Education Program for Children

by Shahzad Shameem A. B. TEACHING CURRICULUM

A. TEACHING: a. A Teacher’s Duties b. Guiding the learning of Students

b. d.

Preparing for Classes How Teachers guide learning?

TEACHING: Teaching is the process by which a person helps other learns. It is one of our most important activities. Teaching helps people gain the knowledge and attitudes they need to by responsible citizens, earn a living and lead useful rewarding life. It also provides the chief means of passing knowledge to the next generation. Without teachers, people would have to learn everything by themselves. Few people could learn enough on their own to get along in the World. The World would change greatly as humanity lost the knowledge, skills and ideals inherited from past generations. Much teaching takes place informally that is, outside school. In the home for example, parents teach their children everything skills, as well as values and habits. Business and industries often teach their employees necessary job skills. But when people speak of teaching, they usually mean formal teaching… the kind provided in schools by professional teachers. A Teacher’s Duties: A Teacher’s job involves four main duties. a. Teachers must prepare for their classes. b. They must guide or assist the learning of students. c. They must check students’ progress. d. Teachers are good example for their students. In carrying out these duties, teacher tries to identify and respond to the needs of individual students. A Teacher’s main duties also and industry have developed many new devices and techniques for classroom use, including educational TV, language laboratories and other advanced learning aids. Although these technological advances may assist the learning process, they have not greatly changed the teacher’s basic role. Preparing for Classes: Before each class session, a teacher must do such things as review subject matter, prepare learning activities and plan special projects. This preparation is often called a daily lesson plan. Teachers have guidelines to help them plan their teaching. Guiding the Learning of Students: Most teachers use variety of methods to guide their students’ learning. For example they sometimes guide students individually and sometimes as a group. But even when dealing with students as a group, a good teacher’s basic concern is the individual development of each student. Many teachers believe that students should be given only enough guidance to help them learn to solve problems by themselves. Teachers have long depended on text to assist learning. Today, many teachers also use audio-visual materials, including tape recording, filmstrips and television programs. How Teachers Guide, Learning.

The Teacher’s main task is to create conditions that will encourage and stimulate learning. Teachers must help students develop their own initiative and ability to thing critically. Good teachers guide students in seeking important knowledge and analyzing possible solutions to meaningful problems. They also help students understand important values involved in dealing with various problems. Teachers use a variety of methods to achieve the desired learning goals. They also use such teaching aids s books, audio-visual materials, teaching and field trips. Good Teachers are well educated, know their subject and understand their students. They are familiar with the principles of education, the psychology of human development and the theories of learning. Theories of teaching have not been as fully developed as have theories of learning. Many Educators feel that a theory of learning also provides sufficient guidelines for teaching. Most teachers probably combine behaviour modification cognitive and humanistic teaching experience and intuition to guide them.

B.

CURRICULUM a. Curriculum b. Subjects: i. Islamic Studies ii. Urdu v. Science vi. Soc. Studies.

iii. English iv. Maths vii. Arts/Crafts

CURRICULUM: When a child enters school, both he/she and his/her parents begin a far-reaching experience. This is the time for building a sound relationship between school and home. Once established, this relationship provides sold ground for cooperation and coordination between these two significant institutions in the child’s life. 1. i. ii. iii. iv. v. vi. vii. viii. ix. x. xi. xii. 2. i. ii. iii. iv. v. ISLAMIC Studies
OBJECTIVE:

Developing of the personal self as a Muslim. Providing experiences in learning about Iman. Deepening awareness of Allah as the Creator of everything. Learning that Allah is the only Creator. Seeing that Allah is the Compassionate and Merciful. Learning hat Allah has created many kinds of living things. Believing that Hazrat Muhammad (PBUH) was the last Prophet of Allah and that he is our Prophet. Gaining the knowledge that the eQura’n an is the book of Allah and it was sent to Hazrat Muhammad (PBUH). Believing in Risalat. Understanding that Muslims are required to pray five times a day. Realizing that Muslims fast in the month of Ramzan. Experiencing and participating in the Eid preparation and celebration. URDU
OBJECTIVE:

Discrimination between the sounds of the Urdu language. Developing auditory acuity for the sound of Urdu language. Stimulating children’s interest in Urdu Words (vocabulary). Developing the concepts that things have names in Urdu as in English and in Arabic. Expanding vocabulary and laying the foundation for later production of sentences in Urdu.

vi. vii. viii. 3.

Encouraging vocabulary and laying foundation for the later production of sentences in Urdu. Stimulating conversation. Helping children to understand remember and use words in simple sentences. ENGLISH
OBJECTIVE:

a. i. ii. iii. iv. v. vi. vii. 4.

Speaking and Listening

b.

Listening

c.

Reading

Motivating children to want to learn to read. Personalizing instruction Teaching about the left to right, top to bottom orientation of written English. Helping children understand the meaning of word and the function of the space in establishing word boundaries. Helping children that end of a line does not always mean “end of thought”. Developing vocabulary. Visual Discrimination.

MATHS
OBJECTIVE:

i. ii. iii. iv. v. vi. vii. viii. ix. x.

Gaining an Islamic Perspective Building mathematical vocabulary. Awareness of sound and sequence of numbers. Understanding meaning behind numbers. Recognizing numerical symbols. Ordering of numerical and sets. Directional size and seriating. Exploring shape and form. Understanding parts and whole. Conceptualizing measurement.

Scope and Sequence i. Matching ii. Numbers and counting iii. Sets and classifying iv. Comparison v. Shapes vi. Space vii. Ordering viii. Measurement ix. Symbols 5. i. ii. iii. iv. v. vi. SCIENCE
OJECTIVE:

Islamic perspective and attitude. Observation. Communication. Measuring and Experimenting. Investigating, Experimenting and Hypothesizing. Sorting and Recoding. b. Plants

Scope and Sequence i. Life Science: a. Animals

ii. Physical Science iii. Health Science and Safety 6. i. ii. iii. iv. v. vi. vii. viii. ix. x. xi. xii. xiii. 7. i. ii. iii. iv. v. vi. SOCIAL STUDIES
OBJECTIVE:

Sharing with others. Turn-taking and waiting for turns. Respecting the rights of others. Accepting the Authority o Adults. Caring for Self. Caring for personal and group property. Understanding the interdependence of people. Taking responsibilities to complete an assignment. Helping others. Developing a positive self-image. Respecting parents, teachers and other elders. Being proud of their Islamic heritage. Realizing the World Ummah. ARTS/CRAFTS
OBJECTIVE:

Art activities for Science Art activities for Social Studies and History. Art activities for Reading readiness. Art activities for Islamic Studies. Integrating Mathematics with Art activities. Art activities for perception and sensitivity.

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