ISSUE 5 JAN 2015

QatarQatarQatarQatar Leadership AcademyLeadership AcademyLeadership AcademyLeadership Academy

PBIS In the ClassroomPBIS In the ClassroomPBIS In the ClassroomPBIS In the Classroom Mrs. Zarmina HotakiMrs. Zarmina HotakiMrs. Zarmina HotakiMrs. Zarmina Hotaki A key component in guiding classroom success can be marked by the positive interaction between teacher and student. Studies show that the “quality of the teacher/student relationship is the single most important factor to consider when thinking classroom management” (Patricia Sequeira Belvel & Maya Marcia Jordon, 2010). There are situations where we find ourselves struggling to understand why the effort we put in as educators does not bal-ance the results of our students. It is relevant to share our techniques and formulas with parents so we can all have an understanding of what is beneficial for our cadets. PBIS encourages the use of data (its collection, monitoring, and application) as a useful tool towards the troubleshooting of classroom management. For example, the next time the intended outcome of the class falls below expectation it is important to take note of any contributing factors. Maintaining a record of data will help all teachers throughout the year as it segregates days/weeks into months and quarters tracking out-bursts or successes. Everybody wins when student behavior improves. As parents it is important to understand that when classroom routines or procedures changes the purpose is to help facilitate a system that works best for our cadets. PBIS clearly notes that Academic success or failure is another contributing factor to classroom management. Aca-demic failure will lead to or exacerbate problematic behavior. It’s recommended to match curriculum to skills. Maintain instructional objectives while being flexible to adjust your instruction to assist in their success. As parents and teachers are we asking those important questions of why your son might be misbehaving in the class. Some-times it is because he does not understand. Perhaps the most overlooked management tool is the room itself and its engagement. The location or position of desks for example is important, proximity does make a difference. Posting of classroom expectations also matter. Student engagement within the classroom is another important factor. Interacting with the cadets prior to the bell. It is vital get a feel of what you will be getting into that day. Parents inquire about the classroom and where you child sits; something as small as seating arrangements can make all the difference. Proper behavior management helps us as educators and parents gain intended results. Although every class and home has its own uniqueness, our approach to order and instruction remains universal.

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QLA PBIS StoryQLA PBIS StoryQLA PBIS StoryQLA PBIS Story From the twinkle of the idea, to the innovative acronym, and the continuous challenges of implementation and improvement. The story of the implementation of PBIS in QLA is stimulating. To adequately narrate this exciting story, I need firstly to set its historical context, i.e. the moods, attitudes, circumstances and conditions associated with this as a school wide fertile initiative. To start with, I’m proud to say that the seed of this pioneering initiative was planted in the soil of QLA and initially bred by the QLA Counseling Committee (QLA CC) during the last Aca-demic year. QLA CC was established to help track students and develop system-wide solutions to address counseling and behavioral challenges. Thus, the initiative was originally an outcome of productive team work which was started in light of an exploration of the school environment including its key strengths, challenges, weaknesses and complication. I remember that the main concern which led us to carefully think about such an initiative was the question: what is the most effective and suitable program that would encourage positive behavior in QLA, bearing in mind the uniqueness of our academy and its special circumstances. In parallel with the start of the QLA CC program, I started a sincere internal discussion among key members of the QLA senior management about the main ideas presented by William Glasser in his inspiring book “The Quality School: Managing Students Without Coercion.” It is worth mentioning that when I first read the book and came across its key inspiring ideas namely “if we cannot persuade students (without coercion) that it is to their benefit to do quality work in school, we will do nothing to improve the schools,” I kept wondering: How can we positively develop the school culture of QLA in that direction? Thus, this has become a dream, i.e. to lead QLA to be a quality boarding school in which our cadets will learn “without coercion.” Knowing how per-plexing the QLA’s school culture has been, we totally realize how challenging this dream was going to be. In that particular context, we initially discussed PBIS in QLA CC as one of the available programs for encourag-ing positive behavior in schools. One of the attracting advantages of PBIS is that it “emphasis on school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate stu-dent behaviors to create positive school environments” (http://www.pbis.org/school). To what extent can the PBIS program be customized to our needs as well as our culture needed to be analyzed and to what extent could it be successful in our society was information we needed before we started. We closely consulted Awsaj Academy when we found out that they had been implementing it for three years. The very positive feed-back we received from Awsaj about their implementation of PBIS has strongly encouraged us to propose PBIS as a school-wide developmental initiative in QLA.

By linking the expected positive outcome of PBIS and its potential of customization with the real challenges,

needs and dream of QLA, the initiative has gained enthusiastic support from QLA’s senior management.

Based on such great support, we started to seriously prepare for the implementation of PBIS in QLA at the

end of the academic year 2013 and has become a remarkable turning point in QLA.

Dr. Mohamed A Al MuslehDr. Mohamed A Al MuslehDr. Mohamed A Al MuslehDr. Mohamed A Al Musleh

Dean of StudentsDean of StudentsDean of StudentsDean of Students

The grade 11 and 12 IB students were able to donate 10,500 Riyals to Qatar Cancer Society. They raised the money by washing cars and selling snacks at a football game. We are ex-tremely excited and proud of their hard work and accomplishments.

Leadership ProgramLeadership ProgramLeadership ProgramLeadership Program

Grade 11 Leadership working on “Casualty evacu-ation training”, They used a dummy and stretcher and were challenged to take the casualty over all the obstacles! Grade 8 Leadership working on task known as “Islands” or “Contaminated Crossing”. The Mis-sion is to cross with 2 ammo boxes and cadets across a contaminated marshland.

Cancer Association DonationCancer Association DonationCancer Association DonationCancer Association Donation

Why Is Leadership Important To Me!Why Is Leadership Important To Me!Why Is Leadership Important To Me!Why Is Leadership Important To Me! Leadership is important because it will always be in your life. You will always need and use it. If you want to the in the Army you must have all of these values: honesty, ambition, duty, courage, teamwork, excellence, loyalty, caring and cooperation. These qualities are the most important in being a leader. For example if you are in the desert with only two of your friends, all have to work together and support each other. They must have courage and help each other. Leadership can help you solve any problem you have. Last year we went camping and the weather was bad and everybody stayed together to be safe. This is why leadership is important to me.

Cadet Hamad AlCadet Hamad AlCadet Hamad AlCadet Hamad Al----SulaitiSulaitiSulaitiSulaiti

Grade 9Grade 9Grade 9Grade 9

Study SkillsStudy SkillsStudy SkillsStudy Skills Mrs. Jane HabermannMrs. Jane HabermannMrs. Jane HabermannMrs. Jane Habermann Study skills were highlighted in the school counseling program during the month of January in preparation for mid-term exams. Important components to successful learning and test taking were shared with all the students through-out the past weeks by the teachers, counselors, and TACs. Good study habits increase students learning because students work independently to under-stand the material rather than rely only on the teachers to carry all the knowledge. The skills reviewed and practiced were:

Self-motivation Organization Note taking skills Review strategies Flash cards for vocabulary Time management Test taking strategies

Students taking responsibility for their learning is a primary goal of QLA. We are making strides to support this growth in the academic day as well as in the barrack life. We encourage students and parents to create structured study space and time for the students at home to support the consistent hard work that takes place during the school days. By providing this families can help to develop their son’s motivation and discipline outside the structure of the school. When they study at home and school habits are developed overtime because there is regular practice, success, and confidence built by everyone having consistent expectations for their son’s success. We wish all the cadet’s the best during mid-term exams next week! We hope you reap the benefits of all your hard work during the first semester by earning successful grades for the quarter and on your exams.

Vocab MadnessVocab MadnessVocab MadnessVocab Madness

QLA marked its 3rd Annual Vocabulary Competition this year. The week-

long event, organized by the School’s Literacy Committee: Mrs. Fiona Bayliss,

Mrs. Arleen Davis, Mrs. Melissa Patton, Mr. Louis Petersen, and Mr. Adnan

Mackovic, consisted of in-class competitions led by the English teachers, in-

house semifinals, and inter-house finals, both led by our grade 12 students: Ab-

dulmalik al Oufi, Ali Al Aufi, and Mohammed Obaidan.

Grade 7 - 11 students not only had a chance to enhance their academic

vocabulary skills but also enjoyed doing that through a game of “Who Wants to

Be a Millionaire.” Over the course of the term, through our school-wide literacy

initiative, students were taught specific academic vocabulary in each of their sub-

jects. This allowed all of our staff members to collaborate on preparing the vocab-

ulary questions, and it allowed our students to showcase their knowledge in all

content areas.

The winners of the competition were recognized in the all-school assem-bly. Please, join us in congratulating them as well: 1st place - Mohammed al Farsi (grade 10), 2nd place - Turki al Nisf (grade 9), and 3rd place - Falah al Badi (grade 7).

This competition marked the beginning of our literacy initiatives and ef-

forts for this year. We are excited to announce three more competitions: writing (February 15 – 19), reading (April 26 – 30), and debating (May 04 – 07). Please, join us in celebrating our cadets’ achievements and successes.

Mr. Adnan MackovicMr. Adnan MackovicMr. Adnan MackovicMr. Adnan Mackovic

Academic CoordinatorAcademic CoordinatorAcademic CoordinatorAcademic Coordinator

Focus on French: Invest in Your Future and the Future of Qatar

Learning languages is a key element of the IB program and French is offered at QLA in addition to the required Arabic and English. Many of

our students have travelled with their families to France on vacations and are interested in learning French but the value of the language goes

beyond being able to sight-see, shop, and order food in cafes. In fact learning French is an extremely valuable investment.

On an individual level studying French gives your brain, education and career a boost. Research has shown that studying languages creates

more brain connections and improves thought processes. People who study languages become better problem solvers and create better

memory functions, both good skills in education. French, in particular, helps students improve their English vocabulary since French is a con-

tributing language in the development of English and has many Latin roots. Research has been done on SAT scores and the results show that

studying French really does give better results. If the SAT, IELTS or TOEFL test is in your future you may consider studying French for at

least 2 years if not more.

Colleges and universities like language learners. They know that learning a language is a complex intellectual task so success in high school

language classes indicates good general learning ability for university studies. In fact, most majors in most colleges require students to have 2

years of a foreign language at the college level or pass a placement exam.

Since many of our cadets speak Arabic and English the question remains, why add a third language? The answer is simple, the more world

languages you speak the more effective you are in an international career. Also being bilingual is not enough in our global world –being multi

-lingual (3-5 languages) is becoming necessary with the variety of trade relations between Arab, English, French, Spanish, Russian and Chi-

nese speaking regions. Carlos Ghosn, the French-Lebanese-Brazilian chairman of car manufacturers’ Renault, Nissan and AvtoVaz, who was

voted the 3rd most respected business leader in 2004 by the Financial Times and the 10th most powerful business man outside of the US in

2003 by Fortune Magazine , speaks French, Arabic, Portuguese and English fluently plus he has studied Japanese. This is the businessman’s

model for the future. In looking at the relative value of training in economics/business and language learning, a manager for a major interna-

tional accounting firm once told a French teacher:

“If two job applicants have similar backgrounds I will hire the one that speaks the foreign language. I can teach a new employee all they

need to know about accounting in 2 years but I can’t teach them how to be fluent in a language”.

As future leaders of Qatar, our cadets will have both a national and international role to play. French, like Arabic and English, is one of the

six official United Nations Languages. It represents regions and populations that are significant in the world and to Qatar. French is spoken by

over 390 million people worldwide. It is the only language that is spoken and taught on every continent. There are over 36 countries in which

French is an official language and a consortium of 56 countries that use French significantly or have joined the International Francophone

Association. Qatar has recently joined this association thereby formalizing its cultural ties with France and in this respect has also launched a

government initiative, the Qatar Francophone Committee. Qatar also sponsors a Qatari-French Business Club with over 17 corporate mem-

bers. There are 51 wholly owned French companies in Qatar and over 100 Qatari- French joint ventures. In fact the 6th largest contractor in

Qatar is a French-Qatari joint venture, Qatar-Diar Vinci Projets. France is the second largest recipient of Qatari investment in the European

Union. Finally, the trading volume between France and Qatar continues to increase by 2% from 2013 to 2014 for a total of 2.5 billion USD.

Altogther, the cultural, economic, and business ties between the two countries mean that Qatar and France will need to speak each other’s

languages. Here are a few more reasons why learning French is a good investment here in Qatar and abroad:

FIFA is a French-based international organization and, of course, we all know Paris St Germain Football Club – watch out World Cup

2022!

The Aspire4 Sport Trade Show features French sports manufacturers products here in Doha

The prestigious INSEAD Business School in France has an annex in Doha

One of the working languages of International Red Crescent is French

Airbus manufacture and aerospace engineering are world class in Toulouse, France.

LaFarge Cement, SNC Lanvin Engineering, Schlumberger, and Total Petroleum Company are leading international firms with French

speaking headquarters.

Currently Ab Initio French is offered as part of the IB Diploma in years 11 and 12 however due to student interest, an after school activity will

be offered in Semester Two to give students an introduction to practical French. We will need a minimum of 6 students to make the club run.

The learning will be based on videos, games and other hands on project oriented activities. We hope you start your language investment soon!

Ms. Eleanor Leyden

Academic Coordinator

Qatar Leadership Academy from a Students PerspectiveQatar Leadership Academy from a Students PerspectiveQatar Leadership Academy from a Students PerspectiveQatar Leadership Academy from a Students Perspective

Qatar Leadership Academy (QLA) is one of the best and inter-esting schools I have attended in my entire life. My name is Sari Ghouth, and I am from Saudi Arabia. I have attended many dif-ferent schools that have been disorganized, unclean, bad teaching, and teachers. Some of these schools have been the worst environment that I have ever come across of, This year I have had a completely different experience when I discovered Qatar Leadership Academy.

Qatar Leadership Academy is a military boarding school that is known for its discipline, honor, and friendship. This school in-cludes excellent teaching with excellent teachers that have come from across the world to teach its amazing students. It also includes after school activities such as football, sports training, leadership drills that are run by actual military instruc-tors that train the cadets (students) to have courage and brav-ery and to overcome all the obstacles in their life.

This school includes three main sections, which is the academic building where the students go to their classes, the administra-tion building where they have many offices and supplies come in and out and finally the barracks which is where the cadets live. The barracks is where the cadets have their rooms, and go to relax. It has TAC's (supervisors) that can monitor them and cameras all around. The TACs in the barracks, also teach, con-sult, and help the cadets with anything they need. However be-ing in a building with so many students can be a bit overwhelm-ing, because it often creates noise with students coming in and out from their rooms to their friends room, but after a while you get used to it.

The school also includes 2 football fields one on the inside of the academic building and the other is on the outside, a weight lifting room, a basketball field, a handball pitch, and a volle ball field, but my favorite part of the outside is the running track, so we can take a cool run.

Being in a boarding school in another country can also create some problems. One of the problems of being in a boarding school is that you have to fly back and forth from the school to the country that you live in, but honestly I am a person that loves planes and flying. One more problem is that you don't get to see your family for long lengths of time sometimes a month or two (depends on the vacation dates). But overall the benefits out weight the problems.

By Sari Al GhouthBy Sari Al GhouthBy Sari Al GhouthBy Sari Al Ghouth Grade 10Grade 10Grade 10Grade 10

Georgetown MUN Doha 2015Georgetown MUN Doha 2015Georgetown MUN Doha 2015Georgetown MUN Doha 2015 The Georgetown MUN conference was 4 days and was a remarkable experience. As their advisors, Moustafa Fa-raj and I, Mia Elazizi, were very proud of their hard work, dedication, determination, and commitment to MUN. The days were long and the start was early. There were moments that each of us felt we couldn’t get out of bed, but in the end we did and pushed on with our commitments. The students not only represented their chosen countries well, but they represented QLA and Qatar with great respect and dignity. a Therefore it gives us great pleasure to recognize the MUN Students Ali Al Oufi Representing Ghana – in the WHO committeeWHO committeeWHO committeeWHO committee Abdulmalik Oufi Representing Denmark - Environmental committeeEnvironmental committeeEnvironmental committeeEnvironmental committee Jassim Al Ghoul The Guardian - PressPressPressPress Ali Al-Khater Representing Pakistan - in the WHO committeeWHO committeeWHO committeeWHO committee Abdullah ALGhonim A Better World-Observer – in the HRC committeeHRC committeeHRC committeeHRC committee Mahmoud Ibrahim Representing Pakistan – HRC committeeHRC committeeHRC committeeHRC committee Tamim Al Hoori Representing Georgia – UNESCO committeeUNESCO committeeUNESCO committeeUNESCO committee Faisal Al Obaid Representing Botswana - ECOSOCECOSOCECOSOCECOSOC committeecommitteecommitteecommittee We would also like to acknowledge everyone who assisted MUN… Thank you for all of your hard work! TAC Mohamed Al Muraikhi, TAC Charlie, TAC Matt, TAC Sam, TAC Walina, TAC Jamal, Mr. Khalad Kassab, Mr. Chris Eng, and Mr. Jamie. Special Thanks to our administrative team for all of your support Brigadier Ali Al Kuwari, Mr. Rashid, Miss Zarmi-na, Mr. Abdelhadi, and Dr. Mohamed. Most of all thank you to all the parents, teachers, leadership team, and QLA staff. Without everybody, this would not have been possible! NEXT conference is in Feb 2015, JCUMUN in Rome Italy. Mrs. Mia ElaziziMrs. Mia ElaziziMrs. Mia ElaziziMrs. Mia Elazizi Humanities TeacherHumanities TeacherHumanities TeacherHumanities Teacher

التدخين

!!! الصغر منذ العادة ھذه اكتسبوا قد كانوا الكبار المدخنين من% 90 حوالي

.والتبغ الدخان على مدمنين ليصبحون الطريق بداية يكون ثم مرتين أو لمرة التدخين يجربون المراھقين و ا طفال غالبية �ن

؟ دورك ھو ما, كأم أو كأب أنت و

القلب وأمراض )التدخين سببھا الرئة سرطان من% 90( السرطان يسبب أن فيمكن ,جدا خطيرة تكون ا�مد طويلة التأثيرات وأن, التدخين مخاطر يعي طفلك أن تتأكد أن عليك

السيئة العادة ھذه من به الطفل تحمي أن يمكن س9ح أقوى ھي المخاطر لھذه الطفل فتوعية, والمعده والبلعوم اللثة أمراض ، الرئتين أمراض, والشرايين

التدخين بدأ قد الطفل كان إذا أما .العادة ھذه عن يقلع لجعله الجھد من لمزيد عندھا فستحتاج, مسبقا

:التدخين حول حقائق

تعادل و تعاطيه من أيام خ9ل التبغ على مدمنا يصبح أن ل?نسان فيمكن, التبغ تركيب في الموجودة المواد أخطر من النيكوتين

الرئة و القلب عمل وعلى يدخن الذي الشخص مزاج على يؤثر فھو, الكوكائين و المورفين من كل قدرة اBدمان إحداث في النيكوتين مقدرة

.ا�عضاء ھذه في الدموية ا�وعية على النيكوتين تأثير بسبب العصبي الجھاز و المعدة و

.الممنوعة الحبوب و المخدرات و الحشيش لتعاطي عرضة أكثر المدخن المراھق و الطفل يكون

المثانة و الكلية, البنكرياس, الشفاه, الفم, البلعوم سرطان: التدخين عن تنجم )الرئه سرطان غير(السرطانات من أخرى أنواع

ا(طفال؟ على السلبي التدخين أضرار ھي ما

و المدخن غير الشخص أن حد الى يصل قد الحا ت بعض في السلبي التدخين ، ا�بوين خاصة, حوله من لدخان يتعرض لكنه و, يدخن الطفل أن السلبي بالتدخين يقصد

اليوم في سجائر لعشر تدخينه يعادل لضرر يتعرض قد للدخان المعرض

؟ للتدخين المراھقون و ا-طفال بعض يميل لماذا

؟؟ Lخر مراھق من و Lخر طفل من السبب يختلف

:التالية ل3سباب إضافة ھاما دورا التقليد يلعب الحا-ت كل في و

التلفزيون في ما لمثل أو يدخنون ممن الوالدين ك9 أو �حد تقليد ھي ببساطة البداية تكون قد

يدخن ھو و جذابا سيبدو بأنه المراھق و الطفل يشعر قد

ا ستق9لية و البلوغ و الرجولة ع9مات من ھو التدخين أن الطفل يتوھم قد

الوزن تخفيف على سيساعده ذلك أن البعض يظن قد

.حياته في الفراغ وجود و كالرياضة ترفيھية لنشاطات المراھق و الطفل ممارسة عدم

؟ التدخين عادة في التورط من طفلك تحمي كيف

التدخين عن أقلع أو, تدخن ف9, لطفلك ا�على المثل تكن

التدخين جرب قد أنه مفاجأة ا نتظار عدم و الصغر منذ الطفل تربية من كجزء بالمخاطر الطفل تنبيه يجب

. معاقبتة Bمكانية التدخين مخاطر مناقشة خ9ل تلمح و آخر و وقت بين التدخين في إبنك رأي معرفة حاول

التدخين في التفكير عن تبعده نشاطات في ينخرط الطفل اجعل السلبيات على التشديد تجنب و بنفسه المراھق و الطفل ثقة عزز

. الرياضية النشاطات خاصة

ومضاره رائحته و التبغ من انزعاجك ،عبرعن فقط ربحي منھا الھدف أن المراھق و الطفل افھم و للدخان تسوق التي ل?ع9نات انتبه

الزوار من حتى! منزلك في بالتدخين �حد تسمح و المدخنين مصاحبة عدم بضرورة المراھق أو طفلك اقنع ، المادية تكلفته و

يتبع

؟ بالتدخين بدأ يكون قد طفلي أن أشك متى

تتھمه و تفزع ف9, م9بسه رائحة ھي الع9مات تلك أول كانت إذا و, التدخين محاو ته لبدء كع9مات المراھق و الطفل على م9حظتھا يمكن التي المؤشرات بعض ھناك

◌ مدخنا سيصبح أنه يعني و! واحدة سيجارة تدخين جرب قد انه أو مدخنين �شخاص مجالسا يكون فقد, م9بسه رائحة سبب عن اسأله لكن و, فورا

أو-دك أحد تدخين محاو-ت في أكثر تشك تجعلك أن يجب التالية الع9مات لكن و

بالرياضة اھتمامه تراجع ، المزعجة النفس رائحة ، الصوت بحة ، البلعوم في الدائم التخريش حس ، النفس ضيق و السعال

، ا�سنان تصبغ ، عنده الرشح مرات عدد زيادة

؟ يدخن أو-دك من أحدا أن تكتشف عندما تفعل ماذا

. ولدك مع تواصلك تحسين على ا�مر بدء في تركز أن فحول ,التدخين عن بالق9ع المراھق أو الطفل إقناع في تفشل قد المتخصصة الھيئات حتى انه إعلم

: العادة ھذه بترك إقناعه في تساعدك قد التي النصائح بعض إليك و

التدخين مخاطر حول مكتوبة نشرات للطفل قدم و المحاو ت تكرار من تيأس

المنزل في بالتدخين له تسمح ولكن ھادئا كن و المراھق أو للطفل بالموضوع رأيك اشرح

عنده كبيرا أثرا يترك فھذت , أسنانه لون و نفسه رائحة و رائحته من ارتياحك عدم عن لطفلك بتشديد عبر

�نه غيره و كالسرطان للتدخين البعيدة المستقبلية المخاطر على كثيرا تركز بذلك يھتم لن غالبا

! أسبوع لمدة يحبه طعام أو شراب ترك منه فأطلب, مباشرة التدخين يترك أن يستطيع بأنه ولدك أجابك إذا

التدخين بترك إرغامه على ليس و الطفل إقناع على تركز أن يجب

جدية محاولة كل عن المكافآت وامنحه التدخين لترك ببرنامج ولدك تزود أن يفضل

منھا الرياضية النشاطات خاصة, التدخين في التفكير عن تبعده نشاطات في ينخرط الطفل اجعل

التنفس و اللياقة على التدخين تأثير له فاشرح الرياضة يحب طفلك كان إذا .

. التوعية من لمزيد التدخين مكافحة مراكز أو الطبيب بزيادة ينصح

يدخن من أنت كنت إذا أما

الوالدين كأحد يصبحوا أن يحبون المراھقين و ا طفال أكثر و! يقولونه ما بعكس الوالدين به يقوم ما بين الفرق الصغر منذ الطفل ي9حظ

عدم رغم, التدخين عن باBق9ع عليك, أطفالك أجل من و أجلك من أخيرا و, تتورط لم انك لو تتمنى انك و, خطأ ھو به تقوم ما بأن لطفلك تعترف أن عليك و! يكبروا عندما

التدخين عن ل?ق9ع فرصة أو دك احد لتدخين اكتشافك يكون قد و, ذلك سھولة ! معا

عيادة أكاديمية قطر للقادة

د. أحمد عون <

في إطار نمو الوعي الفكري والثقافي، وتماھيا مع سياسة ا�كاديمية في توفير البيئة الداعمة لمواھب الطلبة وقدراتھم اللغوية من جودة التعبير، وحسن التصوير، وعمق التفكير، وبراعة التفعيل؛

وضمن سياسة تنظيم أنشطة ط9بية بھدف تفعيل مركز مصادر التعلم؛ ليصبح مكانا لجذب الط9ب، فقد تم إنشاء مركز دائم للمناظرات بإشراف أ. أحمد جاسم و أ. موزة الرحبي ويھدف ھذا المركز إلي إعداد ط9ب قادرين على الحوار والمحاججة والمناقشة الھادفة بثقة واقتدار، وتنمية شخصية الطالب القيادية؛ ليكون قادرا على مواجھة التحديات والصعوبات التي تواجھه

في الحياة العلمية والعملية، كما يھدف المركز إلي تمكين الط9ب على التخطيط العلمي السليم القائم على المنطق. وكانت باكورة نشاطات ھذا أن قام مشرفو مركز مصادر التعلم بالتعاون مع قسم الللغة العربية والدراسات اBس9مية بتنظيم مناظرة بعنوان ( سيجبر ھذا المجلس المؤسسات الخاصة على توفير الفرص الوظيفية لذوي ا حتياجات الخاصة ) ، وقد

تكونت لجنة التحكيم من أ. تيسير الذيابات و أ. نايف الشمري و أ. أحمد جاسم.وقد ضم فريق الموا ة الط9ب : خالد الخضير و سيف ھاني و محمد القاسمي بينما ضم فريق المعارضة الط9ب : باسل

الكندري ويوسف رفعات و أياد الكندري .وكانت المنافسة شديدة بين الفريقين حيث قدم كل فريق حجج قوية منتمية للموضوع وقاموا بتفنيد ما ذكر كل فريق وفي النھاية

استمتع الحاضرون بأجواء المنافسة الشريفة بين الفريقين .

Debates Debates Debates Debates مناظرات

Qatar Leadership Academy, Member of Qatar Foundation, Educa-

tion, Science and Social development.

Location: Al Khor City

Al Khor Qatar

P.O.Box: 24421

Tel: +974 44542222

Building Number: 16

Street No. 776

Zone: 74

أكاديمية قطر للقادة، عضو مؤسسة قطر للتربية والعلوم وتنمية المجتمع الموقع: مدينة الخور

قطر –الخور 24421ص.ب:

+ 974 44542222البدالة: 16رقم المبنى: 776رقم الشارع:

74منطقة:

UPCOMING EVENTSUPCOMING EVENTSUPCOMING EVENTSUPCOMING EVENTS

January 31, 2015- January Saturday School

February 01-05- Semester Break

February 08, 2015- Quarter 2 Grades

February 11, 2015- PTC #2 3:00-5:00

February 22-26- Writing Competition

February 28, 2015- February Saturday School

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