Teachers Handbook 2004

8/12/2019 Teachers Handbook 2004

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elcome toThe Shia Ithna'asheri Madressa

a teachers handbook 2004

"...teach through actions rather than words..." Teachby Actions

rather than Words


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ContentsPage

Introduction 2

The Madressa Administration Team 4Communication 5Requirements of the Madressa Teacher 6

Assessment 7Safety Issues 8Teaching Techniques 9How Children Learn 10

Getting Things Learnt 13Asking Questions in Class 14

Planning for Teaching 15Classroom Management 16Classroom Control 17Beginning the Lesson 19During the Lesson 20

Ending the Lesson 21Student Discipline 22Assessment Methods 24Reports 26

Useful Information for Use by teachers of Shia IthnaAsheri Madressa, London,UKMadressa Calendar of Events 2004 27Madressa Weekly Timetable 2004 28Lesson Allocation Chart 2004 29

Teachers List 2004 32Classroom Allocation 2004 34

New Teachers Enrolment Form 35Red Form 36


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Introduction

Welcome to the Shia Ithna-asheri Madressa Staff Handbook.

The Vision

In the changing world we live in, we find many generation gaps building upbetween grandparents, parents, young adults, and children. The expectationsof society and pressures of our peers are becoming very different with eachsucceeding generation.

As the pace of life accelerates and the moral values of society decline, peopleare increasingly looking for comfort in the material world. Yet we know that the

answer to our problems, to our hopes and to our life lies only with Allah. It isthis understanding, this concept, and these values which encompass themission statement of The Shia Ithnaasheri Madressa.

Mission Statement

To impart to our students, knowledge, understanding, and appreciation ofIslam, in order that they may take a valuable place in society asresponsible youth, focused teams, and committed parents.

and the Mission

Shia Ithnaasheri Madressa aims to provide its students a foundation inQuran, Islamic Law (Fiqh), Islamic History (Tareekh), and Islamic Conduct(Akhlaq). Shia Ithnaasheri Madressas focus is not only on the teaching ofIslam, but in its practice and in its understanding.

As Imam Ali (A.S) said, Teach through Actions rather than Words!

In this booklet, we have endeavoured to include all the information that ateacher at the Madressa will need to effectively teach the children of ourcommunity.

The aim of the Madressa is to teach a core syllabus of Islam based on theShia Ithna-asheri faith. The Madressa agrees to take on this responsibility witha view that it is supplementing the individual efforts of both parents andchildren. You, the teacher, will play an important role in this effort.

Teaching Religious Education to children is immensely rewarding, both in thesatisfaction it gives to the teacher as well as in the eyes of Allah. At the sametime, all of us are volunteers, and only a handful have professional teachingexperience.


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Despite this, with care and planning, the voluntary teacher can achieveexcellent results with the children. The Madressa itself will try to aid your taskby providing adequate training, plenty of resources, a structured syllabus anda pleasant teaching environment.

We appreciate that teaching at the Madressa can be a daunting task for newas well as experienced teachers. We hope that the information contained inthis handbook will go some way to making that task a little easier.

The handbook is based on the work done by several Madressas around theworld, notably those in East Africa and North America, as well as ideasdeveloped at our own Madressa over the years.

Please read the handbook carefully it contains details of the minimumstandards that the Madressa wishes to set. We have all embarked together ona noble work to teach the religion of Allah to our children. We have to bemindful of the responsibility we have undertaken, and to achieve His pleasureby discharging this responsibility to the best of our abilities.

We respectfully request that, after reading the handbook, if you feel thatyou will be unable to comply with these standards, you shouldreconsider your intention to teach at the Madressa.

Do not hesitate to give us feedback, with suggestions, on information youwould have wished us to include in this handbook.

Wasalaam

AdministrationRabiul Awwal 1425/ May 2004

Shia Ithna-asheri MadressaHusaini Shia Islamic Centre

Wood LaneStanmoreMiddlesexHA7 4LQ

United KingdomTel: 020 8416 0483


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The Madressa Administration Team

For the smooth running of the Madressa, we have developed a structuredadministration team that has evolved over the years into the presentarrangement.

The administration team is headed by the Principal. He is aided by his VicePrincipal, Lady Co-ordinator, Secretary, Assistant Secretary, AdministrativeSecretary, Treasurer and the Heads of Department.

There are presently 10 Heads of Department, one each in the Ladies andGents for the 4 subjects, one Head for Classes 1-4, and one Head of theSpecial Class.

Each teacher reports to his/her Head of Department for issues relating to thesubject taught and for guidance in matters relating to that subject. The Headof Department forms a liaison between the administration and the teacher.

For issues relating to discipline, and for an issue not directly related to thesubject taught, the teacher should approach the Vice Principal in the Gentsand the Lady Co-ordinator in the Ladies.

The Administration Team for the year 2004 are as follows:

Principal Hassanain Manji [email protected]

Vice Principal Ali Asgher Sheriff [email protected] Lady Co-ordinator

Masuma Jaffer [email protected]

Treasurer Mahmood Dewji [email protected] Secretary Hasnain Merali [email protected] Admin.Secretary

Sayyeeda baiDatoo

[email protected]

HOD Class 1-4 Tahera bai Sheriff [email protected] HOD Fiqh Malika Chandoo [email protected] Fiqh Mustafa Walji [email protected] HOD Tareekh Taslim Kanji [email protected] HOD Tareekh Muhaddisa

[email protected]

HOD Akhlaq Akil Kanani [email protected] HOD Akhlaq Tasleem Manji [email protected] HOD Quran Sajjad Tejani [email protected] HOD Quran Zohra Kermalli [email protected]

HOD SpecialClass Zehra bai Khaku [email protected]


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Communication

The Administration Team maintains communication with the teachers byvarious means.

1. There is a Madressa Listbot, where all staff members are informed ofany upcoming event by e-mail. Additionally, teachers should use thisuseful medium to discuss ideas, share experiences and air their viewson any topic relevant to Madressa. All teachers should ensure that theyare registered and inform the Office of any e-mail address changes.

To send a message to: All teachers, email [email protected] All Head of Departments, email [email protected] Admin team, email [email protected]

Members of the Madressa who wish to take an ACTIVE part in themanagement and policy setting of the establishment, [email protected]

2. There are regular Staff meetings, usually at the beginning of term.These are very useful and advertised well in advance. Attendance atthese meetings is part of Madressa routine, and teachers arerequested to make every effort to do so.

3. There is a staffroom for the Gents and plans are underway to arrange a

staffroom for Ladies.

4. Teachers can also visit the Madressa Office in the annex for copies oftimetables, circulars or to meet Administration members for anyqueries.

5. In addition to the above, a full contact list of members of staff isavailable in this handbook and is also available on request from theOffice or via e-mail.

6. The Madressa maintains its own website at www.madressa.net. Thesite contains all the Madressa notes as well as several other items ofinterest to teachers. The page is accessed regularly from all over theworld and you are requested to contribute ideas and material to add tothe site.


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Requirements of the Madressa Teacher

By joining the Madressa, the teacher undertakes to teach their chosen subjectto the best of their ability, by following the laid down syllabus of the Madressa.There should be no deviation from the syllabus without the expresspermission of the Head of Department.

Teachers should adhere to the highest code of conduct so as to set anexample to the students both within the Madressa and outside. TheMadressas motto is Teach by Actions rather than Words.

Time Keeping and AttendanceThe Madressa runs from 10.00 am to 1.30 pm on Sundays as per ourCalendar. Before undertaking to teach a class, teachers are requested to

ensure that they will be able to attend throughout the year.Teachers must arrive in good time, preferably 9.45 am and be in class toreceive the students. They should leave promptly at the end of the lesson, sothat the next teacher has the full-allotted time.

In cases of unavoidable absenteeism, the Head of Department should beinformed well in advance so that adequate cover can be arranged. The

Administration team should also be sent a copy email to inform them of theabsence, sent to [email protected]

Teachers teaching in the last lesson should bring their children into theWudhu area, mark the Salaat register and then hand them over to the Salaatteachers. All members of staff should try to be present for Salaatul Jamaat.

Dress EtiquetteWithin the Madressa, teachers must adhere to the Islamic dress code. Themale teachers should wear trousers and shirt (preferably with long sleeves),keep a beard and wear a cap. The female teachers must wear loose clothing,and ensure that they observe the correct Hijab as per the Sharia.

Assignments, Coursework and Examination

The teacher is responsible for assessing the students progress by means thatwill be discussed later. There is a strict timetable for setting and marking theseassessments and teachers must be prepared to stick to this timetable.

Teacher DisciplineIt is expected that teachers will be prepared to abide by the standards set bythe Madressa. In the unlikely event that a teacher continually fails to meet theMadressa requirements, the Vice Principal and the Lady Co-ordinator willhandle the matter.


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Assessment

The Madressa requires teachers to assess the progress of the students on acontinuous basis and submit the following three marks to be included in thereport form at the end of the year. Tips on how to set these assessments willbe discussed later in the handbook. Past papers and assignments are alsoavailable from the Administration team for further help.

The dates for submitting the coursework and sitting the examinations arecirculated at the beginning of the year and cannot be rescheduled.

1. Term workThis mark is derived from set homework exercises or classroom tests. Termwork carries 25% of the overall annual mark. Marks must be submitted to the

Administration by the end of the second term.2. CourseworkThis is set earlier in the year to be completed by students over the summerholidays. Please note the dates of giving out and expected return of thecoursework on the timetable.

There has been a new format of Coursework since 2003, and students areexpected to memorise key facts, verses, etc. This is to be performed over thesummer to be READY FOR TESTING on the first week back. The student willNOT NECESSARILY be tested on the first week, but any time in the first 5-6

weeks of the 3rd

term.

Coursework carries 30% of the overall annual marks.

Marks must be submitted to the Administration as soon as possible.

3. ExaminationMadressa holds an annual end of year examination for all students. Papersshould be given, in typed (computer) form, to the Head of Department threeweeks before the examination date for review.

Marks must be submitted to the Administration two weeks after theexamination and papers returned to the students.

In cases of oral examination, teachers must write on the paper the studentsanswers for reference.

The marking of the assessments has to follow this very strict timetableso that the Administration Team can carry out the task of collation andpreparation of the report forms in good time for the prize giving in themonth of Ramadhan.


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Safety Issues

1. First Aid

There are safety procedures in place in the event of any accident oremergency in the Madressa.

In cases of minor accidents, please bring the child to the Madressa Office inthe annexe, where there is a Medical Kit available.

The following people are able to handle medical emergencies in the Madressaand administer First Aid.

Mahmood Dewji

Hassan-ain ManjiSadiqa AsgharaliMasuma Jaffer

DoctorQamar Abbas

2. Special Medical Needs

There are several children in the Madressa who suffer from medical

conditions that may require quick attention by the teacher. These are childrenwho suffer from insulin-dependant diabetes, asthma and severe nut allergies.

If there is such a child in your class, you will be informed by theadministration. Please ensure that you take some time and familiarise yourselfwith any action that may be required on your part if there was an emergency.

3. Fire

The Madressa holds a Fire Drill once a year during class time. Each class willbe visited by the Centres Fire Officer and informed about procedures forevacuation in the event of a fire. Please ensure that you and the students areaware of the Fire Exit route from your classroom. There is no smokingpermitted within any of the buildings at the centre.


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Teaching Techniques

We recognise that the majority of people who volunteer to teach at theMadressa have not been formally trained in teaching techniques. At the sametime, with some training, Madressa teachers would much better understandtheir role. Therefore we consider teacher training as an important activity.

In the past years, the Madressa organised a teacher-training program withWest Herts College in Watford. Three sessions involving most of the teachingstaff were completed. All teachers who have not yet been for training will berequired to do so when the Madressa arranges such sessions the next time.It runs for 2-hour sessions per week over 6 weeks.

Details of the experiences of those who have already been have been posted

on our website www.madressa.net. All teachers are requested to read thecontents of the website regarding teacher training.

In this section of the handbook, we have very briefly outlined some basicpractical strategies that would help teachers do a better job at the Madressa.The topics we have dealt with are:

1. How Children Learn2. Getting Things Learned3. Asking Questions in Class4. Planning for Teaching5. Classroom Management6. Classroom Control7. Beginning the Lesson8. During the Lesson9. Ending the Lesson10. Student Discipline11. Assessment Methods12. Reports


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Curiosity: The questions from this age group flow endlessly. How?Why? Where? It is important to realise that they are notchallenging the truth of what you are saying; it is just theirway of trying to understand the world better.

Credulity: They cannot yet analyse or reason abstractly. They acceptlargely what they are told, but may ask, Is it true?Teachers must be consistent, truthful and open to this agegroup at all times.

3. The Junior Child (9 12 years)This is the most interesting age to teach. Care with children at this agemay be the solution to many problems of adolescence.

Physically : They are always on the move and full of energy. They arealways doing something, but their work is more focused. Itis better to channel their restlessness into creative activityrather than stopping them from doing things.

Mentally aninvestigator :

They love details and facts. The teacher has to know hissubject well. The child puts things to the test classifyingeverything into true or false, fact or fiction. He collectsthings; cards, stickers, facts etc.

They require little effort to learn memorise things, so now isthe time to fix in their minds what we want them toremember.

They are developing reasoning ability. They can think thingsthrough to arrive at conclusions. Encourage them to read.

Socially : Although at the beginning of this age group the childsrelationship with other children takes the form ofcompetition, later they learn the meaning of team play. Thisis the age where habits are easily formed and we shouldtake advantage of this time to teach good habits.

Spiritually : This is the beginning of the age of hero-worship. Boys willidolise men from real life and physical achievement, e.g.famous sportsmen. Girls may idolise men and women fromfilms or books. Sometimes there may be a great change inthe behaviour of a child and the explanation may simply bethat they have found a new hero/heroine to emulate.


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4. The Young Teenager (13 15 years)

The young teenagers are going through tremendous physical changes. Theiremotions vary. They are harder to control.

The opinions of their peers are important to them. They will frequently followwhat friends say over the opinions of parents and teachers. They like adultswho listen to them without judging them.

They may not automatically respect adults. Generally, they are not asinterested in formal religion as they used to be. Their attendance at Madressamay be patchy. They are less likely to participate in religious activity anddislike being preached at.

This briefly outlines the development of the mental processes andpersonalities as children grow. It is important for the Madressa teacher to beaware of these changes and modify their teaching style to be effective inaccomplishing their role.


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Getting Things Learnt

To achieve a useful input from Madressa, the students must want to attendand be enthusiastic about what they do at the Madressa. Their interest willlargely depend on the teacher. Hereunder, we list some dos and donts forteachers to keep in mind to ensure that the children are in the right frame ofmind to learn.

DO

Make the class realise that it matters to you (and to them), whether they learnor not.

Make sure what is to be learned is clearly presented. More details are

discussed later in the handbook. Ask a series of the right kind of questions to ensure that learning is takingplace.

Get the students to repeat what you have said. (Suitable for young childrenwho cannot read and write)

Give praise when it is due, to motivate students to do better.

Give periodic tests, especially quizzes, as these demand active recall by all

the students.

Set occasional homework.

DONT

Leave all the revision till the end of the year.

Set difficult tests and exams where the majority of the class obtain a low mark.


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Asking Questions in Class

The best way to find out whether your teaching is effective is to ask questions.This will assist in diagnosing areas of weakness and to apply remedialprocedures.

Questions can be written (tests, homework) or oral. Since written work takestime to do and assess, oral questions form the major basis to find out whetherlearning is taking place.

DO

Think carefully about what questions to ask, and how to ask them.

Ask your question, pause while the class thinks, and then select a student to

answer.Pose another question to expand the answer, if a partial answer is given.

Encourage questions from the class.

Make your questions brief and clear.

Involve as many pupils as possible.

Praise a good answer.

DONT

Ask your students in a pre-arranged order, starting from the same pupil andgoing around the class.

Make all the questions answerable by a yes or no.

Ask questions to a few bright students and ignore the rest.

Name the pupil you would like to answer before asking the question.

Encourage chorus answering.

Use sarcasm for a wrong answer.

Allow students to answer without permission.


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Planning for Teaching

Using the syllabus for the year, the teacher should first prepare a scheme ofwork for the year. This is partly done for you, because the syllabus is alreadydivided into lessons. However you may want to have a rough plan ready as towhen you will give tests, what resources and teaching aids you may need forcertain lessons etc.

The most important part of the preparation of the teacher is the Lesson Plan .This is a plan of how you will teach the lesson on the day. A typical lessonplan should include the following:

1. Objective

This should be simple and specific. It should be measurable, that is, you

should be able to find out if the objective has been achieved. A clear objectivein mind will result in good teaching and a clear understanding by the student.The objective should always begin with, At the end of the lesson, the studentwill be able to .

2. Teaching Aids

If you are going to use charts, diagrams, etc, make sure you have plannedthem out before you put them on the board. Also ensure that you have theboard markers beforehand.

If you are going to use equipment like video/ TV, projectors or tape recorders,make sure to reserve them, at least a week in advance, so they can be set upin good time.

3. Teaching Method

Decide which method of teaching you will use. For example, story telling,talking, dramatisation, etc. Choose the method that will best suit the lesson ofthe day and vary your methods to male your teaching interesting and lively.

4. Conclusion and Comment

Make sure you have the time to present a brief summary and conclusion ofthe lesson to the students. Emphasise the main points and clarify any pointthat has not been well understood.

After the lesson, analyse and evaluate your performance to see if objectiveswere met and whether you made any mistakes that could be improved uponnext time. Also, if you realised that the notes for the lesson required somemodification, make the necessary changes and inform your Head ofDepartment. It might be an idea to tape your lesson once in a while.


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Classroom Management

Good classroom management makes good classroom discipline and controleasier to maintain. It is simply the process of keeping things neat, orderly andrunning efficiently.

DO

Cultivate in the students a love for order and pride in the state of theirclassroom.

Teach the students to respect the rights of the classes working next to themand to keep their noise to minimum at all times.

Train the students to enter and leave the classroom in a quiet and orderly

manner.Train the students to respect classroom furniture and fittings. (No writing ondesks, etc.)

Put up new displays (pictures, posters, coursework) on the soft boardsregularly.

Ensure that there is proper lighting, heating and ventilation.

DONT

Tolerate loud noise.

Allow chatting in the classroom, except during group discussion.

Allow eating/drinking in the classroom at any time.


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Classroom Control

A good working relationship with a class doesnt just happen; it takes time andeffort from the teacher. You will gain respect by teaching effectively and bymotivating the students.

DO

Speak clearly and at a level suitable for the class.

Make your lessons interesting by being well prepared and organised.Introduce variety and novelty in your teaching. Too many lessons arehumdrum repetitions of the same sort of stuff done in the same old way.

Show that you are enthusiastic about what you teach attitudes are

contagious.Take time to learn the names of all the students and call them by their firstnames. Spend a moment with them whenever you encounter them outsideMadressa.

Train the students to stand and greet all teachers when they walk into theclassroom.

Make it clear early on what sort of behaviour you expect and why.

Start the lesson on time. This will allow you to eliminate fooling around beforeit gets started.

Involve the whole class in your lessons. Be aware of all individuals in the classand what they are up to. Cultivate a wide-angle lens and have eyes in theback of your head.

Enforce whatever rules you have made. Classroom rules may be written on achart.

Ignore petty misbehaviour unless it affects others.

Admit your (occasional!) mistakes.

Try to reinforce new desired behaviour by rewarding it every time it occurs.When has been fairly well established, gradually reduce the frequency ofrewards, although try not to stop it altogether.


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Classroom Control

DONT

Look as if you are expecting trouble.

Say you will do something and then not do it.

Expect absolute silence for more than a short period of time.

Lay down lots of petty or unreasonable rules.

Threaten your class with higher authority, except as a last resort.

Remain permanently behind the desk.

Throw things in class, exercise books, board erasers, etc.

Become too chummy with the students friendly yes.

Make mountains out of molehills once you have said what you want to say,stop.

Let yourself get over-involved with students who seem to be more interestedand responsive.


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Beginning the Lesson

A gloomy or disorganised start to lesson nearly always results in misbehaviouror lack of interest. The first five minutes are thus very important.

DO

Begin your class with a Dua

Mention the Islamic date and discuss briefly the important dates occurring inthe week.

Look confidently and pleasantly at the class.

Summon their attention before you begin teaching, waiting in silence if

necessary.Tell the class what the lesson will be about.

Introduce the new work with some enthusiasm you ay have taught it before,but to them it is new.

DONT

Arrive late.

Begin by criticising individuals or the whole class.

Apologise for what you are about to do or teach.

Shout a quieter voice may be more effective.

Appear disorganised even if you are!

Speak to individuals while expecting the others to do nothing.

Spend the first five to ten minutes preparing yourself without giving the classsomething specific to do.


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During the Lesson

Once you have got your lesson off to a good start, there are a few points tobear in mind as the lesson progresses.

DO

Try to run a happy ship. A little humour or fun once in a while seldom hurts.

Look for successful efforts to compliment rather than failures of the students.

Provide for individual differences in ability and learning styles.

Be ready to adjust your lesson plan when it seems necessary e.g. if forsome reason, their mood is not what you expected.

Avoid tagging your sentences unnecessarily with phrases like, Do youunderstand, Do you follow me etc.

DONT

Go into so much detail that you confuse the students. You probably know a lotmore about the subject, but it needs to be given to the student in small doses.

Let yourself be drawn into a discussion and distracted from the subject athand by an irrelevant comment from a student.

Assume that what is a familiar idea or activity to you is easy for them.


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Ending the Lesson

If the lesson ends in noise or confusion, that is what the class will rememberwhen they next meet you.

DO

Talk to the whole class to round off a lesson.

Make a summary of what has gone on, if your lesson requires this treatment.

Make a note of unfinished work and anything you must remember for nexttime, while it is still fresh in your mind.

Sometimes tell the students what will happen next time, to motivate them to

return.Make any announcements at the end of the lesson so that the studentsremember the information.

Put back any furniture you have rearranged.

Clean the board.

Check the classroom is reasonably clean.

If it is the last lesson, close windows, switch off lights and escort the studentsto the Wudhu area.

DONT

Walk out, ignoring the class, or ignore them as they leave.

Ask the class to remind you to do something the next time it is your job.

Finish the class early and let everyone out it disturbs the lessons for otherteachers.

Leave the room in a mess.


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Student Discipline

Most matters relating to student discipline can be resolved easily by theteacher by using a reasonable and fair approach. Sometimes, a teacher maywant to refer the child to higher authority, but this should only be resorted toafter several attempts to correct misbehaviour have not worked.

Madressa has a specific Learning Support Department. Often discipline isthe symptom of another problem such as:

The student trying to get attention The student being unable to cope with the work set The student coming from a background where they have not been

taught the fundamentals, and are finding themselves too far behind

The learning support department is a group of teacher / volunteers who spenda time with the student on a 1:1 basis and Mentor the student to bring them upto speed, or try to determine the root cause of a problem.

If you feel a student in your class needs additional support, please [email protected]

Corporal punishment is not acceptable at the Madressa. Amongst the fewacceptable forms of caution are making students stand for a part of thelesson, writing lines and detention during break-time. These measures mustbe used sparingly as well.

The Madressa has adopted the idea of a Red Form a copy of this isincluded in the Handbook. In summary a Red Form is issued to students afterthe teacher has exhausted his/her own efforts to discipline/control the child.Rather then sending the student outside they should be issued with the RedForm and sent to the Madressa Office (Ladies/Gents) to be dealt with by theDeputy Principal or the Lady Coordinator.

If a student received 3 red forms in a year their parents are called in fordiscussion.

Very occasionally, parents need to be involved and, in all such cases, the Administration team must be informed before the teacher approaches theparents.


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Here are some ideas:

DO

Take it easy dont get excited.

In cases of dispute, listen to both sides and then try asking the students whatthey think should be done about it.

Before issuing punishment, try to find out if the discipline problem has externalcauses, e.g. problems at school or at home.

Be reasonable in issuing punishments.

Criticise the behaviour of the child, not the child itself. You may say, that wasa silly thing to do, and not, You are a stupid and lazy child.

DONT

Punish the whole class for the misbehaviour of a few. (Unless the whole classhas had a passive or active involvement in the misdemeanour)

Use sarcasm, ridicule or harsh punishment.

Embarrass a child in public.

Isolate the child from the class experience has shown that that does notserve as a deterrent.

Use academic marks as punishment.


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Assessment methods

The final mark for a students performance is based on Term Work,Coursework and Examination. . We are considering adding practicalassessments to this such as the Salaat Assesment etc.

Term WorkThis can be in the form of a class test to be given in the first term.

Alternatively, an average of the homework exercises can form the basis of themark. This mark must be made available to the Head of Department by theend of the summer term.

CourseworkYear 2003 was made a year of Memorisation of Key Elements through the

summer coursework, with future years having various flavours such ascreative writing / drawing, practical tests and memorisation.

The student is expected to learn the topics described and to commit them tomemory. The aim of the Coursework is to embed in students mind key factsand verses that are important for them to know at various stages of theireducation. The Coursework will be assessed as one Coursework all in onego on two occasions. The student should be assessed at the start of the 3 rd Term and then later on in the term. The average of both marks should beused as the final combined Coursework mark.

The aim of the coursework is to encourage children to contribute to theirreligious education. Teachers should keep in mind this objective when settingand marking the coursework.

The coursework should not be so time consuming that it becomes a chore forthe student work that would take an hour to produce is usually enough.Teachers should also monitor the progress of the work during term time toensure that the student has understood the task clearly.


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ExaminationThe examination at the end of the year allows the teacher to assess howmuch the student has learned that year. The exam can be oral, written orpractical.(Oral tests are usually reserved only for younger classes)

Elements of practical worship are best examined with a practical examination,such as Wudhu or Salaat.

For oral or written examination, the best method is to use objective questionscovering a wide range of topics. This style of questioning requires the studentto provide short answers or to select an answer from a choice.

Research has shown that students respond better to this style of questioningthan essay type. Moreover, it allows the teacher to cover many topics ratherthan just sampling the students ability. Marking is quick, accurate and fair.Types of objective questions are:

1. True and False2. Multiple Choice3. Short Answer4. Completing blanks5. Matching Columns6. Arranging in order, etc.

Past papers will provide teachers with examples that they can use.


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Reports

The teacher is responsible for preparing two reports about the students. Onereport is presented orally to the parents at Parents Day, halfway during theMadressa year. The other is a brief written report that is put on the ReportForm at the end of the year.

DO

Make brief notes on each students progress throughout the year do notleave it to the last minute and prepare a vague report that is based on a dimmemory of your opinion of the student.

Base your reports on factual evidence as far as possible.

Refer to any previous report you have made on the same student, if possible.

Distinguish between effort, progress and standard of the students.

Suggest how the students work can be improved.

Keep a record of the students grades, comments, etc, for future use.

Present your criticism in a diplomatic way students and especially parentsare sensitive to tactless criticism.

Have something positive to say about every student.

Check the Madressa website for tips on report writing.

DONT

Be overly critical.

Be influenced by what another teacher has written.

Produce stereotype meaningless phrases like, Can do better, Could workharder etc.


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Useful InformationFor Teachers

O f

S hia Ithna A sheriMadressa

LondonUnited Kingdom


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P r o p o s e d

M a d r e s s a

C a l a n

d e r -

2 0 0 4

( a n y c h a n g e s w

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M a d r e s s a

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4

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W i l a a d a t

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0 4 - J u l - 0

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1

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2

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S H

2 7


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The Shia Ithna'asheri Madressa - Timetable - Year 2004

Lesson 1: 10.00-10.40 Lesson 2: 10.40-11.15 Lesson 3: 11.40-12.15 Lesson 4: 12.15-12.50

ur an nya nya Alia Dhanji / Tahera Valli Tahera Pirmohamed / Tahera Valli Tahera Pirmohamed / Tahera Valli / Asmina Kassam

ur an nyat nyatTahera Dhanji / Salika Sheriff Rumeena Jaffer Salika Sheriff Rumeena Jaffer / Salika Sheriff

aree aq q ur an Nazma Merali / Fatema Sheriff Nazma Merali / Fatema Sheriff Mansura Somji / Fatema Sheriff Shagufta Dhalla / Fatema Sheriff

aree aq ur an qSeema Naqvi / Meenaz Abbas Seema Naqvi / Meenaz Abbas Shagufta Dhalla Dilruba Hussein Mansura Somji / Dilruba Hussein

q ur an aree aqShabneez Datoo / Zainab Khaki Shabneez Datoo / Zainab Khaki Zehra Bhimji / Zainab Khaki Zehra Bhimji / Zainab Khaki

q ur an aq aree Mehtab Habib / Roshina Karmali Kaniz Merali / Roshina Karmali Roshina Karmali / Mehtab Habib Roshina Karmali / Mehtab Habib

ur an q aq aree Kazinbai Merali / Zehra Keshvani Selina Ahmed / Zehra Keshvani Sanjida Merali / Zehra Keshvani Sanjida Merali / Zehra Keshvani

ur an aree aq q Masuma Daya / Sabira Valli Tahera Dhanji / Sabira Valli Zehra Karim / Sabira Valli Selina Ahmed / Sabira Valli

q aree aq ur an Zohair Esmail Zulfikar Sumar Ali Kazmi kil Kanani

aq ur an aree q Zainab Dossa Fatema Kanji Merzia Kassam / Zohra Kassam Fatimabai Virani

aq ur an q aree Lailabai Walji Zainab Dossa Fehmida Merali Sabira Sumar

q aq ur an aree S Aminabai Rahim Sabira Moledina B Zohra Kermali Tahera Lakha

aree aq q ur an A Fatema Kanani Fatema Bharwani / Tasleem Manji R Sadiqa Asgharali Aminabai Rahim

aree aq ur an q L Akila Manji Alia Dhanji E Fatimabai Virani aimunabai Azeem

q aree aq ur an ATehseen Mustafa Fatema Kanani A Benazir Merali Shabnam Valji

ur an aq aree q A Fatema Kanji Tehseen Mustafa K Tahera Lakha alika Chandoo12A Fiqh Quran Akhlaq Aqaaid T13A Sadiqa Asgharali Fatimabai Virani Tasleem Manji Masuma Jaffer / Sadiqa Asgharali

aq ur an q aree Zulfikar Sumar Nisar Visram Aarifhussein Abdulla Jamil Merali

ur an aq aree qShabbir Merali ustafa Walji Qamar Abbas Fazleabbas Kanji

aree ur an q aq Fazleabbas Kanji Fazleabbas Okera Jawad Merali Suhail Valji

ur an q aq areeohamedbashir Walji Nisarhusein Jafferali Sajjad Tejani Aarifhussein Abdulla

aree q ur an aq Nisar Visram ohamedbashir Walji Suhail Valji Ali Kazmiq ur an aq aree

Sadiq Datoo Sajjad Manji Zohair Esmail Nisarhusein Jafferaliaree ur an q aq

Sajjad Manji Sajjad Tejani Aliasgher Sheriff Hassanain Manjinterna ro ect pea er xterna pea er

various organised by Zeeshan Kanji various organised by Zeeshan Kanji suppor eac er ra n ng s am c es y e - ou ocus

various Abbas Jaffer ur an aree q aq

Zehrabai Khaku Zehrabai Khaku Siddikabai Jaffer ahmood Khaku

aq q aree uranGents - Akil Kanani Mustafa Walji Taslim Kanji Sajjad TejaniLadies - Tasleem Manji Malika Chandoo Muhaddisa Govani Zohra Kermalli

Head of Class 1-4 : Taherabai Sherriff Special Class : Zehrabai KhakuLadies Coordinator : Masumabai Jaffer Learning Support : Mustafa Moledina

13B

SC

9B

10B

11B

12B

5B

6B

7B

8B

8A

9A

10A

11A

4B

5A

6A

7A

3A

3B

3B2

4A

1A

1B

2A

2B

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No Surname Firstname Lesson 1 Lesson 2 Lesson 3 Lesson 4

1 Abbas Meenaz 2B 2B2 Ahmed Selina 3B2 4A3 Aliraza Minaz4 Asgharali Sadiqa 12A / 13A 8A 12A / 13A5 Azeem Maimuna 9A6 Bharwani Fatema 8A7 Bhimji Zehra 3A 3A8 Chandoo Malika 11A9 Datoo Sayyeda

10 Datoo Shabneez 3A 3A11 Daya Masuma 4A12 Dhalla Shagufta 2B 2A13 Dhalla Shenaz14 Dhanji Alia 1A 9A15 Dhanji Tahera 1B 4A16 Dossa Zainab 5A 6A17 Giga Taslim18 Govani Muhaddisa19 Gulamali Zainab20 Hussein Mehtab Habib 3B1 3B1 3B121 Hussein Dilruba 2B 2B22 Jaffer Siddika SC23 Jaffer Masuma 12A / 13A24 Jaffer Rumeena 1B 1B 1B25 Jagani Zehra

26 Janmohamed Fatema27 Kanani Fatema M 8A 10A28 Kanji Fatema 11A 5A29 Kanji Hasina30 Karim Zehra 4A31 Karmali Roshina 3B1 3B1 3B1 3B132 Kassam Asmina 1A 1A33 Kassam Marzia 5A34 Kassam Zohra 5A35 Kermalli Zohra 7A

36 Keshvani Zehra 3B2 3B2 3B2 3B237 Khaki Zainab 3A 3A 3A 3A38 Khaku Tahera39 Khaku Zehrabai SC SC40 Lakha Tahera 11A 7A41 Manji Akila 9A42 Manji Tasleem 8A 12A / 13A43 Merali Benazir 10A44 Merali Fehmida 6A45 Merali Kaniz 3B2 3B1

46 Merali Nazma 2A 2A

Lesson Allocation Chart - Female Teachers

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47 Merali Sanjida 3B2 3B248 Moledina Nazneen49 Moledina Sabira 7A50 Mustafa Tehseen 10A 11A51 Naqvi Seema 2B 2B52 Pirmohamed Tahera 1A 1A 1A53 Rahim Amina 7A 8A54 Sheikh Farah55 Sheriff Fatema 2A 2A 2A 2A56 Sheriff Salika 1B 1B 1B 1B57 Sheriff Tahera58 Somji Mansura 2A 2B59 Sumar Sabira 6A60 Tejani Nargis61 Valji Shabnam 10A62 Valli Tahera 1A 1A 1A 1A63 Valli Sabira 4A 4A 4A 4A64 Virani Fatima 12A / 13A 9A 5A65 Walji Lailabai 6A66 Walji Zainab67 Walji Sakina

Lesson Allocation Chart - Female Teachers

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1 Abbas Qamar 6B2 Abdulla Aarifhussein 5B 8B3 Datoo Alihussein4 Datoo Sadiq 10B5 Dewji Mahmood6 Esmail Zoheirali 4B 10B7 Jaffer Abbas8 Jafferali Nisarhusein9 Jaffer Abbas 13B 13B

10 Jafferali Gulamabbas11 Jafferali Nisarhusein 8B 10B12 Kanani Akil 4B13 Kanani Murtaza14 Kanji Fazleabbbas 7B 6B15 Kanji Taslim16 Kanji Zeeshan17 Kassam Mohamed Iqbal18 Kazimi Ali 4B 9B19 Khaku Mahmood SC20 Ladak Bilal21 Manji Hassanain 11B22 Manji Sajjad 11B 10B23 Manji Sarfaraz24 Merali Jamil 5B25 Merali Jawad 7B

26 Merali Shabbir 6B27 Okera Fazleabbbas 7B28 Padhani Shabir 29 Sheriff Aliasgher 11B30 Sumar Zulfikar 5B 4B31 Tejani Sajjad 11B 8B32 Valji Suhail 9B 7B33 Visram Nisar 9B 5B34 Walji Mohammed Bashir 8B 9B35 Walji Mustafa 6B

Lesson Allocation Chart For Male Teachers

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No Surname Name Telephone E-mail1 Abbas Qamar 01279 433 390 [email protected] Abdulla Aarifhussein 01895 472990 [email protected] Datoo Alihueeein 0208 954 7989 [email protected] Datoo Sadiq 0208 959 6841 [email protected] Dewji Mahmood 01923 823 232 [email protected]

6 Esmail Zoheirali 0208 866 0839 [email protected] Jaffer Abbas 020 8248 1209 [email protected] Jafferali Nisarhusein 01923 232924 [email protected] Jaffer Abbas 0208 248 1209 [email protected] Jafferali Gulamabbas 01923 232924 [email protected] Jafferali Nisarhusein 01923 232924 [email protected] Kanani Akil 020 8909 3907 [email protected] Kanani Murtaza 020 8907 3784 [email protected] Kanji Fazleabbbas 020 8868 4634 [email protected] Kanji Taslim 020 8868 4634 [email protected] Kanji Zeeshan 01923 822936 [email protected] Kassam Mohamed Iqbal 020 8907 5878 [email protected] Kazimi Ali 0208 458 3479 [email protected] Khaku Mahmood 020 8952 1266 [email protected] Ladak Bilal 01908 526 464 [email protected] Manji Hassanain 020 8723 9167 [email protected] Manji Sajjad 01245 265 335 [email protected] Manji Sarfaraz 01923 661055 [email protected] Merali Jamil 01923 827 170 [email protected] Merali Jawad 01923 827 170 [email protected] Merali Shabbir 0208 9548349 [email protected] Okera Fazleabbbas 01923 820 435 [email protected] Padhani Shabir 020 8561 0020 [email protected] Sheriff Aliasgher 01462 435 990 [email protected] Sumar Zulfikar 020 8204 3958 [email protected] Tejani Sajjad 01923 251 093 [email protected] Valji Suhail 020 8950 0636 [email protected] Visram Nisar 01923 822 397 [email protected] Walji Mohammed Bashir 020 8904 0442 [email protected] Walji Mustafa 020 8959 4550 [email protected]

No Surname Name Telephone E-mail1 Ahmed Selina 0208 407 1149 [email protected] Aliraza Minaz 0208 424 9873 [email protected] Asgharali Sadiqa 0208 723 2413 [email protected] Azeem Maimuna 0208 954 6705 [email protected] Bharwani Fatema 01923 661 955 [email protected] Bhimji Zehra 0208 930-4261 [email protected] Chandoo Malika 0208 200-8058 [email protected] Datoo Sayyeda 01895 473678 [email protected] Datoo Shabneez 0208 959-6841 [email protected] Daya Masuma 0208 922 6433 [email protected] Dhalla Shagufta 0208 907-4328 [email protected] Dhalla Shenaz 0208 421-4682 [email protected] Dhanji Alia 0208 952-1011 [email protected] Dhanji Tahera 0208 952 1011 [email protected] Dossa Zainab 0208 429-2720 [email protected] Giga Taslim 0208 959 6923 [email protected] Govani Muhaddisa 01923 256624 [email protected] Gulamali Zainab 01992 760124 [email protected]

Male Teacher / Helper - Name, Telephone Number & Email Address

Female Teacher / Helper - Name, Telephone Number & Email Address

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19 Hussein Mehtab Habib 0208 930 4733 [email protected] Hussein Dilruba 0208 422 3761 [email protected] Jaffer Siddika 0208 537-9364 [email protected] Jaffer Masuma 0208 200 5267 [email protected] Jaffer Rumeena 020 8357 8216 [email protected] Jagani Zehra 0208 248 6086 [email protected] Janmohamed Fatema 0208 933 1827 [email protected] Kanani Fatema M 0208 907 3784 [email protected] Kanji Fatema 01923 841594 [email protected] Kanji Hasina 0208 868-4634 [email protected] Karim zehra 01245 356 783 [email protected] Karmali Roshina 0208 863 4724 [email protected] Kassam Asmina 01923 222234 [email protected] Kassam Marzia 0208 954-9110 [email protected] Kassam Zohra 0208 954 9110 [email protected] Kermalli Zohra 0208 570 0994 [email protected] Keshvani Zehra 01923 400 928 [email protected] Khaki Zainab 07946 389 877 [email protected] Khaku Tahera 0208 952 1266 [email protected] Khaku Zehrabai 0208 952-1266 [email protected] Lakha Tahera 0208 954 2355 [email protected] Manji Akila 01245 265335 [email protected] Manji Tasleem 01923 661055 [email protected] Merali Benazir 01923 827170 [email protected] Merali Fehmida 01923 827170 [email protected] Merali Kaniz 0208 9548349 [email protected] Merali Nazma 01923 828655 [email protected] Merali Sanjida 01923 824172 [email protected] Moledina Nazneen 0208 907 9013 [email protected] Moledina Sabira 0208 907 7428 [email protected] Mustafa Tehseen 0208 954 1979 [email protected] Naqvi Seema 0208 446-7401 [email protected] Pirmohamed Tahera 0208 537 9458 [email protected] Rahim Amina 0208 420-4804 [email protected] Sheikh Farah 01279 324624 [email protected] Sheriff Fatema 07729 480819 [email protected] Sheriff Salika 0208 537 9458 [email protected] Sheriff Tahera 01462 435990 [email protected] Somji Mansura 0208 933 1872 [email protected] Sumar Sabira 0208 204 3958 [email protected] Tejani Nargis 01923 251 093 [email protected] Valji Shabnam 01245 344541 [email protected] Valli Tahera 0208 424 2189 [email protected] Valli Sabira 0208 424 2189 [email protected] Virani Fatima 0208 4160493 [email protected] Walji Lailabai 0208 954 197966 Walji Zainab 0208 904-0442 [email protected] Walji Sakina 01923 828 176

Female Teacher / Helper - Name, Telephone Number & Email Address

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37/38

The Shia Ithna'asheri MadressaTeacher / Volunteer Enrollment Form

please note - we ask about your Education and Current occupation, so that we can tap in to the future talent we already have within our volunteer base. All information provided is strictlyvoluntary and will be kept confidential. If you don't want to provide extra details - no problem.

please complete in block capitalsFirst Name Record #

to be allocated bymadressa admin staff

Surname ( Home

Address ( Emergency

Occupation

Post Code Male / Female Qualifications

email address

Are you offering your services as a : (TEACHER)/(ADMIN)/(CAR PARK)/(OTHER VOLUNTEER)

Yes No Further details

Have you had any teaching experience before

Are you able to help to improve current notes

Are you able to help to create puzzles, and class quizesMadressa runs for about 34 Sundays from Jan - Dec eachyear. It is important that you attend regularly, and make

arrangements for any time you are away - can you commit tothis?

Is there another area in Madressa you feel you can help.

Teachers / Volunteers Signature Date:

Madressa Administration Use OnlyApproached Madressa / Reccomended by / Other

Entered into Madressa Database System

Class / Department allocation

Form seen by : Secretary

Principal (all volunteers)

Lady Coordinator (Ladies only)

Head of Department (relevant only)

Comment

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Red Form - (for discipline purposes)

Name of Student

Subject : Class

Student # (available from the manual)Date

Name of Teacher

Description of Problem :

Resolution / Actioned

For Admin Use

Entered

OccurenceDealth With

How and when to use the Red Form.

The idea of the red form is as a DETERRENT and not a PUNISHMENT. The idea is that once thestudent has been disciplined using a Red Form, they will think twice before stepping out of line again.

The red form should be used to highlight problems of discipline, absence, lateness and generalmisconduct, incorrect application of Hijab, foul language, negative attitude etc.

If a student is misbehaving in the class, then first use your NORMAL approach to deal with them. If theystill persist, then you can WARN them with the use of the Red Form. If this has no effect, then and onlythen should you use the Red Form. Please do not use the form in a casual or relaxed way, as if it isused too easiliy, the impact will be diluted.

Firstly, fill in the form with all the details, and send the student to the class room with the form, where hewill be seen by a senior member of staff, or the person in charge of discipline. The student will be dealtwith, and then will be sent back to the class room.

If a student receives 3 forms over a period, then the students parents will be called into Madressa todiscuss the issue. The form can even lead to suspension in serious cases, where a child refuses toconfirm to Madressa rules.

Documents

Teachers Handbook 2004