Incorporating Islam in the School Environment
ISNA EDUCATION FORUM ABIR & SAFFET CATOVIC J A N U A R Y 2 0 1 6
Explanation!
Islam has its Islam has its “Worship” “Interactions” Aspect Aspect (معامالت) (عبادات) It Should be the Islamic School’s Goal to
Teach the “Worship” Teach the “Interactions” Aspect of the Religion Aspect of the Religion Let’s Start with the Worship Aspect
Incorporate Worship Into Incorporate Prayer Into the Daily Routine the Daily Routine
Begin with a daily assembly Ensure that there is a time for that incorporates Qur’an and Dhuhr prayer if possible – if there is a masjid, use the du’aa masjid! Ensure that “salaams” are used Students should be attending through out the school – proper Jumaa’ Prayer when in school usage of “Assalamu ‘alaikum” (recommend KG & above) – and “Wa ‘alaikum as-salam” enforce (with gentleness ) the rules of the Friday Prayer Teach du’aa to be incorporated Allow students to make the for daily activities: entering the athan, iqama, du’aa and bathroom, Wudu, exiting the eventually lead the prayers – bathroom, sneezing, taking a including Jumaa’ Prayers. test, etc. Let’s Continue with the Worship Aspect
Our Holidays Should Be Special Our Holidays Should Be Special Ramadan and Eid-Ul-Fitr! Eid-Ul-Adha!
Ramadan is coming back into the Eid-Ul-Adha is time for Model Hajj! school year – make sure it is special! Middle School and High School students Have special activities just for are the Model Hajj guides for the younger Ramadan! At our school, Ramadan is students. for arts and crafts. Every day, there High School students make Hajj are new, fun arts and crafts projects workbooks for the elementary level for elementary level students. (Positive students peer pressure for fasting!) – Upper Hajj Trivia Competition – Teacher grade students offered a Qur’an Suggestion reading time and homework room to All grades (Pre-K -8th ) do a special Eid free them up for Taraweeh project (for both Eids) Itekaf programs for students 3rd grade School should incorporate a special Eid Trip and above for all grades! School should incorporate a special Small gift given to each student for Eid (both Eid Trip for all grades! Eids!)
More on the Worship Aspect
Other People’s Holidays Special Times at Your School
Islamic Schools need to provide Time for Hijab alternatives to holidays of popular Hijab is incorporated into our school’s culture uniform beginning in fourth grade Alternative to Halloween Activity Because of the “sensitivity” of this – Roller Skating Night and topic, we introduced “The Hijab Dinner Out! Party” in fourth grade Islamic New Year Activities – High School students conduct a High School Students perform “Hijab Party” for the girls and a skits and conduct game shows to “Kufi Party” for the boys teach elementary level students Girls are taught how to handle about the Hijrah and Islamic their hijab and boys are taught New Year – Guest scholar invited about proper hygiene. Behavioral to speak to middle and high issues are also addressed by the school students high school students Even More on the Worship Aspect
Encourage the Love of Hijab Support the Arabic Language
Hijab is required at the school Arabic is the language of the religion and beginning at fourth grade. To sometimes it is not valued accordingly! encourage Hijab in the outside New Jersey and Pennsylvania (and world, our school implemented an probably other states too!) have an older girls’ “Hijab Party” Arab Heritage Month. Girls’ sleep-over at the school Our school holds an annual Arab with the female teachers! Heritage Day – one Arabic speaking country and one non-Arabic speaking Hijab discussion is conducted – country (where Muslims reside) are Youtube videos incorporated chosen by the students and social Girls have dinner, stay up late studies teachers each year. Every playing games, etc. grade level participates (Pre-K and Honor the girls who started above) – Festive occasion with food, wearing Hijab full time since the activities, guest speakers, etc. last “Hijab Party” Final Words on the Worship Aspect
Islam is in All Aspects of Life Each School is Unique with (& Death) its Own Challenges
Students attend Salatul Janazah The teachers of the “Religious during the school day Subjects” need to be concerned about the overall school climate Students who attend Jumaa’ Prayer will participate in any Given that these teachers have a good knowledge of the religion, Salatul Janazah that follows. they need to work on programs to In the case of family members, address the various issues of the staff members and other student population members of the society tied to There is always room for the school, middle school and improvement. Try to get as many high school students may be people involved to take taken out of class to pray ownership and be successful, Salatul Janazah insha’ Allah!
Now On To the Interactions!
CHARACTER EDUCATORS SPEAK OF THE HEAD, THE HEART, AND THE HAND IN REFERENCE TO:
“Knowledge about “Wanting to Act “Skills to Act with Character”- What with Character”- Character”- Real we talk about in Reaching the Life Opportunities class Hearts of Our to Practice the Students Desired Character Streight, David. Breaking into the Heart of Character Portland: CSEE Publications, 2014. Print. Where Are We With Respect to Character?
LIKE OTHER SCHOOLS, ISLAMIC SCHOOLS ARE GOOD AT ADDRESSING THE “HEAD”. BY DOING MORE ACTIVITIES FOR THE “HAND”, WE WILL, INSHA ’ ALLAH, REACH THE “HEARTS”!
“Skills to Act with “Knowledge about “Wanting to Act Character”- All our Character”- We with Character”- interactions provide are good We need to us with real life talkers! develop this in opportunities to our students teach character! Let’s Start with Classroom Management! (Prophet Muhammed (S.) Style!)
“I asked my father (Ali (R.)) about the conduct of Prophet Muhammed (S.) in his assemblies. He replied, ‘Rasulullah Sallallahu 'Alayhi Wasallam was always happy and easy mannered. There was always a smile and a sign of happiness on his blessed face. He was soft-natured and when the people needed his approval, he easily gave consent. He did not speak in a harsh tone nor was he stone-hearted. He did not scream while speaking, nor was he rude or spoke indecently. He did not seek other's faults. He never over-praised anything nor exceeded in joking, nor was he a miser. He kept away from undesirable language and did not make as if he did not hear anything. If he did not agree with the next person's wish he did not make that person feel disheartened, nor did he promise anything to that person. He completely kept himself away from three things: from arguments, pride and senseless utterances. He prohibited people from three things. He did not disgrace or insult anyone, nor look for the faults of others, he only spoke that from which thawaab and reward was attained…” (Shama’il Muhamadiyyah) What We Would Become as Teachers
The teacher works to be always happy and easy mannered. The teacher would have a smile on his/her face. The teacher would be soft-natured The teacher would be flexible . The teacher would not speak in a harsh tone and he/she wouldn’t he stone-hearted. The teacher would not scream while speaking, nor would he/she be rude or indecent. The teacher would not seek their students’ faults. The teacher would stay away from undesirable language The teacher would not make as if he/she did not hear anything. The teacher would speak about that whereby reward would be attained Our Classrooms Would Become Safe Environments for Students where:
They are respected as individuals with God-Given Rights: They have the freedom to expression without being judged They have equal opportunity to learn within the classroom Their person is sacred Their property is sacred Their dignity is sacred And the teacher would be the guardian of those rights!
As the Guardian of the Rights of the Students
The Super Teacher teaches his/her subject to the best of his/her ability every day while on the lookout for the violations of the students’ rights. Any violation of rights is addressed immediately whenever possible and brings about the “teachable moment”- a natural human interaction whereby all the students can learn about the application of character As the Guardian of the Rights of the Students
The Super Teacher helps the students analyze the interaction that resulted in the violation of rights. He/she has to help break up the interaction into the simplest components. Example of Interaction Breakdown
• The teacher overhears Student A saying something negative to Student B. • The teacher gently asks what is going on. • The teacher listens to both sides of the story. (This is the beginning of the CSI!) – The teacher must remain calm and collected! • The teacher asks questions to get the details of the interaction that both sides agree to (the teacher will need to separate what actually occurred vs. what each student “thought” of what occurred – this takes time and patience and will get easier for both the teacher and students with practice!) • This is the “teachable moment”, so the teacher can use whatever tools are at his/her disposal to demonstrate what happened in the interaction (board, markers, etc.) • The teacher teaches the students an Islamic principle that addresses the violation that occurred – keep it simple! • The teacher ensures that the violated student’s rights are restored (apology and acceptance of apology – opportunity to teach sincerity – usually both sides at fault) Time for the “Teachable Moment” will Mean Less Wasted Time Later On
• From experience, we see that students will typically repeat the same types of misbehaviors • If we properly handle the “teachable moment” the first time, it will only take a reference to the lessons of the “teachable moment” to resolve repeated offenses and get rid of the offense type altogether, insha’ Allah. • As the students and the teacher get more adept at the analysis process for violations of rights, the process will take less time. • As the teacher maintains the safe classroom environment for all the students, time will be made available to (ta-dah!) TEACH! Extracurricular Activities Provide More Opportunities for Interactions
Community Service Scouting Sports Community Service Allows for Character Development
Community Service is as “Real Life” as it gets! It is a precursor to Masjid Service (and a look into future masjid politics!) Community Service has documented positive results: Increases in measures of personal and social responsibility (Weiler, et. al., 1998). Students perceive themselves to be more socially competent after engaging in service-learning (Scales and Blyth, 1997; O’Bannon, 1999; Morgan and Streb, 1999). Students who engaged in service-learning were more likely to treat each other kindly, help each other and care about doing their best (Berkas, 1997). Students who engaged in service-learning were more likely to increase their sense of self-esteem and self-efficacy (Shaffer, 1993). Middle school male students reported increased self-esteem and fewer behavioral problems after engaging in service-learning (Switzer, et. al., 1995).
Athletics Allow for Character Development
“Participation in sports does not have any automatic beneficial effects on character. On the other hand, it seems equally evident that sports are powerful social experiences (interactions!) that may, under the right circumstances, have positive benefits.”
“All sports provide an opportunity to pursue excellence, both of physical performance and character. Virtually all sport teams can be turned into miniature caring communities where growth is stimulated through mutual encouragement, challenge, and support.”
Bredemeier, Brenda. President’s Council on Physical Fitness and Sports Research Digest. March 2006.