where they can take risks by making mistakes without fear of humiliation and embarrassment, in order that learning can take place.

There must also be trust that is never violated in teaching and classrooms. This is evinced in the teachings of the Holy Qur’an on how we should treat each other and is seen in all the actions of the Prophet and what he called for in our treatment of children and each other. It is the conduct that is true to Islamic behavior. In Islam the term brother refers to all believers in God. God says in the Holy Qur’an:

The believers are indeed brothers. Therefore [always] make peace between your brethren, and fear Allah, so that perhaps you might receive mercy. (Al-Hujurat, (&:"$).

Hence, God directly commands all believers to wish for each other the best possible; as if they wish it for themselves, which in turn is what the Prophet did in all his actions towards all. The Prophet said:

None of you has faith until you love for your brother what you love for yourself "+.

(C) HOW THREATS AFFECT LEARNING

At the time of this writing, (#)!) CE), it is safe to say that aggres-sive teaching methods that adhere to verbal threats and threats

!* Sahih Al-Bukhari, Kitab al-Iman, no. !&.

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of failure are unfortunately a norm in subjects taught in Arabic (i.e. Arabic language grammar, Islamic studies, and Social Studies), in many Arab countries at the elementary and high school levels. Unfortunately, many Arabic language students in Arab countries have come to hate studying any subject in the Arabic language and associate studying Arabic with extreme dif1culty. The fact that Arabic is the mother tongue of students means it should be easy to learn subjects taught in its medium. Rather, subjects taught in English (which is usually the students’ second language), are more interesting for students. The majority of students love subjects taught in English and enjoy the teachers teaching them. There is a negative connotation in today’s educational 1eld associated with the teaching of Arabic studies, Islamic studies, Qur’anic studies, and Arabic Social studies (that includes history, geography and civ-ics). These connotations are often involved with teachers teaching without visual aids, 1eld work, group research, modeled projects, hands-on experiences or lab work. The teacher tends to lecture and teach students to memorize without them understanding what they are being taught, or without them knowing how to relate what they are learning to the real world.

Teachers should start thinking of remedies to the problems that exist today as regards teaching the subjects taught in Arabic. The Remembrance of God should be taught in the subjects taught in Arabic and should not be associated with threats during any learn-ing activity or otherwise. Moreover, the Arabic language, Qur’anic studies, Seerah of the Prophet , and Islamic history are rich with many stories that can inspire students to love what they are being taught.

(D) H+E 5=+8:+/9 .66548 >5.,/:/;Not all threat comes from the classroom; things that happen at home or with friends may still be lingering in the back of a stu-dent’s mind while trying to learn. Emotions that are in an upheaval prevent rational thinking, unless there is Remembrance of God with ‘tawakkul’ that helps in detachment and placing trust in God.

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Teachers should make students feel safe and calm, and therefore, willing to step forward to take risks. Teachers should answer dif-1cult questions, or try to solve unknown problems that cause a disruption in a student’s emotions.

As for emotions, they are affected by the limbic system in the brain; they are very important in the consideration of how the learning process occurs. The limbic system directs and controls attention, which in turn, drives learning and memory. Because we tend to follow our feelings, the limbic system is powerful enough to override reason. Therefore, it is necessary to consider emotions when creating the classroom environment.

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PART II: EFFECTIVE TEACHING: INSTRUCTION AND CLASSROOM

PROCEDURES

CHAPTER #: EFFECTIVE TEACHING

(A) H+E :9 566548:<5 85.47:/; .47:5<5-?

E66548:<5 85.47:/; :9 .47:5<5- when teachers are trained to implement various instructional techniques in their class-rooms. When teachers do not apply any teaching techniques,

but lecture without any preparation or use of educational methods, then teaching is compromised. In Motivation in Education: Theory, Research and Applications (Shunk, Pintrich and Meece) the follow-ing is stated:

Research is generally consistent in showing that teachers trained to implement effective teaching practices raise student achievement more than do untrained teachers (Brophy and Good,!$ !%$*; Floden,!% #))!) #).

Trained teachers should begin lessons with a brief revision of what students already know. This revision should consist of what is relevant to what is being taught.

Then new material can be introduced. This new material should be linked to what has already been learned and then sequentially presented in small amounts starting with simple content and then

!) J. Brophy and T.L. Good, “Teacher Behavior and Student Achievement”, in M.C. Wittrock (ed.), Handbook of Research on Teaching (%th ed., AERA, "((!, Washington DC), pp. &")-&*'. !# R.E. Floden, “Research on the E,ects of Teaching: A Continuing Model for Research on Teaching”, in V.Richardson (ed.), Handbook of Research on Teaching (%th ed., AERA, "((!, Washington DC), pp. &-!$."( D.H. Shunk, P.R. Pintrich, and J.L. Meece, Motivation in Education (Pearson, Ohio, &rd ed. "(()), p. &(%.

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moving gradually to the more complex content. M.C. Wittrock notes the following:

Rosenshine and Stevens (!%$*)#! reviewed research on how effective teachers teach structured content, in which the objectives are to attain knowledge or master skills that can be taught in step by step fashion or to acquire general rules that students might apply to new problems or content.

In other words, research shows that small teaching ‘steps’ con-sisting of new information, linked to previously learned material, helps activate students’ long-term memory and provides them with a basis with which to process the new material. Thus processing new information becomes simpler to understand once it is linked to previously acquired knowledge. Presenting material gradually also ensures that students are not overloaded with dif1cult content.

(B) D:665,5/8:.85- :/98,?48:+/ The following is Carol A. Tomlinson’s de1nition of differentiated instruction:

‘Differentiated instruction is an approach to teaching that advocates active planning for student differences in class-rooms. It suggests, for example:

If a student learns faster than a prescribed pace or is ready for greater depth or breadth of knowledge than is planned for a learning sequence, those things matter and there should be plans for adapting the pace and scope of learning for that student.

If a student has great dif1culty learning - for whatever reason - there should be provisions made to ensure that

"! B. Rosenshine and R. Stevens, “Teaching Functions” in M.C. Wittrock (ed.), Handbook of Research on Teaching (%th ed., AERA, "((!, Washington DC), pp. &*$-&#!.

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the student masters essential knowledge and has an active support system both to 1ll in gaps in knowledge and to move ahead.

If a student is just learning to speak the language of English, there should be mechanisms in place to help the student manage critical elements of subject matter as well as practice continually with the new language.

If a student’s culture or gender results in learning prefer-ences that vary from those typically addressed in the class-room, the range of learning modes should be expanded to support effective and ef1cient learning for each learner.

If a student has “given up” on school, there should be ac-tive and continual planning to help the student reconnect with the power of learning to positively shape his or her life (Tomlison, C. A., #))")’ ##.

Teaching with differentiated instruction for the different learn-ing styles, speeds and abilities with the aim of engaging the different faculties of the intelligence allows for effecting learning. This means several things.

First, teachers should provide their students with several alter-native ‘styles’ of learning to ful1ll their assignments and projects. Students have different ‘styles’ of learning: for example, some stu-dents are ‘visual learners’, so they need to be given visual aids that promote and motivate them in completing their assignments. Other students are ‘auditory learners’ that could be given sound tracks and documentaries on the assigned projects. Yet other students are ‘kinesthetic learners’ that could be given an assignment to go on a 1eld trip that could assist him or her in completing their assign-ments. These are the three basic ‘styles’ of learning, and teachers who offer choices of assignments using these different styles are more likely to 1nd students working on tasks that match their learning preferences. Second, teachers should consider the different

"" C.A. Tomlinson, Ful"lling the Promise of the Di#erentiated Classroom, Strategies and Tools for Responsive Teaching (Alexandria, VA, ASCD, "((&), p. !.

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speeds of learning that students possess when giving out assign-ments that require critical thinking skills, and analysis. It is very important to take into consideration that students learn at different rates, therefore, teachers must allow more time to process informa-tion for different students based on their learning speed. Teachers can help students with various levels of learning complete their projects by adjusting the quantity or the dif1culty of assignments to allow more time for completion.

Third, teachers should consider the different student abilities in learning. Each student has not only one but, as will later be seen, eight different kinds of intelligence. In any single student, one or more these kinds of intelligences can be ‘advanced’ or ‘struggling’. Teachers must 1rst set tasks to 1nd out where every student’s abili-ties lie and tailor the work given to those students accordingly. It should be noted that some students can marshal their different kinds of intelligence to work together symbiotically and other students are not so good at this, but what is important is that each student should be given work at a level that is neither too dif1cult for them nor so easy that it will cause them to stagnate. In other words, each student should be challenged at their particular level of ability in each of the different kinds of intelligence. This will ensure, God willing, that students will continue to be interested in learning and continue to learn successfully.

All these three strategies together comprise ‘differentiated in-struction’ such that it can be said that differentiated instruction works not only between different students but within the same student at his or her different abilities. ‘Differentiated Instruction’ is perhaps the most effective teaching method known to education-alists today.

(C) F?,875, 2,54:9:+/9 +/ ‘-:665,5/8:.85- :/98,?48:+/’ 87.8 75>2 .47:5<5 566548:<5 85.47:/;

In order to achieve effective teaching, teachers should follow ‘dif-ferentiated instruction’ strategies in a disciplined manner. For ex-ample: classes may be instructed without the use of ‘ability group-

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ing’, but there should always be special strategies of ‘differentiated instruction’ to aid both slower students, and advanced students. This way the ‘learning needs’ of the whole class are met equally. Moreover, such a strategy contains the added bene1t of avoiding labeling students as ‘slow learners’ or ‘fast learners’. This in turn prevents tensions from arising between students and teachers, and avoids the psychological stigma of being branded as ‘slow’ or being falsely in0ated as ‘fast’ within students.

When teachers understand students’ learning styles and needs, it becomes easier to communicate to students and show them the high expectations they have in them. ‘Differentiated instruction’ helps teachers recognize these learning needs in every student, every day, with a positive attitude.

Through the use of ‘differentiated instruction’, teachers should provide opportunities for success for every student. Teachers should use appreciative and encouraging terms as opposed to out-right praise. Teachers should provide opportunities to students to evaluate themselves. Teachers should ask questions such as: ‘What do you think?’; ‘What happened?’; ‘Why did that happen?’; ‘What could have been done differently?’; ‘What can you do to change it?’, and ‘What is your plan?’. Self-evaluation by students means that teachers do not have to pressure students and this facilitates the teaching-learning relationship.

Finally, teachers should themselves take responsibility to exem-plify the behavior that they want their students to imitate. This means that teachers should not only be responsible for their own behavior, but also respect the responsibilities of their students including, and perhaps above all, the responsibilities that they themselves have assigned to their students. So for example when teachers have assigned their students work or research they need to take the time to listen to their students as they relate what they have done and what they have learned. Equally, teachers should speak in a manner that they want their students to imitate: politely, succinctly, without shouting, without interrupting others, without slang, and in a digni1ed manner, and when students are speak-

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ing they need likewise to listen respectfully, patiently, quietly, with concentration, without smirking, and with generosity of spirit. In this way teachers demonstrate to students what they want of them without having to bludgeon with rules and regulations, and at the same time enable students to witness and practice such behavior whether they realize they are doing it or not.

(D) W7D 85.47 ‘2,+45-?,5’?Teachers need to teach students how to proceed in their work. That is to say that teachers need to teach students, how to carry out their work step by step: how to do their work; when to do their work, and what is expected of them. This will facilitate students’ work. ‘Procedure’ creates an inherent avenue of communication between students and teachers as both parties have a common frame of reference as to what to do. Teachers should teach procedure when explaining and demonstrating to students how to practice activi-ties in subjects like mathematics, scienti1c laboratory work and mechanics of language. Thus ‘procedure’ itself can be considered a strategy by which students achieve a level of mastery in what they learn.

When procedure is properly taught students are also more easily able to ask teachers questions when they have dif1culties. This gives teachers the chance to better understand their student’s dif1culties or ‘learning needs’. This in turn then allows teachers to demonstrate lessons again and it permits students to practice ‘procedures’ with their teachers. Concentrating on procedures should also prevent many misunderstandings and unwanted behavior (e.g. class dis-ruptions, misbehavior). When students learn ‘procedure’, teachers are better able to control the class during teaching and writing activities, and avoid wasting time. ‘Procedure’ should also of course be taught to students by teachers’ own example in following their own ‘procedures’.

Feedback to students about their ‘procedure’ helps both the teachers and students understand what is lacking or needed. Teach-ers are advised not to lecture students when mistakes occur, but

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instead to try to have the student herself or himself try to explain where they think the problem arises. Teachers should encourage students to see whether there is anyone else who can help show them the solution before the teacher does so once again. This allows students to become con1dent when mistakes occur and when they have problems understanding the lesson or their responsibilities.

When students learn ‘procedure’ they are also better able to concentrate and better know what is expected of them. Students naturally want to improve themselves and will usually do so when they can follow procedures. Excellence while carrying out pro-cedure should be valued and considered to be the norm by both teachers and students. Teachers should not seek to punish for every mistake while carrying out procedure, but should correct mistakes in a positive manner. Among the key procedures and routine good habits that teachers should consider teaching students are: greeting everyone; smiling; speaking politely and with courtesy to all; pay-ing attention when spoken to and while speaking; proper entry and exit from buildings and classrooms; taking care in the storing of materials; looking after books and notes; turning in assignments on time; making up missed assignments with the teacher’s permission, and working in cooperative groups.

(E) H+E 8+ ‘85.47 ?2’ 8+ 98?-5/89Teachers should ‘teach up’ to students, by going beyond the re-quired or decided ability level that is based on age. This means that students should be given every opportunity to reach ‘above’ the av-erage expected level of achievement. Teachers should teach students how to become responsible; how to choose; how to self-evaluate; how to do things over, or how to accept corrections when mistakes are made. Teachers should thus help students reach above their own standard level of achievement. ‘Teaching up’ to students, however, does not mean that teachers should use this as an opportunity or an excuse to chastise, reprimand, berate or criticize students while guiding them to achieve above the norm. On the contrary, ‘teaching up’ means teachers should 1nd the right positive opportunities to

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guide students gently in their academic and intellectual growth. Hence, ‘teaching up’ to students is when teachers present in-

formation that stimulates students to think above the norm. It is when teachers give students reasons or incentives to believe that they can think and work above their regular grade and age level. As mentioned above, teachers should present opportunities that encourage, motivate, and help students forget their past failures and start learning from their mistakes whilst looking ahead to what they can achieve in the future.

‘Teaching up’ to students should involve giving feedback to students for their daily work, based upon which they can discuss, and re0ect on both their accomplishments and their dif1culties dur-ing their learning. Teachers should allow students to make some choices as to which assignments to do 1rst or which projects to choose from. This gives students a chance to demonstrate their knowledge, and skill.

Teachers should 1nd that when they ‘teach up’ to students their students perform far better than usual. ‘Teaching up’ to students should make students eager to participate in new academic chal-lenges and improve their ability to succeed. Once a student is given a chance to be challenged he or she usually keeps trying harder in order to be given other chances and opportunities to keep achieving higher and higher than their own norms. Thus, ‘teaching up’ to stu-dents allows learners the opportunity to actively learn and progress higher than the norm. Successfully ‘teaching up’ to students means providing opportunities for all students whatever their different learning styles and abilities.

(F) R54:8.8:+/ ./- =5=+,:F.8:+/Recitations are particularly useful because they are inherently exu-berant and allow the students self-expression. They increase the self-con1dence of students as well as their repository of knowledge. Things that are recited are much easier to remember because they are not only recited but heard and listened to at the same time.

Recitation is one of the most effective teaching and learning ac-

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tivities. It provides students with opportunities to perform before groups. This is hard for most students initially, but is very gratifying once they get used to it. It builds con1dence and develops language skills. It allows students to feel that they have the ability to per-form and succeed with con1dence in front of their peers, teachers and parents. It also provides a clear picture of students’ progress through opportunities to excel and shine.

Recitation and memorization also helps internalize values and builds character. Moreover, students who cannot read well can memorize and recite well. However, students must be taught mean-ingful passages to memorize and recite. For example, they should be taught passages from the Holy Qur’an that relate to what they are learning in various subjects in order to motivate them. This gives them wisdom and grace, and helps them stay in a state of awareness of God and His Qualities and His Acts.

Recitation also encourages students to learn more and helps them train their mind on rote memorization techniques. Recitation places them in front of an audience of students, teachers, friends and family that will support them through recognition. This in re-turn encourages them to try to learn more through memorization. Memorization and recitation increase learning speed by training students’ minds to internalize, and retain content.

Memorization is sometimes said to be a ‘low-level’ skill. It is, however, an essential step toward higher level thinking, and is nec-essary to that end. Knowledge is not just registering information; it is comprehending it and being changed by what we comprehend (although there is a kind of knowledge that does not come through registered information). Indeed, most education is realized primarily by the mental registering of information. Without mental register-ing of information neither comprehension nor higher level thinking are even possible. Memorization is thus not merely a ‘lower-skill’ to be cast away when more advanced thinking skills become more developed, it is the platform upon which these skills are built, and without which these skills have no content and no purpose.

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CHAPTER $: UNDERSTANDING THE NEEDS OF LEARNERS

(A) T75 6:<5 3.9:4 /55-9 +6 >5.,/5,9As discussed earlier, research has found that one of the brain’s 1rst reactions when faced with threats or emotional instability is that it blocks off or stops the process of learning. The brain reacts in-stinctively to the basic need to feel safe and emotionally secure and accepted. Thus, attending to the basic needs of learners is essential to the various aspects of learning; these must be established before any teaching can start or learning can develop. Educators have found that students have 1ve basic needs in total that must be taken into consideration while teaching. If a student’s 1ve basic learning needs are overlooked then his / her learning could be hindered and unsuccessful. The 1ve basic learning needs are as follows#":

Af%rmation. Af1rmation is the 1rst need of learners. Learners need to feel accepted and that their presence is af1rmed. Learn-ers require af1rmation before being exposed to any teaching and before being required to learn anything. Learners must also have a feeling of security, and that they are acknowledged as individuals. Af1rmation also means that learners need to feel that people will listen to them and care about how they feel, what they think, and what they say and do.

Contribution. The learner has to feel that the teacher recognizes his or her ability to add to the learning environment. It is essential for the development of the learner to know that he or she can ac-complish work that adds to his or her learning as well as to that of others in the class. Thus the learner’s ability to contribute gives him or her self-assurance and strength, because he or she believes they are adding to the learning process for all. Hence when the basic need for contribution is ful1lled, it gives the learner a chance to help others, as well as themselves. Through contribution the learner

"& Ibid.

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feels connected with others through similar goals. When learners contribute they are also able to bring to their own environment a new perspective and an ability that is unique to them.

Power. Power develops and gives learners empowerment in their learning. What is meant by ‘power’ in this instance is that learners gain empowerment when they learn how to achieve something on their own. In the process of empowerment they recognize that they are given dependable support during their learning process. Hence with support and after achieving a learning feat, they are able to make choices that contribute to their own success, which in turn empowers them to rely on themselves. For example, when a learner learns how to ride a bicycle, this broadens the learner’s ability to do many things on their own and under their own control such as: ‘where to go’, ‘how to get somewhere’ and ‘what to use to get there, their bike or walk’. To a certain extent, learners seek power over their own life and they recognize that what they learn is useful to them independent of others. Through empowerment the learner should begin to understand that through learning something new they can make a difference in their own quality of learning anything.

Purpose. Purpose is when learners understand the signi1cance and importance of what they are learning. They need to compre-hend that what they learn is a re0ection of the outside world and will make a difference in their life. Learners have a need to learn the reason and objective behind what they learn, and they need to know that it is useful to them both at the present moment and for their future. Through understanding purpose learners realize that learning makes a difference to their world as well as to those around them in one way or another.

Challenges. Challenges are instances when learners are inspired by the teacher to work on activities that require the use of thinking skills above the norm. Through these challenges, and because of them, learners become inquisitive and motivated to work towards a higher level than usual. When learners are positively challenged, they work hard and if they then receive positive encouragement in response to this hard work they can usually reach beyond the

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levels previously expected of them. Through encouraged hard work learners are challenged to reach beyond the levels perceived by them. Because of challenges learners may face doubts, uncertain-ties, and some failures, but in the end these challenges help them in stretching their own capacity to learn and achieve above average. Through challenge learners also become accountable to their own success and growth. Learners start to accomplish work they did not believe was possible and are encouraged to keep pursuing these challenges to accomplish even more. Challenge develops good hab-its in the learner to work and try harder when faced with dif1culties in the learning process. It also develops con1dence in everything the learner does in his or her life.

(B) W7.8 85.475,9 97+?>- -+ 8+ =558 98?-5/89’ /55-9

When teachers understand the 1ve basic learning needs of students, they are better able to activate learning and are able to concretely meet students learning needs. In order to carry this out teachers should 1rst respond to and meet the needs of each classroom fea-ture and element. Some of these elements have been described and discussed earlier and they are: classroom environment, classroom communication, class guidelines, working routines, working pro-cedure, shared responsibility, encouraging creativity, choice, and providing a support system. These elements are not the only strate-gies needed in creating a proactive learning environment. On the contrary teachers should include other strategies in order to meet students’ learning needs. These include the following:

(!) Teachers should let students know that they are important and valuable. Teachers are there to help them develop their indi-vidual abilities, to assist each and every student reach the highest learning standards and become as capable as possible. Teachers should explain to students the importance of time and how much time is needed to accomplish the projected learning goals. Teachers should get to know the learning habits of students, and students need to know the teacher’s teaching habits to enable clear and bet-

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ter communication between both. This creates a path for ef1cient teaching and effective learning. Teachers should set clear guidelines for working with students and they should explain the goals needed to be achieved for every individual student or group in the class. Teachers should provide a support system for students to fall back on so that students have assurance that they will continually receive academic support whether it is from the same teacher or another. Finally, teachers should have an attitude of persistence and deter-mination in helping meet students’ learning needs.

(#) Having met the above teaching criterion, teachers should make sure, as discussed earlier, that they treat students with com-passion, mercy and empathy, no matter what the circumstances. God Almighty says in the Holy Qur’an: My Mercy Embraces all things. (Al-‘Araf, &:!'*).

Being compassionate means that teachers should let students know that their learning needs are important to them. No matter what students do wrong in their work, they will still be valued and forgiven. Teachers may not like the student’s behavior or academic results, but they should always care for the students no matter how academically weak they are or how disruptive and naughty they are. God is Most Forgiving. God Almighty says in the Holy Qur’an:

$nnounce, (O Muhammad) unto My slaves that verily I am the Forgiving, the Merciful, (Al-Hijr,

"):(&).

(") Teachers should constantly refer to the Prophet’s life. Teachers should not allow put-downs, teasing, rudeness, or label-ing etc. Teachers should help students learn in a positive manner to settle differences and arguments between them by modeling state-ments that are positive in nature, even when making corrections.

(() Another strategy in meeting students’ needs is through direct feedback (de1ned and described as follows) showing them encour-agement that expresses the teacher’s con1dence in the student’s ability to be successful. Teachers should investigate and learn each

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student’s character, learning abilities, learning styles, and general preferences. Once teachers discover every student’s character, learn-ing abilities, learning styles, and general preferences, they can teach via differentiated instruction as has already been explained.

(') Teachers should also try to employ the approach of ‘coopera-tive learning’. ‘Cooperative learning’ is when teachers assign groups of three to 1ve students to work on a project that requires all stu-dents to work together, yet each is accountable for accomplishing a speci1c task (such as ‘note-taker’, ‘analysis-writer’, ‘data-collector’, ‘investigator’ and ‘gatherer-of-results’ who will be responsible for putting the 1ndings together to be submitted to the writers). The ‘cooperative’ approach thus involves small teams or groups which help create a sense of unity and community in the classroom which in turn supports the learning needs of students as a whole group. Students’ responsibilities rotate between each other, so that all are given the opportunity in each of the roles mentioned above. This means students should not always be grouped in the same group, but instead should be moved around. This is so that they are not labeled as the intelligent group and the slow group. Hence, all stu-dents develop and use all their talents and multiple intelligences. Teachers should also constantly talk with students about how to maintain friendly relationships between each other and foster the sense that their classroom is a place where individuals treat one an-other with respect and understanding towards achieving academic goals.

(*) Teachers must practice a respectful attitude towards mis-takes. Students should be making mistakes, because they are one of the many paths to learning. Teachers should allow students to catch them making mistakes, and admit to them, in order for them to see that it is natural to make mistakes and that even teachers can make mistakes. Teachers should then model a willingness to learn from their own mistakes in front of students. This helps students see that mistakes are common, but we can learn something from everyone.

(&) Teachers should give students choices in work and in ac-tivities whenever possible. When teachers offer choices they should

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also obviously specify alternative projects, activities and extracur-ricular activities. Hence, when teachers help students realize they have the power to choose, it gives students a sense of responsibility and shows that their teachers trust them. When there is only one way – the teacher’s way – a student may not want to do the work or project. In order for a student to learn how to make good choices, they need opportunities to do so. Having choices also helps remove some of the misperception that students have of being overpowered and undermined by their teachers.

($) Teachers should meet students’ learning needs by imple-menting teaching strategies that train students in critical thinking skills, analyses and creativity. Critical thinking skills, analyses and creativity assist teachers in raising the level of students’ ability to function effectively when faced with challenges, decision-making, and struggles.

(%) Teachers should remember that for any successful teaching strategy to be effective, teachers should make it enjoyable by in-volving all learners in an enthusiastic activity that elicits a sense of joy and happiness in whole group participation. All content that needs to be learned should be continuously emphasized with an attitude that appeals to the learners and increases their interest for it to be bene1cial.

(!)) Last but not least teachers must maintain the Remembrance of God throughout the lesson as discussed earlier. For this to be truly effective, teachers must themselves be actively involved in guiding students in remembering God during their learning. Teach-ers should teach students that if they work hard with the right intentions and Remember God, they can reach mastery level and challenging levels in most anything they pursue. They must point out to students that itqan (mastery) is itself a re0ection of islam (surrender), iman (faith), and ihsan (virtue), such that remembering God is not only an act of religious faith but also an integral and necessary part of every work including learning. The Prophet said:

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Verily, the world is cursed; cursed is all that is in it except the Remembrance of God, and teaching and learning#(.

(C) H+E 85.475,9 97+?>- 2,52.,5 875:, 4>.99,++= (!) In general, all classes should have, in the center of the front

wall, the divine name ‘Allah’ written in beautiful calligraphy that is easily read by all. A couple of the walls should contain the es-sence of what is essentially taught in different subjects. It is very important that the teacher remembers to change these visual aids weekly or periodically in order to re0ect what is currently being taught. The design of the boards on the walls should be prepared to show accumulative content over the school year. Another example is cards that can be 0ipped to reveal the identi1cation of terms in science, mathematical formulas, or any other academic subject being taught.

(#) Teachers should prepare the classroom with various visual aids that enhance and assist students’ learning ability. The visual aids should cater to all students, be they advanced, average or with slower learning speeds and/or disadvantages. The presence of visual aids entices students to want to 1nd out more about what they will be studying, and it motivates them and raises their level of curiosity.

(") Another issue that needs to be taken into consideration whilst setting up a classroom is the following: teachers should choose some of the advanced students beforehand to work in groups with some of the less advanced students, without pointing this out to either group. Group work allows advanced learners to work with those that are average or slower than them, each learns simultaneously. The advanced learner shows the average or slower students the technique he or she used that helped them come to understand the lesson quicker or easier, thus reinforcing the content for the advanced learner and assisting the rest of the learners to work together without feeling left behind. This develops a coopera-

"% Sunan Tirmidhi, Kitab Al-Zuhd, no. "&"", Vol. %, p. '$!.

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tive learning atmosphere without overtly making the less advanced learner feel labeled! Of course, not all students who understand their assignments can explain them well or feel comfortable doing so, so only advanced students who want to should be assigned to assist other learners.

(() Students should be trained in writing skills by being given calligraphy work for fun to do at home and with friends. Students can be given a sheet with various scripts of the Divine Name and taught to enjoy practicing copying the divine name at home. They can be told that this training will be used for the school display boards. This method can be used to introduce the Remembrance of God routinely which causes them to actually think of God through writing and reading.

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Students’ abilities differ in various subjects at different stages of their lives. Some may be advanced in mathematics but struggle in reading. Conversely, some may progress in reading but struggle in mathematics. Some learners may be advanced for a short time and others throughout their lives. Other learners may be consistently advanced in certain 1elds throughout their lives and in other 1elds only at one time or another. It is the responsibility of teachers to maximize the student’s learning capacity throughout their learning life.

Teachers should understand students’ learning styles and needs. Advanced learners are like all other learners in that they need assistance in developing their abilities. Without the guidance, motivation and appropriate challenges, advanced learners may not achieve their potential. During teaching, teachers must help advanced learners reach their potential and solve any obstacles that may arise if they fall behind. Naturally, it goes without saying that struggling learners need even more assistance, guidance, patience and motivation than advanced learners, and that teaching them is no less important than teaching advanced learners as they too have

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potentials that they can and should ful1ll.In Carol Tomlinson’s How to Differentiate Instruction in Mixed-

Ability Classrooms, the following is stated:

[There is] evidence (Clark, !%%#; Ornstein and Thomson, !%$(; Wittrock, !%&&) that a brain loses capacity and “tone” without vigorous use, in much the same way that a little-used muscle does#'.

If an advanced student achieves high results without effort and does not train himself/herself, they will eventually lose this ability to achieve and their brain loses its capacity to think with its highest potential. Therefore, teachers should be diligent whilst teaching advanced students in not allowing them to fall through the cracks or slack behind because they will become lazy or bored. Teachers must engage students to keep them inspired in order that they do not get into a stagnant state of mind.

Advanced learners are easily swayed into thinking they are great, or that praise is the goal behind success, and this ends up limiting them. They do not realize the importance of long-term learning and its bene1ts. Teachers must assess students not based upon grade point average but on speci1c learning progress and achieving a new skill. Advanced learners should learn to appreciate the process of reaching success. This in turn allows them to accept the fact that learning and acquiring a new skill within itself is a grade of excel-lence. Thus students become self-reliant, responsible and aware of their higher learning objectives. Teachers should give advanced students assignments that help them not to be afraid of failure, but to learn from it. They must be taught how to enjoy knowledge for the sake of knowing and not for the sake of rewarding the ego.

Advanced learners often do not learn how to study or know how to cope with studies under academic pressure. In many cases

"' C. A. Tomlinson, How to Di#erentiate Instruction in Mixed-Ability Classrooms (Alexandria, VA, ASCD, "((!), p. !!.

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they 1nd their academic studies easy and do not need to do much to achieve high grades. When teachers do not notice the studying habits of advanced learners, these learners end up in many cases under-achieving and do not develop new skills. Advanced learners may not have been trained or shown how to study in a disciplined manner that could help them set goals higher than the norm. Hence, when hard work is required, these learners become frightened, frus-trated and confused. They are unable to organize their studies and time, and they thus may only succeed up to a certain level and not up to their full potential. Eventually they are unable to cope under pressure and end up frustrated, insecure and disoriented because of lack of concentration and organization.

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!. To teach and train advanced learners to be organized and study hard even if they are gifted.

#. To set high expectations which keep rising every time their goals are achieved, such that learners end up competing with their own abilities rather than with the normal standards.

". To de1ne what constitutes the ‘excellence’ that advanced learn-ers are expected to adhere to, and to try to encourage them to always achieve this ‘excellence’.

(. That teachers should clearly express to advanced learners that they are there to support them reach the high goals set for them.

'. That teaching advanced learners does not mean it must only be vigorous without fun, joy or excitement. On the contrary, there should be fun, joy and motivation during lessons, as well as studying.

(F) WHAT ARE THE NEEDS OF STRUGGLING LEARNERS?Struggling learners have the same needs as advanced learners. They need the same attention and personal care. The learning pro1le

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of struggling learners may change just like advanced learners: for example, suddenly a struggling reader may become eager and motivated to read because he or she overcame their dif1culties in reading, and have become ‘speed readers’. Many students that are labeled and perceived to be ‘slow’ or ‘at risk’ may actually be quite talented and excel when they are given tasks in which they are interested. Learners are a diverse group in schools and none of them should be ignored, in particular struggling learners.

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Teachers can use the following key principles in teaching struggling learners to help them achieve their potential:

!. Teaching struggling learners should start by assisting them with positive reinforcement. By pointing out to learners their own abilities when assigning tasks and by drawing on their strengths, teachers ensure that students will use them. The end result is that these learners become motivated and encouraged to excel. Hence, teaching struggling learners should be associated with teaching advanced learners by drawing attention to each of these students’ strengths. By allowing struggling learners to utilize their strengths in group projects with advanced learners, both groups of learners’ success is enhanced.

#. Teachers should use many teaching styles in order to reach the right method for each struggling learner. While designing lessons there should be differentiation in instruction based upon each learner’s pace, ability and learning style. Teachers should plan their lessons while taking into consideration struggling learners learning styles; for example, some learners are kinesthetic learn-ers and are slow in comprehending content through listening and/or reading. In this case the teacher can pantomime or use hands-on activities to explain the lesson.

". While teaching struggling learners, teachers should 1rst promote what learners can do rather than what learners cannot do. It is easier for struggling learners to succeed if and when they are

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given something they can carry out practically. Hence, struggling learners need to feel secure and con1dent in order to overcome their learning dif1culties.

(. Many physically disabled learners may be gifted but become struggling learners when mainstreamed in schools. This takes place when teachers, administrators and students label them as mentally disabled rather than just physically disabled. They pre-judge them and treat them as at risk students with below aver-age learning abilities; thus causing educators at these schools to spend a great deal of time trying to remedy these ill-based biases and misunderstandings. Educators from the beginning should draw teachers’ attention to these students who have normal mental abilities, characters and interests when assigning them to classes and assignments at school, promoting a better image between all learners for those who are physically disabled.

'. Teachers should help struggling students understand dif1cult subjects through the ‘scaffolding method’, by building upon information gradually. Teachers teach the main ideas and key concepts then gradually narrow down the subject to get to the harder point in the subject.

*. Teachers should ‘teach up’ to students; this means, to know the learner’s pro1le and to reach them by not teaching below their standards. This can be done by creating dif1cult tasks that the teacher knows the struggling learner can accomplish. Hence, when struggling learners are able to recognize their own accom-plishments they begin to believe in themselves and go beyond what they thought was their own learning capacity.

&. Teaching must be carried out with love. While teaching strug-gling learners the teacher should show unconditional love. Teachers should not judge their relationship with their learners based on the struggling learner’s ability, because some struggling learners are always on the defensive because no-one believes in them or in their abilities. Usually this aggressive behavior and stress is caused by the need for acceptance and care.

$. Teachers should teach everyday with new ideas, and surprises for all learners equally.

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After taking into consideration the key principles in teaching struggling learners, teachers should utilize the following guidelines when preparing for their lessons:

They should always try to be patient, understanding, and speak coherently. Set small objectives with steps that lead to the bigger goal. Teach how to connect between classroom lessons and real life experiences. Teachers should plan lessons through many venues and activities. For example, a lesson can be taught by acting it out in a play with students, or through physical activities in playgrounds or lab experiments. Students are more likely to experience success when lessons are taught in a variety of activities. Teachers should reinforce success by pointing out to students their achievements in their tasks, hence, teaching struggling learners means 1nding ways to show them that they deserve success through their own merit.

Thus we can surmise that regardless of a student’s learning abilities, his or her educational needs are the same in terms of the remembrance of god in their education. This is because the remem-brance of God motivates students and allows them to feel security and peace of mind which in turn affect their learning positively. It also dovetails nicely with the instinct the Almighty has instilled in them and is in accordance with God’s words in the Holy Qur’an: Verily in the remembrance of Allah do hears !nd rest! (Al-Ra’d, !":#$)

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CHAPTER &: NOT USING LABELS

(A) W7.8 -+59 ‘>.35>:/;’ -+?Teachers should remove all negative labels. Labels limit people, and they are demeaning. Teachers should identify the potential of each and every student without prejudice, not their weaknesses, and or short comings. Teachers should build upon students’ strengths and work together with students on areas where improvement is needed by utilizing their strong points. Teachers should also convince stu-dents that they can and will succeed, God willing. Teachers should demonstrate belief in these students’ capabilities no matter where they come from or who they are. God says in the Holy Qur’an:

% mankind! We created you from a single (pair) of a male and a female, and made you into nations and

tribes, that ye may know each other (not that ye may de-spise each other). Verily the most honored of you in the sight of Allah is (he who is) the most righteous of you. And Allah has full knowledge and is well acquainted (with all things. (Al-Hujurat, (&:"').

Likewise, the Prophet said:

There is no superiority of an Arab over a non-Arab, or a non-Arab over an Arab, or a white man over a black man, or a black man over a white man, except in piety before God #*.

Negative labeling generally lowers students’ con1dence in achieving in any activity. Schools, administrators and teachers have all been found to categorize students into various classi1cations of ability and behavior. They do this to make grading and assessing quicker and more convenient. It also helps them justify any misgiv-

"$ Musnad Ahmad ibn Hanbal, Vol. ', p. %!!.

&*

ings that occur in disciplinary problems or in the achievement rates of their students. It sometimes subtly hides their own inability to help students who need the most assistance. Thus they label stu-dents in order to justify their own inadequacy in helping students overcome dif1culties at school.

Labeling is also used quite often to justify differences in students. Many schools do not understand that in diagnosing students with certain advantages or disadvantages, this causes a great deal of hin-drance in the learning environment. Hence, schools and teachers must always care about the stigma that may develop in students when being referred to with labels be they positive or negative. Schools and teachers should take into consideration that this label-ing is not an excuse for students not to learn or for a teacher not to teach. Labeling in a derogatory manner or negative term almost always has a harmful effect on students, even when intended to help. It is thus essential to remove all labels of low socio-economic status, race, national origin, location, ability or disability.

Therefore, teachers must focus on the fact that every child and student is equal before God and deserves to learn, to be taught and encouraged. Teachers must help all students with effort and sincer-ity to believe in the possibility of their own success and excellence in all they do.

(B) H+E >5.,/5,9 4./ 354+=5 ‘.8 ,:9A’Tileston states in ‘What Every Teacher Should know About Student Motivation’:

When students’ names are made fun of or deliberately mispronounced; when students are isolated in hallways or in corners in the room, or when they are taught in only one modality, students feel threatened in the classroom. Eng-lish language learners often become shy in classes where they are afraid to speak up because of their poor English skills. These students also may feel threatened by unrealis-tic deadlines or lack of adequate resources to complete the

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task. Jensen (!%%&) says:

Most so-called “at-risk” learners are in a constant state of stress or threat. As a result they constantly make choices that are biologically driven; that work for the short-term and are survival-oriented. They are not unmotivated or shortsighted. But the part of the brain that needs to be engaged for long-term planning (the parietal and frontal lobes of the cortex) are likely to have less blood 0ow and be less ef1cient. Educators that deal with these issues with awareness will 1nd more long-term success than those who respond with a knee-jerk reaction that demands more discipline and higher standards#&.

Hence, learners can become ‘at risk’ when teachers allow label-ing, or do not support or believe in their ability. By not protecting students from being made fun of; by not involving students; by not cherishing their smallest input; by not giving them a chance to be challenged like other learners, teachers can unnecessarily create ‘at risk’ students. These same students tend to end up knowing they are labeled and become ‘at risk’ of falling behind by getting depressed about their inability to perform. Teachers must thus always help students understand that effort is expected, and that this leads to some level of learning.

Students do not always have to be perfect, because only ‘God is perfect’. Teachers should explain to learners that everyone has im-perfections, but that everyone must still try their utmost and have the right intention. That is all that is needed in life. The Prophet said:

Verily acts are [accomplished]; and each person will get

"* D. W. Tileston, What Every Teacher Should Know About Learning, Memory and the Brain (+ousand Oaks, CA, Corwin Press, "((%), p. ").!

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[eventually] what they intended#%.

If failure occurs, teachers should not keep it as a reminder for the students, but only utilize it to teach students from their mis-takes. Any past failure should be disregarded and looked at as a hindrance when judging students’ future academic progress and achievements. This failure should only be used as a learning and reinforcement tool for the teacher to re-teach the particular student who failed and not other students: other students should not be informed of their classmates’ failures as this will humiliate failing students and their motivation and hence progress.

By using the technique of ‘intervention’ teachers can also rein-force various skills through the students’ own work. ‘Intervention’ starts from weakness and shows the process of reaching the correct answer from mistakes. This allows students to not be ashamed of making mistakes that can be corrected and learnt from, and hence not feeling as if they are complete failures.

(C) W7D 85.475,9 97+?>- /+8 2?8 >:=:8.8:+/9 +/ >5.,/5,9?

Teachers should not put limitations on students, because all stu-dents are vulnerable, and with as little as a word can easily be con-vinced that they are incapable. This is why students’ expectations of their teachers are important and vice versa. Sometimes teachers are convinced that some students cannot learn and will never amount to anything. High expectations breed excellence in all people and even the smallest action or word is important. For example: the way students and teachers address each other; the way they answer and ask questions; greet each other; keep their work tidy, and so on should be considered important.

If teachers start objecting to having high expectations in their teaching methodology, by saying that ‘this takes too much time’, then they have missed the goal of teaching and have not given

") Sahih Al-Bukhari, no. !; Sahih Muslim, no. !#(*.

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teaching or students the effort they deserve. Such teachers should seriously consider whether they really want to continue in the same profession.

(D) H+E 97+?>- 85.475,9 =5.9?,5 9?44599?Success is measured by effort, and by progress. The importance in learning is progress, to get students to succeed in learning a skill or excelling in an academic subject. Through assessments and tests that measure students’ learning progress, teachers ensure that the dif1culties students perceive are just simple obstacles that help to-wards achieving the complete learning experience. Teachers should give students examples that prove these dif1culties are puzzles and venues of how to reach answers. Once students have applied effort and worked out these puzzles, then success is usually reached.

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CHAPTER ': ‘FREQUENT FEEDBACK’

(A) W7.8 -+59 ‘6,5@?5/8 655-3.4A’ =5./?‘Feedback’ is informing students that answers are correct or incor-rect. It motivates them because it indicates to them that they are getting better at what they are doing or that they have understood something that they were taught correctly and already have useful information. It also helps students to become more competent and capable of further learning, because it indicates to them that what they are doing is correct and that they can go on doing it. Even when teachers give students feedback that an error has been made, this can build motivation if it is followed by corrective information showing the student how to perform better without making them feel inadequate or incapable of learning.

‘Frequent feedback’ means that students are continuously pro-vided with information that helps them understand what they are doing so that they can progress in learning and improving their skills; it also tells students how well they are doing presently. Students become encouraged when they receive non-threatening information about how they are performing in class and how they are doing in their work. Teachers should adopt a frame of mind that constantly seeks to motivate and make students realize their potential through positive feedback that inspires students to work harder.

(B) W7.8 -+59 ‘655-3.4A’ -+?‘Immediate feedback’ given while circulating among the students, marking correct answers and spotting errors will give students a tremendous amount of con1dence in their work and ability to progress. Through ‘immediate feedback’ from teachers, students will know within the 1rst few minutes of an assignment if they are having problems or not using the correct language or strategy. Furthermore, ‘immediate feedback’ allows teachers to notice in a moment who is not working; who does not understand; who is making careless mistakes; or who needs assistance. Hence, from

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it they are able to assist students by giving positive feedback that helps students progress in the right direction. Feedback therefore also helps the teacher, while he or she checks who is ‘on task’. By correcting students’ work in class through feedback, teachers give students direction on how they are doing in their work, encourag-ing them and motivating them to excel and complete work with accuracy. Feedback also enables the teacher to grade work before the class period ends, which saves the teacher a lot of extra work.

(C) W7.8 .,5 875 -:665,5/8 8D259 +6 ‘85.475, 655-3.4A’?

‘Teacher feedback’ is a very important technique in teaching. There are four types of ‘teacher feedback’:

First, ‘performance feedback’, which is feedback given on the accuracy of work and may include corrective information. Teachers in this case say to students ‘you are correct; good work’ or provide students with clues that lead to the correct answer or re-teach the material to students. Re-teaching and leading students to correct their incorrect answers are effective methods to promote learning.

Second, ‘motivational feedback’, is when teachers provide stu-dents with feedback to motivate rather than to inform them about the accuracy of their answers. For example: a teacher can say ‘I knew you could do this’, or ‘try again by copying the way I showed you’, or ‘keep up the good work’. This type of feedback provides information on progress and competence, by persuasion.

Third, ‘attributional feedback’ links the performance of stu-dents’ with an attribute or with more than one attribute. For ex-ample, the teacher can say: ‘I know you are good at this; you can do it; I saw you do it recently’. Thus the teacher links the student’s prior achievements with effort, such as by saying: ‘you have been working hard and you are doing well’. This enhances the student’s motivation to keep trying to get the work done correctly.

If students believe that their failure is due to their low ability they may not produce much effort to succeed in the future. On the other hand, if they attribute failure to their low effort in their

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work then they work harder. If students are motivated, then they will put more effort because they will believe that effort will lead to success. Hence, ‘attributional feedback’ from teachers should help students understand and attribute their ability to perform better and to succeed to their efforts to do so.

Fourth, ‘strategy feedback’ is when teachers provide feedback to students regarding how closely students have utilized a speci1c strategy to complete a task. Teachers inform students how well they are applying the steps for the strategy being performed, and how using this strategy improves their performance. For example, teach-ers can say: ‘you are correct because you followed the steps in the right order’.

Teachers should give ‘strategy feedback’ in order to motivate stu-dents to practice activities on their own by following instruction. ‘Strategy feedback’ also bene1ts students’ writing skills because through speci1c steps they are able to become better writers. ‘Strat-egy feedback’ is also a type of ‘attributional feedback’, because it links outcomes with the use of ‘strategy steps’. ‘Strategy feedback’ can be combined with effort feedback. For example, the teacher can say: ‘That is right! You’re working very well and using the steps correctly’.

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Many students are very close to success, but do not reach it, because they do not get ‘feedback’ soon enough, and then they stop trying. When teachers correct students’ papers without any feedback or recognition, students are usually disappointed. By teachers delaying their response to students’ homework or tests they keep students anxious, and stressed and this eventually causes them to lose in-terest in their work. ‘Immediate feedback’ is essential to keeping students encouraged and motivated. It also proves that the teacher cares about the students’ view of their own achievement and gives them a chance to continue to either progress and / or try to perform better. When students are not given feedback they think that they

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are not recognized and they end up forgetting what they were doing in the 1rst place, they also forget how to correct their mistakes or how to proceed.

The objective of effective teaching is eventually lost if students are not connected to their teachers’ ‘frequent feedback’. Students should not be allowed to lose interest in their lessons, because of lack of feedback and lack of interest from the teacher. Teaching with ‘connectivity’ is essential for effective teaching to occur. When students ask, ‘is this right?’ they are asking for immediate feedback. They want to know if they are doing things correctly or well before they put all their effort into it. No one likes to work hard on some-thing, and then be told that it was lousy or have it returned marked with errors and with a poor grade, especially when a little feedback with positive reinforcement and direction might have prevented all of that.

(E) T75 R5=5=3,./45 +6 G+- :/ ‘655-3.4A’? Teachers should integrate the name of God in ‘feedback’ which will serve the double function of giving ‘feedback’ and integrating the Remembrance of God in natural and spontaneous conversation with students.

For instance, phrases such as ‘baraka Allah feek’, or ‘mashaa’ Allah’, or ‘al-hamdulillah’, or ‘Bismillah’, or ‘ala barakat Allah’, or ‘samahak Allah’, or ‘jazak Allahu khayran’ and other such phrases that we use in spontaneous speech are very moving and affecting.

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CHAPTER (: WHAT IS ‘THE MAGIC TRIAD’?

(A) W7.8 :9 ‘875 =.;:4 8,:.-’?The ‘magic triad’, as de1ned by John and Eunice Glimore, is: ‘a smile, a hug, and kind words’#%. These are acts of charity in the Eyes of God. The Prophet said:

Your smiling in your brother’s face is charity'$.

These simple gestures are appreciated by all ages and have amaz-ing effects on the student’s actual active role during learning. The smile, touch (which should always be within limits of a simple pat on the shoulder or on an object that belongs to the person being spoken to), and kind words, when lavished upon children or adults, will bring people closer together, create a caring atmosphere, and reduce discipline problems. God says in the Holy Qur’an:

& ell My bondmen to speak that which is kindlier. Lo! the devil soweth discord among them. Lo! the devil is

for man an open foe. (Al-Israa’, "+:)')

By using the ‘magic triad’, through simple acts of smiling, saying kind words and connecting with a gentle touch creates trust and develops relationships. Students should be able to rely on teachers without having to feel obliged or that they are intruding upon them. Teachers must be truthful in both their actions and their speech. Students know where they stand and what to expect from how their teacher treats them. A threat-free environment is developed by teachers conducting themselves in a manner that is consistent with truth and kindness.

There is always a concern about ‘touching’ students. Shaking hands is one of the ways of touching, and greeting people in our

"# J. and E. Gilmore, You Owe Your Child a Future (!#)%).&( Sunan Tirmidhi, no. !#'$; Sahih Ibn Hibban, Vol. ", p. ""!.

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society. Hugs are needed sometimes by little children, but again within limits, and by female teachers only. If teachers are uncom-fortable with hugs, then they should 1nd ways to give verbal hugs using encouragement, and valuing statements, i.e.: “thank you for doing this work or making such an effort”; or: “Thank you very much for helping”; or: “Jazak Allah Khayr”. Even when a teacher touches a student’s notebook or desk, if they use eye contact and talk to the students kindly, this quali1es as ‘touching’.

(B) T75 5665489 +6 ‘875 =.;:4 8,:.-’Kind words are essential to learning. They portray a gentleness of ‘rahmah’, which God calls for and the Prophet personi1ed. God says in the Holy Qur’an:

&here hath come unto you a messenger, (one) of your-selves, unto whom aught that ye are overburdened is

grievous, full of concern for you, for the believers full of pity, merciful. (Al-Tawbah, &:"#%).

+ e sent thee not save as a mercy for the worlds. (Al-Anbiya’, #":"$+).

Kindness is essential to students because no student likes to hear unkind words, and it can lead to committing a sin or provoking an unwanted behavior from students.

People always remember and appreciate kind gestures and simple compliments. At times people go out of their way to do things to receive feedback with kind words to feel recognized for their input in one way or another. Students and children particularly crave attention and seek various positive or even negative actions just to 1nd recognition and kindness. Students will try to act in ways to elicit the same praise or positive response that occurred previously. They will exert as much effort as possible not do things that might take away the kindness in the voice they enjoyed so much.

The ‘magic triad’ can make a difference in classrooms when

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greeting students at the beginning of the class period and as teach-ers move about during work sessions. This type of interaction is successful and brings about excellent results in teacher-to-student rapport and student-to-student rapport. This is a positive method of allowing students to become their own role model for correct-ing unwanted behavior. Moreover, the ‘magic triad’ uses ‘positive daily messages’ and this helps teachers develop teaching techniques which discipline problems between students, and build a sense of trust between students and between teachers and students. This can be done by getting students to pair up to work together, and during this work one another a ‘positive daily message’ every day (which consists of a smile, shaking hands and saying three nice things about the other person such as mentioning encouraging words about their studies, kind gestures and actions towards each other).

The ‘magic triad’ helps prevent discipline problems. Instead of ordering a child to apologize for an ill spoken word, we can say with a smile, ‘can you please correct yourself and speak in a nicer tone with better language?’

(C) EC.=2>59 6,+= 875 H+>D Q?,’./ ./- 875 >:65 +6 875 P,+2758

Often, an apology is inherently felt in the tone of the student when correcting themselves. Teachers should remind students of the pres-ence of God with a pleasant tone of voice after which they should substantiate this statement with a verse from the Holy Qur’an. God Almighty says in the Holy Qur’an:

$ llah will not take you to task for that which is unintentional in your oaths. But He will take you

to task for that which your hearts have garnered. Allah is Forgiving, Clement. (Al-Baqarah, #:##)).

Teachers can also mention and explain the acts of the Prophet to students to guide them when they misbehave; (usually, this is

done when there seems to be a need for a particular quote because

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of a certain occurrence in the classroom). Teachers should also link the ‘magic triad’ to the Remembrance

of God. As they exchange kindness, and as they receive kindness, they should think of God and know they are doing His Will. They should then respond with a form of simple du’a or thanks, such as: ‘Barak Allah !k’ or ‘Al-HamduLillah’. This is another way to build awareness of God; to build connectivity between teachers and students, and between students in the classroom — all whilst linking educational techniques to the Remembrance of God.

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PART III: TEACHERS’ HIGH EXPECTATIONS IN STUDENTS

CHAPTER ): BUILDING ‘SELF-ESTEEM’

SECTION "

(A) THE DIFFERENCE BETWEEN ‘SELF-CONCEPT’ AND ‘SELF-ESTEEM’ AS DEFINED BY HARTER, MARSH AND O’NEILL

‘Self-concept’ is: one’s knowledge of their own ability be it in the academic 1eld; as regards physical / athletic talent; in the social 1eld, or in interpersonal skills. ‘Self-esteem’, on the other hand, is: one’s belief in their self-worth. Whether one is actually capable or not is irrelevant here: it is the belief that determines ‘self-esteem’. An individual who has his or her own pre-conceived beliefs about his or her limits is limited by those very beliefs. How one judges himself or herself is an essential component in achieving certain standards.

Motivation in Education, Theory, Research, and Applications, Schunk, D. H., Pintrich, P.R., and Meece, J.L., (#))$) states the following:

After some debate in the early research on self-concept, there is now widespread agreement that self-perceptions of competence and self-esteem are theoretically and em-pirically distinct (Harter, !%%$; Wig1eld and Karpathian, !%%!). To reiterate, perceptions of competence are cognitive judgments of personal skills and abilities, such as the belief that you are able to learn social studies, can play soccer (recall Kevin, Rachel, and Jacob) or can make friends. In contrast, self-esteem is a global, affective reaction or evalu-ation of yourself (e.g., feel bad about yourself because you do poorly in social studies, or good about yourself because you play soccer well, or bad because you have few friends).

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Empirical research by Harter (!%$'a, !%$*) and Marsh (Marsh and O’Neill, !%$(; Marsh and Shavelson, !%$') has shown that self-esteem is separate from self perception of competence, although the two show positive moderate correlations. Intuitively we should expect that perceptions of competence would relate positively to self-esteem (e.g., students with higher self-esteem should feel more capable), but the exact nature of this relation is unclear"!.

For example, if a student believes he or she lacks competence in grammar, and grammar is not important to him or her, then this belief should not affect his or her ability to do grammar. This fact has many implications for teachers’ high expectations in students. Therefore teachers should ensure that students believe that they are capable, and this will ensure that students’ performances will improve. However, teachers must 1rst ensure that students have the academic skills to succeed, and then their perceptions of compe-tence will lead to success. Hence, it is essential to raise self-esteem, but it is not more important than teaching students’ academic skills and strategies necessary for coping with dif1culties.

In Motivation in Education, Theory, Research, and Applications, D.H. Schunk, P.R. Pintrich, and J.L. Meece, (#))$) also state the following:

William James, ……, believed that self-esteem was the ra-tio of one’s successes to ones pretentions (goals) and that self-esteem would be higher for individuals who succeeded in meeting all of their goals (James, !$%)). More, recently Harter (!%$'a, !%$*, !%%), !%%$) made a similar argu-ment that global self-esteem is related to self-perceptions of competence in different domains and the importance

&! D.H. Schunk, P.R. Pintrich, and J.L. Meece, Motivation in Education, !eory, Research, and Applications (Columbus, Ohio, Pearson Inc., "(()), p. ').

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the individuals assigns to those domains….. Accordingly, if students have a low perception of competence [low self-concept] in several academic domains, they may not neces-sarily have low self-esteem if they do not think that those domains are important or central to them in comparison with other domains"#.

(B) W7.8 :9 ‘95>6-566:4.4D’?‘Self-ef!cacy’ refers to speci1c beliefs about what one believes one can do. The best source of information to gauge ‘self-ef1cacy’ comes from one’s actual accomplishments. Teachers should create programs that seek to raise student’s ‘self-ef1cacy’ through ‘self-esteem’. By having students participate in activities that are not tied to a general learning performance, but instead to individual learning performance, this can lead to raising ‘self-ef1cacy’, motiva-tion or skills.

(C) W7.8 -+59 ‘95>6-59855=’ -+?Building ‘self-esteem’ and ‘self-concept’ are some of the key ele-ments in student success, be it through high expectations in the classroom or out of the classroom. Students who have low self- esteem often also tend to have low academic results and or low extracurricular activity participation and achievement. Every stu-dent’s self-esteem comes from within them and from the re0ection of those with whom the person is in contact with. Often, students will perform according to the in0uences of their parents, teachers, and / or peers. Teachers can bene1t from this and help the students build ‘self-esteem’ and increase their productivity, by motivating them and providing them with choices and cooperative activities which builds positive self-esteem.

&" Ibid.

%#

SECTION !

(D) W7.8 :9 ‘3.9:4 95>6-59855=’ .9 -56:/5- 3D C>5=59, H.,,:9 ./- B5./?

Clemes, Harris and Bean say the following:

Every person has basic self-esteem needs. These needs can be assisted by caring teachers who understand their importance through connectivity, the ‘magic triad’, en-couragement and praise, uniqueness, and empowerment of students"".

(E) H+E -+59 ‘4+//548:<:8D’ .99:98 3.9:4 ‘95>6-59855= /55-9’?

‘Connectivity’ means the following: in order to have the sense of connectivity, the student must feel that he or she is related to people and a part of a special group. The student wants to feel that some-thing important belongs to him or her and that he or she belongs to someone or something. The student will want to feel as important to others as they are to him or her.

(F) H+E -+59 875 ‘=.;:4 8,:.-’ .99:98 ‘4+//548:<:8D’?The ‘magic triad’ of a smile, a touch, and kind words will sig-ni1cantly increase a child’s sense of connectivity. The teacher who greets students with a gentle pat on the shoulder, a smile and “good morning, I am glad to see you today!” manifests a friendly de-meanor that make students sense ‘connectivity’ and comfort, with a positive caring environment.

These triads will guide the teacher on how to be kind and not overwhelming nor tyrannical. However, the care shown should not cease with that morning greeting. It must be carried out throughout

&& H.Clemes and R.Bean, Self-Esteem: !e Key to Your Child’s Well-Being (Putnam Pub. Group, !#)!).

%"

the day; it must be genuine, consistent and provided for every stu-dent. The students will then likely respond in kind with smiles and good manners for the teacher. This will also improve self-imposed discipline. Other techniques to improve the sense of ‘connectivity’ include encouragement, letting students know when their positive behavior has affected others; and letting students know that their work has improved to the extent that they have become a model for others to imitate. Indeed, it is important to demonstrate that one can listen without being judgmental; to show an interest in the student’s work, special needs or interests. Students need to partici-pate in positively communicating their views. They need to be able to talk to their peers and teachers about the subject being taught, as well as their own interests.

(G) W7.8 -+ 5/4+?,.;5=5/8 ./- 2,.:95 -+?Encouragement and praise are important aspects of connectivity. We all want others to believe in us and encourage our success. Often, encouragement is thought to be synonymous with praise. Praise is our evaluation of another person’s effort. Encouragement is non-judgmental and offers support. Encouragement is speci1c, fairly low key and honest.

Teachers should ask students what they think of their effort before offering comments. This will help proper encouragement since the goal of encouragement is to express our con1dence in the ability of the student to be successful, to self-evaluate and to become self-motivated.

(H) H+E -+ 2,.:95 ./- 5/4+?,.;5=5/8 .99:98 875 /55-9 +6 3.9:4 95>6-59855=?

Teachers should applaud every effort the student makes. By provid-ing an atmosphere of balanced praise between students’ achieve-ments and accomplishments, one can enhance both teacher/student and administrator/student relationships.

Encouragement helps self-esteem in many ways. For example, one such way is by allowing students to be the evaluators of their

%(

work or actions, asking questions, showing interest, expressing con1dence in the student, and by providing moral support. Giving students ‘ownership’ of the pride or disappointment that goes along with their own actions shows students the trust they crave and need. It shows them con1dence in their ability to be independent, and thereby contributes to the development of the self-esteem of responsible individuals. Encouragement can be used along with consequences; praise cannot. When the student is evaluating his or her own behavior, logical consequences easily follow. Students then start developing into responsible people who are not dependent on others. Students start to control their behavior; they become intrin-sically motivated to improve their own behavior, because of their consciousness and the guidance from teachers. Hence, teachers are able through treating students with love and logic to hold students to higher standards of behavior"(.

The teacher should speak to students in a cheerful manner after 1rst greeting them and should smile at them and identify them by name. One of the nicest features in caring is remembering some-one’s name. The teacher should be friendly, helpful and cordial. These are all acts that demonstrate that everything the teacher is doing is a genuine pleasure. By being courteous and constructive when criticizing students, and by being considerate and generous, teachers teach students to become patient. There are often three sides to disputes and controversy: the teacher’s; the student’s and the truth.

(I) WHAT IS ‘UNIQUENESS’? HOW DOES IT ASSIST ‘BASIC SELF-ESTEEM’?

‘Uniqueness’ is the student’s sense that his or her qualities are spe-cial, different, and worthy of recognition as well as respect from others. These differences must have opportunities in which student must feel special and know that they can do things no one else can

&% Jim Fay and David Funk, !e Purpose of Love And Logic (Love and Logic Press, Inc., U.S.A. !##'), p. $.

%'

in their own way. To increase this sense of being encouraged, stu-dents should be able to express ideas that differ from the teacher’s way, without this entailing a quarrel with the teacher. Teachers should communicate their acceptance of those ideas, and avoid ridiculing or shaming students. Teachers should help students 1nd acceptable ways of expressing themselves. Teachers should also talk about ways in which each person is unique.

(J) WHAT IS ‘POWER’? WHY DO STUDENTS NEED ‘POWER’?‘Power’ comes from having the resources, capability and oppor-tunity to in0uence the circumstances of one’s own life. A student needs to feel capable of doing things he or she sets out to do. He or she must feel that they are in charge of some important things and are able to make decisions and solve problems by ful1lling responsibilities. Students need to feel that they are in control of their own behavior.

The element of encouragement helps students develop this sense of power. Calling students’ attention to their own responsibility for their actions and feelings empowers them to solve their own prob-lems, and take responsibility for their actions. It thereby enhances their chances of experiencing success.

(K) HOW TEACHERS CAN ‘EMPOWER’ STUDENTS

Teachers can ‘empower’ students by helping them become aware of how they make decisions and by teaching them better ways to solve problems. When students show an ability to do something, it gives them opportunities to do it. Teachers should help them set limits for themselves. They should provide alternatives and choices for students to develop this sense of empowerment.

Teachers should teach students to self-evaluate in reaching their best, and to be self-motivated to continue doing so in their work. Teachers need to show students that the Remembrance of God gives us strength. Teachers should show and explain to students how God’s gifts are endless and that our trust in Him is one of our most valued treasures. Students need to know that they can

%*

be successful by having trust and con1dence in God, and then in themselves.

(L) WHAT IS ‘THE WIN/WIN APPROACH’?‘The win/win approach’ as described by Jane Bluestein (!%%%)"' does not compromise the student’s self-esteem or motivation. It means an approach where agreements or solutions are mutually bene1cial, and satisfying. Using it, all feel good about the decision and feel committed to the principle, that one person’s success is not achieved at the expense or exclusion of the success of others. Both teacher and student needs are important. One does not have to ignore the one to gain approval from the other. Teacher and student can work together to 1nd solutions that are satisfying and acceptable to both. The teacher must take the lead in demonstrat-ing positivity, respect, and fairness in a consistent manner that will model ‘the win/win approach’. The keys to success in this approach are based upon the teacher’s attitudes as described in the following:

The teacher’s character must have integrity, courage, and consid-eration. She or he must be trusted by their students. Teachers must respect and appreciate all those around them and portray genuine courtesy. They use clear and polite language in speech that displays manners and courtesy to all. From the start they must explain the standards that are expected of the students and of them. They must also explain when, where, and how their classes and professional relationship develops and proceeds. They must be precise in their instructions, and logical in deciding the natural consequences for indiscipline. They must provide students with stability and predict-ability as regards their learning outcomes. Teachers must put them-selves in the student’s place and must understand their students’ struggles and needs.

&' Jane Bluestein, Tewenty-FirstCentury Discipline (Frank Scha,er Publications Inc., !###).

%&

CHAPTER *+: HIGH EXPECTATIONS

(A) WHEN DO DISCIPLINARY PROBLEMS OCCUR?Teaching techniques may work with some students and may not work with others. There are no set rules on which techniques work on speci1c types of learners. Teachers need to use a variety of techniques based upon students’ learning levels and subjects. Unfortunately, the norm today promotes negative approaches to discipline. Many teachers today tend to look for wrongdoing and punish students mercilessly, while overlooking the good things that they do. Hence, students may spend a lot of time trying to draw their teacher’s attention towards them by behaving badly. Disci-pline problems also occur when students’ needs are unmet, when they are bored or feel unable to perform the task ahead of them. These types of behavior are sometimes themselves motivated by a need for recognition. Teachers should understand the student’s situation when making the decision to discipline them, and should redirect their reaction in a calm and positive attitude. Assigning students tasks that help them recognize their mistakes, while direct-ing their energy in a learning activity is the best way to deal with disciplinary problems.

(B) WHAT ARE ‘POSITIVE DISCIPLINARY TECHNIQUES’? When incidents occur that require teachers to implement disciplin-ary procedures the teacher should 1rst give herself or himself and the students time to think about what took place. Then the teacher should consider the necessary action that should be taken in order that both students and the teacher can effectively proceed with teaching and learning. ‘Consequences’ (which we can perhaps think of as ‘positive punishment’) can be delayed until everyone is calm and the student and the teacher have had some time to think about the issue at hand. Sometimes the teacher may discover that it was not as dire as it seemed to be initially, thus, salvaging the situation and transforming it into a positive learning experience.

%$

(C) WHAT ARE THE BENEFITS OF GIVING STUDENTS CHOICES?Students must be helped in developing a sense of pride by being recognized when making the right choices and doing a good job at it. Teachers should not make every choice. All teachers need to do is determine whether the student’s decisions are acceptable or not. If the student’s choices are unacceptable, then the teacher should tell the student to try to look at their action and determine whether it was appropriate and productive and get the student to realize their own mistake. The teacher should always assist the student in making the right decision and help take the right approach when given such a responsibility.

When students are given a chance to participate in their learning process through choice, it gives them a sense of responsibility and encouragement. It helps them realize that the teacher trusts them and that their opinion matters. These choices should be presented positively and with enthusiasm by the teacher. The choices that are given must be acceptable to the teacher beforehand and simple enough for students to grasp. But choices should be within certain limits and controllable. The result will be choices which are highly motivating, such as when a teacher gives students more than one choice in assignments.

(D) WHY DOES REMEMBERING GOD HELP STUDENTS IN MAKING CHOICES?

Remembrance of God helps students in the choices they make every day, and the effects are seen in what they do in their future lives. Teaching with Remembrance of God develops motivation, internal-ization of beliefs, and ideas. It creates opportunities because it gives self-assurance and true conviction. Students who remember God begin to gain con1dence in their learning. Teachers should thus be able to 1nd activities that broaden students’ scope of knowledge and provide discussion on true virtue and moral behavior. Remem-brance of God adds focus for integrated lessons and provides a new model (based on the sunnah of the Prophet ) for interactions between students. It also helps students learn to self-manage their

%%

school work. Remembrance of God helps students refocus when they get distracted or sidetracked and positively go back to the tasks at hand.

(E) WHY INVOLVE ADMINISTRATORS AND TEACHERS IN STUDENTS’ LEARNING ENVIRONMENT?

Administrator and teacher involvement with students is critical to achieve a climate of trust and respect. All academic institutes have staff in one way or another involved in the education of its students and hence have the power to ful1ll many of the needs of students. Through teachers and administrators being involved in the learning environment, discipline problems can be eliminated and frustra-tions can be reduced. Likewise the tension that occurs from simple misunderstanding between teachers and administrators, or arising from bureaucracy in administration can be avoided altogether.

Sometimes, however, academic staff or administrative staff give up on students because they do not know how to change the mis-behavior of frustrated students. If, on the other hand, they were closely involved in the academic and social life of the student at school or college they might come to know the reasons behind this upheaval or drastic change in the student’s behavior.

This change must begin with the teacher, who must train herself or himself to communicate concern and understanding to students, regardless of academic achievement or action. A teacher’s affection and recognition need not be in contrast to his or her being 1rm and consist about abiding to the rules. Communicating with students and interacting with them is thus the answer to better organized and orderly learning in the classroom environment.

!)!

CHAPTER **: ‘NATURAL’ AND ‘LOGICAL’ CONSEQUENCES

SECTION "

(A) WHAT ARE ‘NATURAL CONSEQUENCES’?‘Natural consequences’ are what are caused by an event or situ-ation, and they become natural learning experiences. They teach learners to place responsibility where it belongs. Students experi-ence the outcome of their poor behavior from natural consequenc-es. For example a student damages school equipment; the natural consequence to that is that the student cannot use the equipment any longer. The teacher should leave enough time before replac-ing the equipment in order that the student can realize the natural consequences of his/her own actions.

(B) WHAT ARE THE RIGHT SITUATIONS FOR USING ‘NATURAL CONSEQUENCES?

Teachers can use ‘natural consequences’ as a learning experience for students when they are forgetful of their responsibilities. When forgetfulness becomes a pattern in students’ behavior teachers and parents can stop it by not solving the consequences that develop from students’ forgetfulness, e.g. forgetting their books, being late to class. The repercussions end up with ‘natural consequences’ that cause the student to correct their mistakes. The ‘natural consequences’ method can be utilized by teachers when students procrastinate during lessons or fail to do their homework.

(C) WHAT ARE ‘LOGICAL CONSEQUENCES’?‘Logical consequences’ are structured learning experiences or op-portunities. They are arranged by an adult, experienced by the student and logically related to the situation related to a certain behavior. ‘Logical consequences’ teach responsibility and promote cooperative behavior in the classroom.

!)#

(D) WHAT ARE THE RIGHT SITUATIONS FOR USING ‘LOGICAL CONSEQUENCES’?

!. When students misuse school equipment. The logical conse-quence is not to permit that student to use that same equipment until they become responsible enough to use it.

#. When students’ work is untidy. The logical consequence is they have to redo their work.

". When students are destructive of their own property or oth-ers’ property. The logical consequence is that they repair it or replace it.

(. When students abuse privileges. The logical consequence is to remove or modify the privilege temporarily.

'. When students behave aggressively. The logical consequence is to remove the aggressive student from others temporarily.

*. When students try to 1nd any excuse to argue with the teacher. The logical consequence is the teacher must separate him or herself from the student temporarily then return with an activity to distract the student from continuing the argument.

&. When students waste instructional time. The logical conse-quence is to have them make up the extra time from their extra-curricular activities.

$. When students fail to master basic skills. The logical con-sequence is to have them practice the skill on their own time. Either during recess or as homework.

%. When students disrupt activities. The logical consequence is to separate the disruptive student from the activity temporarily until the student calms down and shows better behavior there-fore being able to return to the activity.

‘Logical consequences’ are an excellent guide and discipline tool that teachers can utilize for controlling misbehavior and teaching responsibility. When used in a 1rm but respectful manner ‘logical consequences’ set high standards for effective teaching and class-room guidance.

!)"

It is important that there is no humiliation or undigni1ed lan-guage used as this can cause anger and/or resentment from the student. The learning process can become very cooperative and proactive if and when ‘logical consequences’ are utilized within teaching techniques.

SECTION !

(E) HOW DOES OBEDIENCE LEAD TO NEGATIVE BEHAVIOR?

Jane Bluestein states in her book #"st Century Discipline (!%$$) that obedience is extremely motivated by fear and punishment, pain, abandonment or deprivation. Therefore obedience can be a deterrent to responsibility. It is possible to receive the same kind of cooperation that obedience promises, and that builds responsible learning and living skills, from motivation.

Interactions are directed by needs. Hence all behavior is motivat-ed by needs including making choices or decisions. Thus, decision-making is usually consciously or unconsciously determined by how strong the needs are.

(F) HOW DOES ‘CONDITIONAL LOVE’ LEAD TO NEGATIVE CONSEQUENCES?

Affection and caring can be dangerous, particularly if offered only when the learner is doing what the teacher wants; this is then ‘conditional love’. In whatever form it is expressed, conditional love implies ‘conditional rejection’ and can be punitive and fear-producing. In contrast, ‘responsible cooperation’, as described by Jane Bluestein in her book #"st Century Discipline, is internally-motivated, and entails positive consequence for a positive choice.

(G) WHAT IS THE ‘COOPERATIVE APPROACH’? HOW DOES IT LEAD TO THE ‘WIN/WIN/ APPROACH’ BY STEVEN COVEY?

The ‘cooperative approach’ gives equal importance to the teacher’s academic responsibility towards the students and the student’s

!)(

learning needs. By communicating directly and honestly, teach-ers give students guidelines for making decisions. By focusing on the positive, by building on what students know and can do, and by setting contingency plans, students are assured cooperative and caring teachers. The ‘cooperative approach’ is characterized by teachers who are supportive, patient while listening to students, guiding them, informing them, applying natural consequences to their behavior, offering them recognition and reinforcing encour-agement. In this approach students are allowed to learn from the consequences of their decisions. Those real life consequences are what the students need for learning right from wrong. It com-municates to the student that they are valuable and their work is valuable even if it has mistakes. This approach is also called the ‘win/win’ approach.

Stephen Covey de1nes the ‘win/win approach’ as: ‘a frame of mind and heart that constantly seeks mutual bene1t in all human interactions’. ‘Win/win’ means that agreements or solutions are mutually bene1cial, mutually satisfying. All parties feel good about the decision and feel committed to the action plan. ‘Win/win’ sees life as a cooperative, not a competitive, arena. ‘Win/win’ is based on the paradigm that there is plenty for everybody but one person’s success is not achieved at the expense or exclusion of the success of others"*. This approach adheres to God’s injuction in the following verse from the Holy Qur’an:

) elp ye one another unto righteousness and pious duty. Help not one another unto sin and transgression, but

keep your duty to Allah. Lo! Allah is severe in punishment. (Al-Ma’idah, ):#)

&$ Stephen Covey, Seven Habits of Highly E#ective People (Simon Shuster, !#)#), p. "(*.

!)'

SECTION #

(H) HOW TO AVOID POWER STRUGGLES

By setting 1rm limitations and not soft limitations teachers are able to avoid power struggles. Soft limitations are rules that are set by the teacher but not practiced. They are ineffective teaching tools that lead to miscommunication. An example of that is when teachers say “no” but mean “yes” or vice versa, or decide to change their mind (in order to make things easier for themselves) having already given their word. Other examples of that are when teachers give students long lectures, ignore bad behavior, allow arguing, and bribe with special rewards to get students to work. These are all soft limits that allow power struggles to take place between the teacher and the students.

On the other hand, 1rm limitations state clear, direct and con-crete instructions. Words that are said by the teacher are supported by her or his actions and students’ ful1llment of them is expected and required by all, with no exceptions. A good teacher provides accountability and acceptable choices and cooperation. A good teacher always uses a normal voice for specifying consequences and non-compliance from students. A good teacher keeps focused on their messages that are direct and speci1c and at no point allow misbehavior. All of this helps prevent students from challenging their teachers in unending arguments and debates that cause power struggles to start.

Teachers’ lesson plans should include a contingency plan for any power struggle situation. Teachers should start by asking students to calm down and only once the students are calm, he/she should implement the contingency plan. Teachers must be prepared in their mind regarding what they will accept or allow and what they will not allow in a power struggle. The teacher should be clear and coherent in speech when there is a power struggle and not allow his/her voice to be raised or his/her emotions to interfere with their judgment.

!)*

(I) WHAT IS CONSIDERED ‘EXTREME BEHAVIOR’?‘Extreme behavior’ is simply behavior which is dangerous, destruc-tive, violent, and/or assaultive on either teachers or other students.

‘Extreme behavior’ develops after teachers are unable to stop disruptive behavior quickly and effectively. Usually extreme behav-ior is the next level after disruptive behavior that is seeking atten-tion. Disruptive students try testing their limits with the teacher through disrespectful behavior, de1ant behavior, and arguments.

(J) MANAGING ‘EXTREME BEHAVIOR’All schools must have a well pre-prepared and pre-rehearsed emer-gency plan to deal with extreme behavior. This typically will consist of a simple three-step plan as follows:

(!) Calming the aggressor down if possible (with the teacher remaining calm himself or herself).

(#) Protecting other students, the teacher and the aggressor him-self or herself.

(") Controlling the aggressor physically or calling someone (or more than one person) trained to do so.

Obviously prior to executing this plan the teacher will have to quickly mentally assess the situation 1rst to see if the emergency plan is needed, and then to see if the 1rst and second stages of the plan are not working. If they are not working then obviously the next stage of the plan must quickly be implemented.

Teachers need protective procedures that can be applied easily. The basic safety rules must be carried out diligently and teachers should be supervised by the administration in rehearsing the emer-gency plan before the start of each academic year. The emergency plan must be suited to legal obligations in each country, and it is the responsibility of the principal to make sure that the emergency plan is in line with national laws and school regulations.

To manage extreme situations teachers should always keep their students supervised and safe in order to minimize any risk. To stop extreme behavior from erupting teachers should not lose their temper or waste valuable time. It helps to 1rst restore the student’s

!)&

self-control and have procedures that allow the teacher to man-age this disruptive behavior without involving administrators or support staff. Physical restraint and hands-on procedures should actually be a last resort. They should only be carried out by trained individuals such as, for example, a school nurse or doctor or a physical education instructor. Therefore, emergency plans should, if at all possible, involve support to students without hands-on pro-cedures that may cause risks to others. Teachers should pre-plan how to separate the entire group of students from the problematic or assaultive student rather than the other way round. To manage extreme behavior teachers must remain in control of the situation at all times. The teacher’s authority can quickly be lost if he/she loses their temper and therefore control.

‘Time-outs’ are also a good strategy for dealing with extreme behavior in its earliest stages. There are two-stage time-out and they are very helpful preventative solutions. They can be used in a variety of situations for nearly all ages.

A ‘one stage time-out’ is most effective when utilizing logical consequences and is carried out in a 1rm, respectful matter-of-fact manner. Most students can endure time-out without being isolated from lessons and without compromising the teacher’s supervision of them. This procedure is suf1cient to stop misbehavior and re-store self-control.

As for students who need the ‘two-stage time-out’ procedure there should be another teacher to assist to provide a place for the student to sit during the second set of time-out and to supervise and keep track of time while the student works. During this procedure there should not be any interrogation or shaming nor should it be a rewarding or pleasurable experience. If the student cooperates then the student should return to class when the time-out is over. In both cases the disruptive student should be removed from everyone around in order that the misbehavior does not become a ‘pay-off’ or a showcase for others to copy.

These educational principles which encourage the avoidance of ‘extreme behavior’ and promote mercy ‘rahmah’ in our dealings

!)$

with each other have been discussed in this study and by western scholars and can be seen clearly in the Holy Qur’an in the following verse: ‘… and My mercy embraceth all things’ (Al-‘Araf, &:!'*). We can also see this in practical application in the Sunnah because the Prophet Muhammad was a mercy for mankind; God says in the Holy Qur’an: ‘We sent thee not save as a mercy for the peoples’. (Al-Anbiya’, #!:!)&)

!)%

CHAPTER *!: MUTUAL RESPECT

(A) HOW DO TEACHERS SHOW STUDENTS RESPECT AND WHAT RESULTS?

When students are shown respect it is to be expected that they will reciprocate that respect by acting with the same respect to others. If teachers are rude to students, the students will more often than not follow the lead and be rude to one another, as well as the teacher. However, if teachers conduct themselves in the utmost respect and kindness, then students will most probably act in the same way and thereby provide for each other positive role models. Teachers should thus pay attention to small details while giving instructions to students. Teachers should give individual care and eye to eye contact to every student they speak to. Teachers should maintain clarity in speech and instructions and demonstrate to students how procedures are expected to be carried out. They should give students feedback, and continuously reinforce what is taking place during the lesson or lecture. It is very important that the teacher is consistent and follows the same procedures that the students are expected to follow in terms of behavior and respect.

(B) HOW TO UTILIZE SACRED TEXTS IN TEACHING MUTUAL RESPECT

Teachers can change students’ behaviors by changing their state-ments and speech to students. They can quote sacred texts in their constructive criticism and conversations with students rather than negative and aggressive phrases. There are many powerful words from the Holy Qur’an or stories from the life of the Prophet that can cause students to listen and respond positively. Using the sacred love of Remembrance of God over time increases positive interactions, and the entire atmosphere of the classroom changes into a respectful, encouraging climate.

This particular method can be incorporated into the teacher’s discipline plan. It does not just instill a sense of pride and honor in everything the student does, but also allows him or her to realize

!!)

the Remembrance of God as a matter of reality that is not separate from their actions. It should also inspire, motivate and challenge students to keep themselves aware of their responsibility in the Eyes of God. Every student at any age can be taught the Remembrance of God and that it solves all struggles. The Remembrance of God is the answer to all moral problems and ethical choices in life. Indeed, it is the very purpose of life. God says in the Holy Qur’an:

( did not create the Jinn and humankind except to wor-ship Me. (Al-Dhariyat, )":)+).

As students grow older and repeat their mistakes or successes, they come to understand the greater meaning of the importance of the Remembrance of God in their life and the principles that they must live by.

Students should be taught to Remember God. They should also be taught to have the right convictions from Islamic doctrine and morals. Remembering God and having the right convictions is a continuous, lifelong endeavor. Students should not be scared of making choices that may be challenging. They must think of God before they give into negative pressure from peers, and media. When students are guided they can become dependable, full of pos-sibilities and potential. Students can achieve excellence if directed and given opportunity. Teaching with the Remembrance of God starts to prepare students for their future and helps them realize every opportunity for learning.

Students must work hard and make use of their time ef1ciently. Through Remembering God they may realize the values of religious righteousness and truth innately. Students must remember God every day. They must also have a positive attitude towards their academic tasks, and understand that learning is always a success within itself and never a waste of time.

(C) TEACHERS’ END-OF-THE-YEAR OBJECTIVE SHOULD

!!!

INCLUDE THE REMEMBRANCE OF GOD

Teachers should plan that the objectives of the learning outcomes speci1cally include and emphasize the Remembrance of God. Teachers must have con1dence to plan Remembrance of God into the curriculum objectives. They must teach with consciousness the Remembrance of God while preparing lesson outlines. By attaching their lessons to the truth teachers can help students prepare for real-life truthful situations and internalize them, as well as live them.

(D) WHAT RESULTS FROM REMEMBERING GOD?Teachers are able to help students overcome their egos and rec-ognize their pride through encouraging them to remember God. Students will then have discernment in the choices they make; they stop dreaming of the world and of the ego, and instead act for God through the Remembrance of God. They become content and act with the right intention for God Almighty.

Teachers should maintain an attitude which is determined by virtues and the Remembrance of God. The Remembrance of God should always remind and bring teachers and students to realize the importance of the truth and purpose of every act.

!!"

PART IV: THE BRAIN AND LEARNING

CHAPTER *": LEARNING AND THE MIND

(A) PROCESSING INFORMATION Processing information has been identi1ed as having two parts: a mental process that can be compared to a computer, and a mental process that can be interpreted as information which progresses through the system in a series of stages, one step at a time (accord-ing to R. Atkinson and R. Schiffrin, [!%*$]).

Every mental process needs memory. The types of memory are as follows:

Researchers studied sensory memory and described it as, visual sensory memory and auditory sensory memory (e.g., Darwin et al., !%&#; Parks, #))(; Sperling !%*)). This research proposed that information is stored in sen-sory memory for two seconds or less, and then most of it is forgotten. However, Atkinson and Shiffrin states that some material from sensory memory passes on to short-term memory. Short-term memory (now called working memory) contains small amounts of information that we actively use. Memories in short-term memory can be lost within ") seconds unless somehow repeated. Hence it is very sensitive to concentration and repetition (J. Brown, #))(). Long term memory on the other hand has a very large capacity, because it contains memories that are very old, in addition to small amounts of short-term memory (Leahy, #))"). Atkinson and Shiffrin proposed that in-formation stored in long-term memory is to some degree permanent and not likely to be lost"&.

&* M.W. Maitlin, Cognition ( John Wiley and Sons Inc., "((#), p. !#.

!!(

Hence, if teachers give students exercises to practice new in-formation this helps organize and store information in long-term memory and frees up the working memory space. With repeated practice, material is learned and skills can be executed with little dif1culty if any.

(B) THE COGNITIVE SYSTEM

The cognitive system is where the mental activities involving the acquisition, storage, retrieval, and use of knowledge take place. Thus, most of what takes place in learning is in the cognitive system of the brain.

Marzano (!%%$) described the cognitive system to be organized into four categories: First, storage and retrieval from the short-term memory or long-term memory. Second, information processing functions manipulate knowledge that has been stored so that it might be utilized for a speci1c task (Marzano, !%%$). Third, Input/output, functions that need knowledge to understand communica-tion through hearing, writing, reading, and so on with the outside world. Fourth, knowledge use, this part of the cognitive system uses knowledge to carry out speci1c tasks"$.

(C) HOW DO LEARNERS ACQUIRE INFORMATION?As Aristotle said, information is primarily acquired through our senses. It then goes into storage for processing and retrieval. Brain research states that we learn through our 1ve senses: sight, hearing, smelling, tasting, and touching. How fast or slow learners acquire information through the senses is in0uenced by senses, and three learning modalities. These learning modalities are: (!) visual, (#) auditory, and (") kinesthetic.

(!) ‘Visual learners’ make up the largest number of people. They need to see what they are learning before they can understand it. They need to write what they are taught, look at pictures, or graphic

&) Ibid.

!!'

posters. They need to use hands-on experiences. Thus teachers need to allow students (the majority of whom will be ‘visual learners’) to illustrate concepts and lessons through drawings, or displays that help analyze what is being taught. Visual learners enjoy puzzles, and association techniques that can be grasped visually.

(#) ‘Auditory learners’ make up the smallest number of learners. They learn through listening skills. Hearing information becomes the mode of learning for them. For these learners, hearing infor-mation through lectures, discussions, or listening to recordings is the most important thing to process information and store it for retrieval. ‘Auditory learners’ tend to read to themselves and repeat information out loud in order that they understand their lessons. They store their information in sequence and hence can only re-trieve this information in sequences.

For example, ‘auditory learners’ learn the alphabet by memoriz-ing the alphabet song. Many learners cannot recall a letter from the middle of the alphabet without repeating it to themselves in alphabetical order.

Tileston (#))() describes auditory learners as those that: forget what is learned unless it is discussed, cannot sit for long periods of time; remember names better than faces; prefer discussion groups rather than reading, are good at storytelling, are easily distracted by sounds, and prefer to present and give oral reports than written"%.

(") Kinesthetic learners: are learners who achieve highest learn-ing potential when there is movement involved in the lesson. ‘Kin-esthetic learners’ cannot sit for long periods of time in a classroom because it may slow down their learning process. These students need to have hands-on activities, and they need to practice learn-ing in order for it to make sense to them. They remember what

&# D.W. Tileston, What Every Teacher Should Know About Learning, Memory, and the Brain (+ousand Oaks, CA, Corwin Press Inc., "((%), p. $.

!!*

was done in class rather than what was just lectured. They will often choose projects and activities that involve physical stimulus or hands-on lab work. They enjoy participating actively in their learning rather than just sitting and watching the teacher teach or other students work. They learn better when allowed to act out their lessons, or create movements to go along with what is being taught. They really enjoy lab work, outdoor activities and building models of what is being learned, rather than just writing about it or describing it.

Hence, the solution to better impart information and facilitate learning is to provide a variety of teaching techniques that take into account how students learn, and what type of learning modali-ties they learn best with. It is essential that teachers teach via all modalities, auditory, visual, and kinesthetic. Teachers should also provide students with ideas on learning management to help them control how they learn, and feedback from this will help the teacher identify the best way to teach every individual student based on each one’s learning modality.

(D) HOW TO DEVELOP THINKING AND LISTENING SKILLS THROUGH PROBLEM-SOLVING TECHNIQUES

Using exercises that involve thinking and listening skills at the same time promotes both thinking and listening skills. This helps develop critical thinking in the students. For example, teachers should pre-pare questions from materials that students have already covered previously on a skill sheet and ask students to listen carefully to the new directions read. The students use their listening and thinking skills at the same time, and learn to discern the clues. This method is highly effective in combining knowledge from several areas for developing critical thinking and problem-solving techniques.

Critical thinking and problem solving are successful methods for developing thinking and listening skills. There are 1ve steps used for these methods.

First step: teachers, together with students, should de1ne a prob-lem. The teacher should remember not to focus on the side effects

!!&

or symptoms of the problem but rather get to the main cause of the problem.

Second step: students should collect information on the prob-lem, e.g. who or what is involved? How much or how often does the problem occur?

Third step: students should ‘brainstorm’ possible solutions by creating lists, which is an excellent way to develop thinking skills. They should state consequences for each solution discovered.

Fourth step: teachers must decide how the solution will be judged and how to know that it was successful and what are the criteria for the success.

Fifth step: teachers should provide enough time to carry out this exercise. They should plan time to test the solutions, to check for successes and failures.

(E) REMEMBRANCE OF GOD IN THINKING AND LISTENING SKILLS

Teachers should use thinking and listening skills to teach the Re-membrance of God. To have students remember God by giving them a critical thinking activity that asks them about who gave them their family and the joys in their life, how thankful they are for having them, and how they remember God when they think of all these as gifts from God. The students should write the Name of God and contemplate His gifts.

!!%

CHAPTER *#: MULTIPLE INTELLIGENCE.

(A) WHAT IS ‘MULTIPLE INTELLIGENCE’?Intelligent people are those who can store information quickly and retrieve it from storage quickly (Sprenger, #))#). ‘Underachiever learners’ are those who process information quickly and retrieve it from storage slowly, and ‘overachievers’ are those who process information slowly and retrieve it from storage quickly().

All learners have ‘intelligences’ and the ‘intelligences’ of each learner is different and unique to them. Intelligences are always interacting with each other in complex ways (e.g. logical/math-ematical intelligence interacts in complex ways with visual/special intelligence). Everyone has the ability to develop their intelligence to their highest potential if given appropriate encouragement, en-richment and instruction. It is very important not to label learners. Instead the objective should be to develop the intelligences of all learners with different kinds of intelligence and not corner them into learning in one way.

Unfortunately, there are two major misconceptions on intelli-gence. The 1rst is that intelligence is 1xed and the second is that I.Q. cannot change. These are misconceptions. In fact, the concept of ‘multiple intelligences’, which does not label students by perceived de1ciencies, implies that intelligence is not 1xed, and that I.Q. can improve. Instead, the focus of the theory of ‘multiple intelligence’ is to identify and challenge learners’ potential. Because there are many different kinds of intelligence, this means that there is likely potential to see intelligence growth in at least a couple or more of the eight dimensions of intelligence. An example of that is a blind person who has lost the visual intelligence ability, and develops very high auditory intelligence, higher than the norm. Hence, practice of multiple intelligences helps distinguish which of these intelligences learners excel in.

Howard Gardner, the developer of the multiple intelligence the-

%( Ibid., pp. '-$.

!#)

ory and author of Frames of Mind (!%%"), states that intelligence is a human intellectual competence that entails:

… a set of skills for problem solving, enabling the indi-vidual to resolve genuine problems or dif1culties that he or she encounters and, when appropriate, to create an effective product – and must also entail the potential for 1nding or creating problems, thereby laying the ground-work for acquisition of new knowledge(!.

Howard Gardner identi1es intelligences into eight intelligences and they are:

(!) Verbal/linguistic intelligence: this intelligence produces sensi-tivity to language; skill in manipulating language; communication; listening; speaking; writing; and linking linguistic skills together. Individuals strong in linguistic intelligence enjoy reading, grammar, puzzles, word games, history and writing. Words are highly valued and they apply a lot of attention and concentration on them. They have a capacity to use language both in written and spoken form with complex meanings easily and tend to appreciate and recognize it when others do the same.

(#) Auditory/Rhythmic/musical intelligence: this intelligence produces sensitivity to sound, be it pitch; tone; timbre; rhythm; voice or sound waves. Musically intelligent people have the abil-ity to recognize and interpret tonal patterns, and identify social issues through music. They are sometimes able to write; read and illustrate musical concepts and skills. They are highly sensitive to rhythm, melody, pitch and beats that assist them in being creative in their work.

(") Logical/mathematical intelligence: this intelligence incor-porates both mathematical and scienti1c abilities. It produces the capabilities to use abstraction; reasoning; logic and scienti1c expla-

%! Howard Gardner, Frames of Mind: !e !eory of Multiple Intelligence (New York, Basic Books, !##&).

!#!

nations of reality. It is also known as the ability to have ‘scienti1c reasoning’. People with mathematical and logical intelligence are able to calculate and carry out complex mathematical operations. They are able to use logical thinking skills as well as deductive and inductive reasoning and analyses. People with strong mathemati-cal and logical intelligence often enjoy strategic games, games that involve long chains of thought and calculations. They have the capacity to do mental mathematics and, transfer abstract concepts to concrete concepts.

(() Visual/spatial intelligence: this is the ability to comprehend the visual world accurately. This intelligence enables the learner to represent information graphically and visually through mental images. They can think in three-dimensional terms, as well as vi-sualize and create mental images. People with visual and spatial intelligence can perceive space, and produce or decode graphic information. They enjoy drawing, art and visual puzzles. They have a talent to draw different perspectives; create diagrams; make sculptures; illustrate stories; draw maps, and study other cultures through art. Spatially or visually intelligent people work best when creating graphs for surveys or utilize their artistic talent in creating something.

(') Bodily/kinesthetic intelligence: this is the intelligence of being able to discipline one’s body. It is also to have control over one’s body’s motion and the ability to manipulate objects with precision and skill. People who are kinesthetically intelligent are well-coor-dinated and enjoy physically activities, as well as model-building, and carpentry. Kinesthetic intelligence is not limited to excelling in sports, but people who enjoy it also have talent to invent methods to learn through physical activity. For example; they act out stories and plays, they create a movement to illustrate a word or concept, enjoy learning sign language, dancing and games from different cultures.

(*) Intrapersonal intelligence: this is the ability to communicate with people effectively and relate to other people’s needs with un-derstanding. By understanding other people’s emotions and com-

!##

prehending their range of emotion, persons with this intelligence are able to draw on them to communicate effectively. People with intrapersonal intelligence are described as being strong-willed; independent-minded, and having speci1c goals for their lives.

(&) Interpersonal intelligence: this is a talent for understanding others; detecting moods; temperaments; motivations, and inten-tions. People with interpersonal intelligence are comfortable with large numbers of people and enjoy social events and gatherings. They enjoy speeches; debates; group discussions; social work; tell-ing stories; teaching, and peer coaching.

($) Naturalist intelligence: this is the ability to understand and interact with the natural world, and genuinely empathize with na-ture. The naturalist enjoys every aspect of nature, loves to study the natural world, be it from the scienti1c perspective or to write about it from the literary perspective. They compare and contrast literature, create metaphors from nature, or enjoy the study of sci-ence and nature(#.

(B) HOW DOES ‘MULTIPLE INTELLIGENCE’ DEVELOP?Intelligence in a person develops from birth onwards through cul-tural encounters, exposure and in0uences and continues to grow throughout their life. These incidents or encounters activate the senses which assist in developing intelligence. There are at least three basic stages in development:

(!) The observation and guidance stage. Through this stage indi-viduals receive many opportunities to exercise and strengthen their intelligence. As learners observe others, they learn and practice new skills.

(#) The formal education / practice stage: during this stage indi-viduals attend formal schooling that is structured and directed by teachers or tutors. The learner practices and masters various skills, through problem solving, critical thinking and creativity.

%" +omas Armstrong, Multiple Intelligence in the Classroom (Alexandria, VA, ASCD, "((#), pp. $-*.

!#"

(") The embrace or professional stage: after developing the basic reading, writing, arithmetic and problem solving skills the individual is at the stage where he or she can practice them fully. The learners embrace what has been learned and apply it in his or her life. At this stage, the learner is able to develop problem solving techniques that can deal with complex problems as they arise and learn from their own experiences and mistakes.

(C) WHAT CAN THE ‘MULTIPLE INTELLIGENCE THEORY’ LEAD TO?The ‘multiple intelligence theory’ is very useful and can lead to a new way of understanding a learner’s strengths and weaknesses. It assists educators in eliminating misconceptions and the need to label students or to isolate large groups of students for special instruction. It eliminates the need to group students together ac-cording to ability and to track students based upon their grades or ages. Through it, educators are able to develop and establish multi-age classrooms that 0exibly group students by their developmental ages, and according to their interest in extracurricular activities in and outside school. This theory gives every student an opportunity to excel in one or more intelligence areas, and in turn students are able to excel by understanding and applying what they have learned.

The ‘multiple intelligence’ theory has helped educators recognize the fact that students are diversely intelligent rather than measure each student against one 1xed standard. Through it teachers are able to assess learning in a range of authentic learning experiences without jeopardizing the future of the student’s assessment results by reassessing the criterion that categorizes intelligence through letter or number grades.

(D) WHAT ARE THE ‘ACTIVATORS’ AND ‘DEACTIVATORS’ OF INTELLIGENCE?

‘Activators’ and ‘deactivators’ of intelligence are experiences and processes that in0uence the development of intelligences. The ‘ac-tivators’ of intelligence are positive, motivating experiences that

!#(

initiate the development of a person’s abilities. ‘Activators’ of intel-ligences are described in Multiple Intelligences in the Classroom (#))%) by Thomas Armstrong as:

‘Crystallizing experiences, a concept originating with David Feldman (!%$)) at Tufts University and further de-veloped by Howard Gardner and his colleagues (Walters & Gardner, !%$*), are the ‘turning points’ in the develop-ment of a person’s talents and abilities.’

‘Crystallizing experiences then are the sparks that light an intelligence and start its development toward maturity("’.

‘Deactivators’ of intelligences are negative or dissuading experi-ences that inhibit the development of intelligences. These experi-ences cause guilt, fear, anger and/or obstacles to developing intel-ligences. ‘Deactivators’ of intelligences are described in Multiple Intelligences in the Classroom (#))%) by Thomas Armstrong as:

‘Conversely, I use the term paralyzing experiences to refer to experiences that “shut down” intelligences. Perhaps a teacher humiliated you in front of your classmates when you showed your drawing during art period, and that event marked the end of a good part of your artistic development((.’

‘Environmental in0uences’ can promote or hinder the develop-ment of intelligences. An example of ‘environmental in0uences’ that promote the development of intelligence or ‘activators of intelligence’ is having access to resources or mentors, having ex-pert teachers that are knowledgeable and interested. ‘Deactivators’ of intelligence are when one does not have these environmental

%& Ibid., pp. ")-"#.%% Ibid., p. "#.

!#'

in0uences. An example of ‘deactivators’ of intelligence is when a learner is studying a scienti1c theory and does not have access to an experience to view how it takes place because of lack of material for the experiment.

(E) HOW TO USE ‘MIND-MAPPING’ IN LESSONS

‘Mind-mapping’ is a teaching strategy that is used to help learn-ers communicate, remember, and understand concepts and also use higher order thinking skills, at any grade level, in any subject. ‘Mind-mapping’ assists students in connecting ideas, giving a vi-sual picture and retaining information. It provides an overview of what is being taught and helps display information in a simple rather than complex, manner for the learner. Learners create an outline with simple lines and words that eventually develop into detail using intricate design that clearly expresses what the writer is trying to say and learn. It is used in note-taking, group study, and brainstorming, and is an alternative to an outline, preview or review of a subject being taught.

!#&

CHAPTER *$: ‘BRAIN-COMPATIBLE CLASSROOMS’

(A) WHAT IS A ‘BRAIN-COMPATIBLE CLASSROOM’? A ‘brain-compatible classroom’ is one that uses a curriculum that is centered around using and developing the use of the learners’ ‘multiple intelligences’. The teacher in this classroom utilizes vari-ous teaching strategies while taking into consideration all the needs of the learners. It is a classroom that includes activities that increase the use of all the senses and implements methods that take into consideration all learning styles and speeds. It is a classroom that gives students a sense of calm and safety.

(B) WHAT ARE THE ELEMENTS OF A ‘BRAIN-COMPATIBLE CLASSROOM’?

The elements of a ‘brain-compatible classroom’ are: (!) A threat-free environment: this is an emotionally and physi-

cally safe, friendly, and non-abusive environment. In it students should feel they can trust those around them in their learning environment and have a sense of belonging to it. In it students feel important and that their contributions are considered and appreciated.

(#) Relevant, essential and meaningful content. Meaningful con-tent is connected to the real world and used beyond the classroom. Subjects that are taught should allow for creativity and be designed to grab the learner’s interest and motivate students to want to learn more. A scaffolding approach should be used to teach content that leads to bigger ideas.

(") Activities and teaching strategies that develop the eight forms of ‘multiple intelligence’: verbal/linguistic, logical/mathematical, spatial/visual, musical/rhythmic, intrapersonal, interpersonal, bodily/ kinesthetic, and naturalistic.

(() Collaboration and active involvement: students working in 0exible groups constitute one of the most productive methods of teaching. In such groups, students work effectively through col-laboration with both their peers and teachers. The groups motivate

!#$

learners to want to learn by either helping each other or by asking each other for help to succeed in achieving the objective the teacher has set before them.

(') Feedback: As discussed earlier, feedback should be immedi-ate, speci1c, direct and given for a variety of reasons in order to promote progress of the learning process.

(*) Choice: Many choices should be available for students while they are learning on condition that they follow the guidelines of the lessons taught. Students should be given a chance to choose which activities to do to in order to reach a speci1c objective that the teacher sets for them, with guidance on how to do the task, and how to apply what was learned through the task at hand. Choices for students not only provide opportunities, but help empower students and build con1dence in their own learning future. Choices help students use their different kinds of ‘multiple intelligence’. Choices should be part of every lesson within the scope of time available and within the rules that regulate appropriate tasks that direct students to the speci1c learning outcomes selected by the teacher.

(&) Enriched environment: Teachers should utilize a variety of teaching styles while they are teaching, in order to reach more stu-dents. They should increase the variety of visual aids and integrate various subjects in order to heighten the level of interest in learners; for example, teachers may teach with or through music, introduce a poem in math that reinforces the time tables, or use art as a means to teach science. All of these strategies enrich the brain and motivate students to use their ‘multiple intelligence’.

($) Field trips: teachers should use the senses to teach when using this learning experience. Students should be immersed in creative methods and ideas. Examples of this may include using papier-mâché; yarn; a (safe) carpentry set; plasticene; lab work or simple gardening. A guest speaker may be invited or lessons can include pictures and visual aids that can be watched through DVDs, or heard through CDs.

(%) Allocate adequate time: time should be allocated based upon

!#%

the time needed for each task and each learner’s learning speed. Some learners grasp concepts faster than others based upon either the method used to teach or the actual subject matter that arouse the learners’ interest. Teachers should consider allocating time for instruction; time for the students to understand the content being introduced; practice time; and time for reinforcement of content through hands-on activities.

(!)) Mastery at the application level: teachers should constantly assess at the application level. Assessments should be built into the curriculum as a daily activity. Teachers should set their teaching goals by making sure students master what is being taught and are naturally able to use it in their real life outside school. This should be carried out by creating real-life tasks for students through which teachers are able to ascertain their students’ ability to apply what they have learned and are thus above the normal mastery level. Hence, teachers focus on both students’ understanding of content and students’ ability to use information, in addition to master the relatively isolated knowledge and skills taught in some lessons.

(C) WHAT DOES ‘COACHING THE INTELLIGENCE’ REFER TO?‘Coaching the intelligence’ is when teachers assist their students in discussing what they are learning. By providing positive reinforce-ment on what is being taught through the student’s exchange of information with the teacher. The teacher uses strategies of guided corrective feedback; guided group discussions; explanations with real life comparisons and guided re0ection from the students. Pro-viding appropriate time for coaching is essential for it to be suc-cessful. The exchange of information could be with whole classes or small groups or individuals. It helps students process what they are learning and think through the content while analyzing it through discussions. Teachers should guide learners through activities that involve critical thinking skills, since problem-solving discussions help the student better understand what they are learning, and this allows the teacher to assess how much learning has been achieved.

!"!

CONCLUSION

FIRST: CONCLUSIONS

The originality of this missive lies in its combining and integrat-ing the best of the latest and most successful teaching methods from the West with the Remembrance of God as practiced particularly in Islam. To the best of our knowledge, this has never been done before in this way. Indeed, we have de1ned and described the latest and best teaching methods and shown how these can be used side by side with the teaching and constant practice of the Remembrance of God. We have shown, moreover, that doing this together will, God willing, also increase student understanding, achievement and productivity.

The reason why the latest teaching methods — or at least the ones described in this missive — are inherently compatible with the Remembrance of God is clearly that they are based on virtue. The virtues to be practiced in teaching are that teachers and ad-ministrators should be constantly kind, caring, gentle, generous, understanding, patient, forgiving and yet at the same vigilant and pro-active. These virtues are also the virtues of rahmah in Islam, and indeed many of the Western writers we have cited have taken their ideas from true Christian religious principles without naming them overtly. They are thus compatible with all true moral and religious principles, and indeed compatible with human virtue. The essence of the sunnah are virtue and the Remembrance of God, for God says in the Holy Qur’an (about the Prophet Muhammad’s virtue):

Verily thou art of a tremendous nature. (Al-Qalam, *%:().

Equally, God says in the Holy Qur’an (about the Prophet Mu-hammad’s remembering God):

!"#


Day, and remembereth Allah much. (Al-Ahzab, '':#").

Thus following the sunnah of the Prophet Muhammad means essentially being virtuous and remembering God much.

Combining the virtues taught in the latest and best teaching methods studied and taught in the West with the Remembrance of God, can thus only mean better teaching, better understand-ing, better grades, more virtuous teachers, more virtuous stu-dents, and happier learning environments, God willing.

The Remembrance of God and the aforementioned virtues should be the things that inspire and guide teachers. The Re-membrance of God should be what reminds both teachers and students of the importance, reality and purpose of everything they do. When teachers encourage the Remembrance of God, they are encouraging their students to overcome their arrogance and vanity. When that happens students become able to differ-entiate between right and wrong and stop indulging in worldly matters. Instead, God become at the root of their intentions. Hence students become content and the Remembrance of God becomes 1rmly rooted in their intentions.

SECOND: RECOMMENDATIONS

&hose who fear Allah, when a thought of evil from Sa-tan assaults them, bring Allah to remembrance, when

lo! They see alright! (Al-Araf, +:#$").

This research recommends that all parties involved in the educa-tional process (teachers, learners, curricula designers, staff and ad-ministrators in educational facilities; all in their various positions) incorporate the Remembrance of God in their work. Remembrance leads to insight in addition to sight and anyone who remembers God in the beginning of any work they undertake is granted the

!""

ability to tell right from wrong ‘furqan’. When this happens, one’s work becomes exceptional and distinguished. People who practice remembrance enjoy the qualities of mercy ‘rahmah’ and excellence ‘ihsan’. This is clear in the following Hadith of Jibreel: “Ihsan is to worship God as though you see Him; for even though you do not see Him, He sees you.” If one were to always remember that he is in God’s hands and that God is with him, he would not become angry or confused; indeed he would speak with patience, compassion, charity, excellence ‘ihsan’ and mercy. He would also behave with modesty and would deal with others gently and would perform his work perfectly and would invest all of himself in producing it.

We have written this missive as a handbook because education is a 1eld whose theories are not of use for the sake of intellectual speculation in itself, but rather only for one speci1c goal: to point the way towards better and more ef1cient teaching and learning. We believe that by making this academic missive into an easy-to-read, easy-to-use handbook, we can best serve our goal, which is to be of practical use to teachers and of real bene1t to students as learners and as believers. We pray that God accepts this work from us as ‘ilm na!’ (‘knowledge that bene1ts’) and grants it His taw!q (success).

Wal-HamduLillahi wahdahu wa bihi nasta’een.

!"'

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