Basic Principles of Islamic Pedagogy
Verily there is for you a good example in the Messenger of God for whoever hopes for [the encounter with] God and the Last Day, and remembers God often.”
(Al-Azhab: 21) 
 
Mission and Vision of Young Momins Online Homeschool
Targheeb: Issued 2012

Mission
We envision for our students a future where they develop an enhanced understanding of not only achieving their potential in this world, but also endeavor to provide them with the tools and nourishment necessary to grow into their early years with a strong background of Islam, in order for them to achieve maximum success in the Hereafter, their ultimate everlasting abode.

Vision
We intend to provide a place of academic excellence, rooting elementary knowledge in students through the teachings of the Quran and the Sunnah of the Prophet (peace and blessings be upon him). Our goal is for students to achieve exceptional knowledge by enlightening them spiritually, morally, and intellectually, while maintaining our purpose for success in this world and the Hereafter.

Approach
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Basic Principles of Islamic Pedagogy
Targheeb Issued 2012
In this presentation we bring together some of the basic principles used by the Prophet (peace and blessing be upon him) in his approach to teaching. 

Then we will look at how they can be implemented in our own efforts to emulate the role of an Islamic teacher.  

During his mission the Messenger of God, the Prophet  (peace and blessings be upon him) set down principles in his speech, actions and way of life which has been recorded in the Quran, Hadeeth, Seerah and Shamil At Tirmidee. 

Al Hamdulillah, in many places in the Quran, Allah mentions that the Prophet (peace and blessings be upon him) was sent as a teacher and a mercy to His creation: “And We have not sent you, [O Muhammad], except as a mercy to the worlds.” (Surah al Anbiya :107).   Read More... 
 

 
Teach a student to learn by enquiry
The real subjects a teacher addresses are the students
Prof. Debashis Chatterjee special to Gulf News
Published: 07:00 December 16, 2012
These are notes from my learning diary. I call them teaching formulas:

CAN YOU TEACH A ZEBRA ALGEBRA?
No. Not even if the zebra grazed in the lawns of Harvard or Oxford for a thousand years. Teachers are so obsessed with teaching subjects that they forget that it is not subjects that they teach — they teach a biological being. The learning ability of the child is mediated by her biology. There are multi-modal teaching methods just as there are multi-faceted learners. Some learn best in the visual mode and some through physical movement. Once, I went around in a school asking teachers what was the subject they taught. One said geography, another said mathematics and so on. “Is there anyone who teaches students here?” I responded  Read More... 
 
Motivation, incentive, desire to Learn
Create motivation, learning will happen
Dr Clifton Chadwick

Published: 07:00 January 27, 2013
WE have dealt with learning, cognitive strategies and metacognition, all powerful tools for learning. Now, we come to a critical issue, the motivation to learn and to think critically. Knowing what is being learned, and using cognitive strategies and metacognition to facilitate and expedite learning is important and useful. Yet, the eagerness with which your child approaches learning will be a function of his motivation, his attitudes and his dispositions to learn. These attitudes are not innate, they are not inborn. They must be developed. Where? At home, with the help of the family, by the extended family, by related institutions.

The engine that moves your child’s learning is his or her motivation. You, as a parent, must start the engine and power it. Read More... 
 
Teach children about cognitive thinking while learning; not just memorisation
Critical thinking in children is crucial
By Dr Clifton Chadwick Special to Gulf News

Published: 10:00 December 9, 2012
Last week, we examined the importance of critical thinking in the information age and the knowledge economy. We also looked at how children learn. This week, we will see how knowledge is structured and start examining cognitive strategies and ways to improve the effectiveness of learning.

Structure: What do we think about?
When we think, we think about something. Seems obvious, but it’s an important point many people miss. We think about some form of content, idea, desire, feeling, worry, and problem; we are thinking about something, not nothing. When you are doing that, the nature of the content is important and is related to some kind of internal or external structure. Read More... 
 
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