Senin, 29 November 2010

The Young Language Learner

What this means for our teaching
  • Words are not
Dont depend on the spoken word only should include movement & involve the sense use objects & pics to work with demonstrate what you need them to do.
  •   Play with language
-sing a song -tell tales
  •  Language as language
Reading & writing are important for the childs growing awareness of language & for their growth in the language.
  • Variety in the classroom

THE YOUNG LANGUAGE LEARNER
There is a large difference between what kids of can do & the kids of0 can do. A quantity of kids create early, some later. They are divided the kids in to main groups: the to four year olds & the two to0 year elderly.
  •   What to four year olds can do at their own level?
  • They can speak about what they are doing.
    They can tell you about they have done or heard.
    They can argue for something & give the reason why.
    They can use their vivid imaginations.
    They understand situations more quickly than they understand the language used.
    They have a short attention & concentration span.
    They have difficulty in knowing what is fact & what is fiction.
    They are logical  what you say first happens first.
    Before you turn of light, put your book away it mean (one) turn of the light & (one) put your book away.
    They are often happy playing & working alone.
    They dont always understand what adults speaking about. The difference is that adults usually find out by asking query, but kids no.
    They will seldom admit that they dont know something either.
    They cant pick for themselves what to learn.
    They love to play.
    They are enthusiastic & positive about learning.
  •     What two to0 year olds can do at their own level?
  • They can tell the difference between fact & fiction.
    They ask query all time.
    They can make some decisions about their own learning.
    They have positive views about what they like & dont like doing.
    They have a developed sense of fairness about what happens in the classroom & start to query the teachers decisions.
    They can work with others & learn from others.

Minggu, 28 November 2010

Example of Teaching Learning Process

Class atmosphere that is arranged as comfort as feasible make of students can learn optimally. So that, teacher can give schooling & teaching keep with idea which have been drawn up before. Interaction of multi direction can be created basically being supported by structural of students organization & using the right time so that altogether goes well.

In her learning, they could make the scholars become spirit. Beside them, her teaching was fascinating & was not bored, they also asked them some questions as the proof in the event that they concern on the lesson. After that in the spare time, they correlated her experience to the lesson, because students usually will be more understand & keep in mind the lesson if it is correlated the specific thing. Beside that they also told about the benefits of the lesson to them, & they looked like it. In the last meeting, they returned to check their curiousness by giving them opportunity to ask some troubles in the work of studying I the class.
But when they explained the lesson they didnt correlate the material with the explanation that will be taught in the next time. Perhaps in the order to the student can be focus in a material.

Searching  idea of core
 Activity that goes on in class room still is controlled by teacher. When school activity started, teacher gives clarification formula early hitting items which will be studied. in this case learn more dot weigh against understanding of every student, because this select step afterwards, learn to give opportunity to students to ask less discussion point comprehensibility to be re-explained. Besides students were also given opportunity to raise the issue of which emerge from the items & all that conducted by using skills of method. Farther after various activities of query & answer between pupil & teacher, teacher describe idea of core.

To improve the quality of schooling, knowledge of students, school ought to provide various medium able to support school activity method. In this school has not equipped yet by up to date media in submitting Lesson & still use the way of manual media. Nevertheless all students can directly involve in work of learning & teaching.

For enquiry skill, students apply standard language & the questions also adapted by level thinking of students. So  there's not happened irrational questions or query leaping from discussion was being studied

Reinforcing the Idea, for this learning aspect, the teacher used all the items of the indicator which are; first is giving practical exercises, for example the teacher wrote the questions on the board so the scholars ought to answer its on the paper in the definite time. Secondly is exploring keywords because of the subject material is about direct & indirect speech so the keyword focusing on is  said that or by using quotation mark  before & after the sentence. & the last but not least is the student had to make conclusion & home work which was given by the teacher.

In this term (Closing Session), the teacher neither gave the scholars the reward / praise nor mention the next subject. However, they did giving the expectation & hope the scholars could practice the subject material more so that they would get the improvement for the next meeting. Finally, they closed that meeting by saying Salam as a last greeting.

Evaluation doing in this school is introduced by teachers controlling in the work of learning method & continuing to correction. Because of controlling from the teacher, they knew her pupils abilities qualities & quantities. Therefore the evaluation is given objectively.

Sabtu, 27 November 2010

Which Type of Homeschooling Method is Suitable for Your Child

Most parents have a simple perception of homeschooling. In most parents mind, homeschooling is fundamentally watching their children do their home-work & studying textbooks.

However, homeschooling is much over that. There is a lot of different types of homeschooling methods, each with a different homeschooling "philosophy". Each "philosophy" dictates the curriculum & the style of teaching.

Following are some of the most popular & influential homeschooling methods.

Charlotte Mason process:

The Charlotte Mason process place great emphasis on arts such as classical literature & music & poetry. Miss Mason advocates on what they called "Living Books". The child is read to every day from the "Living Books" & then ask to document what he/she has heard. Mason believed in introducing the child to the humanities while they is still young, while they is forming his character.

Charlotte Mason (1842-1923) was an innovative educator who took a unique approach to schooling. They was passionate in laying out the foundations for a complete homeschooling program that is not only effective but also fun & educational simultaneously.

Classical Schooling Process:

Classical Christian schooling is unique in that it seeks to faithfully restore the most proven type of schooling ever developed. This schooling produced the greatest thinkers, leaders, & scientists in the Western world from the time of the Greeks until the late 19th century, including America's founding fathers.

The Eclectic Homeschooling:

It is based on what has been called the trivium. A child goes through phases as he/she learns. In grades K-6, students are excellent at memorizing. In grades 7-8, students become more argument-oriented. They are prepared to be taught logic & critical thinking. In grades 9-12, students become independent thinkers & communicators concerned with their appearance to others. Classical schooling teaches them "rhetoric," the art of speaking, communicating, & writing.

The Montessori Process:

This is a mix of various homeschooling techniques & takes from each thus forming his own homeschooling "philosophy". Parents use their best judgement to pick topics that will make the best schooling for their child. Usually, they are going to be continuously looking out for the best educational products that suit their kid's needs. The parents then make changes in the curriculum to accommodate the individual needs & interests of their children.

Dr. Maria Montessori, believes that learning is a natural, self-directed process. It was observed that children undergo periods of intense concentration in the coursework of which he/she will repeat an activity until he/she gains a sense of satisfaction. The Montessori process depends on a prepared surroundings to facilitate learning. All the materials used in this process are designed to satisfy the inner desire for spiritual development of the child. The materials used progress from simple to complex, & are pricey.

The methods above are some of the methods of homeschooling & I hope it gives you an insight on which will suit your child best. But irrespective of the methods used, the underlying principle is to make use of the kid's desire for knowledge to further his/her schooling.

Jumat, 26 November 2010

Secret of a Successful Homeschooling

  • Enjoy teaching

Teaching is a way process. When you pick to take up teaching enjoy it. This will make it more enjoyable for the student as well. The way you act affects the enthusiasm level of the student. Uninteresting tasks could be made livelier by teaching them in a more playful manner with games & short tales. This reflects in the childs attitude towards studies & his learning potential.

The phone is of the largest interruptions most of the time. Install an answering machine to make use of it everytime you have teaching sessions in progress. Record personalized messages stating the reason for you being away. Tell your relatives & friends of the necessary adjustments & give them prior intimation about homeschooling. It is best to keep away from babysitting & untimely drop-ins.
  • Do Away With All Interruptions

Keep the teaching methods simple & understandable. Fine-tune them from time to time, keeping in contact with the new syllabus & teaching methods. Be more innovative & formulate your own ways to make it simpler to teach & help the student receive a better understanding. However, prior to this, gauge the learning ability of the scholars before you go ahead & start implementing the methods. It is advisable not to force students in to studying when they are not in the mood to.
  • Simplify Teaching
  • Pick the teaching process

Do not fine-tune the teaching strategy you follow for the sake of accommodating new additions in the teaching process. This will confuse the student & make it difficult to teach them some subjects. Changing the teaching process will also make it difficult for you to follow the subject since you are new to teaching.
  • Correct your mistakes

Learn from your mistakes. In home schooling you will tend to make mistakes while teaching. This is evident since you are not a trained teacher & this field is new to you. Read ample books & study material to know the subjects better & understand them. Enroll in libraries & home schooling cooperative groups to know more about new additions to the syllabus. Learning material like reference books, program & other resources like audiotapes & videotapes are also available.

Take frequent short breaks. In lieu of long-breaks that go on for days, plan little picnics & relatives outings to make the student feel relaxed & stress free. This helps them concentrate better & makes studying more enjoyable. Make positive you dont overdo the picnics, as this might bring a careless attitude towards schooling & its importance. Breaks turn out to be refreshing in the event that they are taken at short intervals.
  • Take a break
  • Read

Reading is not only helpful for an individual but also to the scholars. Reading aloud is said to be an ideal relatives activity when all the members come together & enjoy listening to a narrative being read aloud. After the babies learn to read you could switch readers to give it the feeling of a game. Collect the babies & snuggle up on a pleasant chilly day with some hot cocoa.

Kamis, 25 November 2010

How to Organize and Plan Homeschooling for Your Kids

The first thing to do is to make the home surroundings conducive to study. Things may must be physically rearranged in order to organize areas where your child can study. Then proceed to generate a every day or every week schedule for the lessons. Since the state requirements on home schooling must be met, you will need to generate a method to record the progress of the child periodically.

Having decided to homeschool your child, you need to proceed in an organized manner so that they gets the best advantage of the method & can actively participate in the learning method. This can only be feasible when they starts enjoying the program & finds it fun, which in fact it is. You need to proceed determinedly & with the right attitude. Your decision to homeschool can be successful only when you have understood the amount of work that you, as a parent, need to put in. It would need patience & creativity on your part. Since you love your child, you will certainly not fail him. Hence, the important thing to do is to plan & organize things in a proper way.

The next step would involve deciding which home schooling method & curriculum would be best suited for your child. It is a difficult decision to make & parents usually find it confusing. However, it is crucial to select a proper curriculum. It is best to go in for a combination of different home schooling curriculum, to offer optimum advantage to your child. It is feasible for you to to do this over a timeframe by observing the learning ability of your child & style carefully, to foretell his response to a specific method. To start with, make an smart choice to select the methods that appear appropriate.

You need to be aware of the requirements of the state, with respect to homeschooling. The requirement for all the states is not uniform. It would be best to join some homeschooling support group that can give you all the necessary information. Home school support groups are useful when your child needs to be an element of outdoor educational journeys & tours. The support groups arrange such journeys to libraries, museums & zoos, by bringing together other parents within the group, to plan things like a picnic or outing, making it a thoroughly enjoyable experience for everyone.

As a responsible parent, you need to find out about the resources that are prescribed for home schooling, for the whole year. There is a lot of home school materials in addition to books & other common supplies that you need to know about beforehand. In the event you have not had any earlier home schooling experience, it may appear a bit difficult. But times again, the homeschooling support group proves helpful in accessing vital information.

Homeschooling your child is no doubt a daunting task, but your affection & love for the child will help you to make the necessary hard work. wait & see & take all necessary steps, after giving due consideration to all the related aspects of home schooling.

Rabu, 24 November 2010

Getting Help With Homeschooling

Home schooling, despite of its popularity, is yet to have singular standard for acceptability or validity. This means that as you go all over the nation, separate states have different levels of requirements for home schooling to be duly recognized.

Think of the next time you join a discussion around home schooling. When you start sharing the fascinating home schooling facts below, your friends will be absolutely amazed.

The decision to home school your youngster is not the simplest in the books. However, one time you have made your decision, it could be a nice period to start thorough research & inquiry in to state requirements & other guidelines you require to take in to consideration one time you have made the decision.

There's states like California, California, Missouri, or Oklahoma, among others, that do not require informing the state of any purpose to home school your youngster. So technically, you may opt to start your preschooler on home schooling already or pull your youngster out of the formal pedagogical process at your own will, ought to you choose that home schooling is for you.

The states with tightest home school regulations set requirements of informing the state of your intent to home school your child. Alongside this expression of intent is the submission of the curriculum you intend to teach while home schooling. You may even be tested in case you qualify as a parent-teacher when you home school your youngster. State-appointed officers may also visit your home to check if it is suitable for home schooling. Separate from these requirements, submission of periodical documents like examination scores, progress evaluation grades, & attendance records may be necessary of you as well.

Other states, however, would require you to tell the state & your kid's school of your purpose to start home schooling. It is only in this way that the state can accredit your kid's grade level standing. Alongside this expression of intent & plan is the requirement of the state for you to submit examination scores, progress evaluation grades, & even your kid's attendance record. The state may also specify an amount of time that ought to be spent in this casual school studying the various subjects you intend to teach your child.

Specified this volume of information that you must be familiar with when you choose that you require to give home schooling a try, where will you find the essential information?

The information about home schooling introduced here will do of things: either it will reinforce what you know about home schooling or it will teach you something new. Both are nice outcomes.

In general, your first & most primary source of information ought to always be your state or local government unit's schooling office or authority. You can approach these agencies in ways either through the agency's net site or by visiting the physical location of the said government office. In order to save time & money, you ought to perhaps visit the net site first. This is also most recommended as the primary work of action because of the fact that some of these educational agencies actually upload the necessary forms you need to fill out in relation to home schooling. Some of them even prefer your getting in contact with them & submitting your requirements online !

Next, you may require to check home schooling support groups & legal specialists who have put up various sites on the subject. This way, it is possible for you to to read of firsthand experiences of people who have tried home schooling before, & in the long run, learn valuable tips & tricks in order to make it work for you. They even provide various suggestions on activities & teaching strategies you may require to try as you home school your kid.

Home schooling, as it is, is yet to be standardized across the country. Various legislative & administrative changes are underway each day. This is where online home schooling sites may help. They can give you news updates, briefings, & summaries of various state & federal legislation on home schooling. These timely bits of information may lead you better in home schooling your kid, & keep you up to date with trends & changes in rules on home schooling across your state.

Much of home schooling is much feel-your-way-through, so don't be terrified to visit these support groups & forums & ask questions. By doing so, you would be able to make positive that you are giving your kid the best kind of home schooling you can provide for him or her. Additionally, you may even find out more about the post-home schooling period, which is the time when your kid begins applying for university or college, from home schooled candidates who have gone through the usually much longer method.

Take time to think about the home schooling points introduced above. What you learn may help you overcome your hesitation to take action.

Homescooling

When a relatives homeschools, this reciprocal relationship is magnified. Homeschooling participants are affected by over the who sit at the homeschool table. All generations generate & reinforce the bond between relatives members. Home schooling families spend their time laughing, learning, playing & living with each other 24/7.

A wise man time said, "We can teach our children to have bravery, faith, & endurance & show them how to learn, & they can teach us to laugh, to sing, & to love." In other words, each member of the relatives has valuable lessons to teach the relatives.

You can pick the best curriculum to promote an inherent love of lifelong learning. The homeschool curriculum is flexible. The parameters are determined by the best teachers available, the parents, who know & love their children.

Learning never stops in the homeschool surroundings. The parents are not lecturers or observers. They are active participants who expand, explain & encourage their children to be curious & explore the specific areas that interest them without the constraints of arbitrary rules set up by an outside source.

Another benefit to homeschooling is that the parents model & reinforce valuable behavior & deemphasize undesirable behavior in a natural manner.

Historicallyin the past several generations lived in the same home. Everyone benefited from this multi-generational living arrangement, coming away with valuable lessons that cannot be taught in a book. And most of the time there was the added advantage of the multi-grade/level schoolhouse for the formal schooling.

Homeschooling is the best of both worlds. It is lovely for both the relatives & for your kid's schooling.

Presently they often put the older generation in nursing homes when they get bothersome (only to visit them on holidays), & they accept a failing public school technique that has been tasked with being everything to everyone but alienates most participants.

The benefits of home schooling are limitless. As a parent who homeschooled children, I feel that homeschooling is the greatest gift a parent can give their child. Try it. You like it!

Senin, 22 November 2010

Ihsan (The Art of Sufies)

In some versions ( in a narration by Umar Razhiallahu anhu) of the Hadeethe Ihsan, they find Jibreel Alaihissalam pronouncing 'Sadaqta' (you said the truth) for the Prophet Muhammad's (peace be on him) answers to his queries on Islam and Iman. They also find the Sahaba's astonishment at the stranger's (Jibreel) act of asking a query and then validating it. The important point to note is that Jibreel alaihissalam did not tell anything to the Prophet's (peace be on him) answer on Ihsan. The Sufis have explained to us that the angels have no idea about Ihsan and man has been gifted with that great state. Even in the Hadeethe Ihsan, the prophet (peace be on him) has used ka' meaning as if which plenty of people fail to notice. Though plenty of people attribute plenty of reasons to it, practically it is impossible to see Allah, in this world. If they are to see Him, They ought to be away from us and again the idea of existence comes, which is not true. Yes, the creations do exist but, there existence is due to the existence of Allah. They exist within Him. The query of how they will see Allah in the here-after ought to not arise. It is beyond our comprehension but there remains no doubts on it. May Allah shower us all with the blessing of his 'Likha' (vision). The sifaaths, explained clearly, also belong to Allah and what they find it in the creations are its reflections.We can feel and get excited over these Sifaths coming out of the creations.

Faith (religion) has such a control that it keeps the whole humanity away from bended characteristics and mean deeds. It helps us to attain distinguishing morals. When they look in to the Quran they always find whenever Allah called his servants towards virtue or wanted them to hate terrible, They said that it is an essential prerequisite of the faith in their hearts.

Prophet Muhammad (peace be on him) said,  Modesty and faith are twins. who gives up somebody of these would lose the other as well. Modesty is divided in to parts; respectable speech, bashfulness and humility. A man who believes in Allah and the Last Day ought to speak nice or keep (Bukhari). The Prophet said, By God they is not a Mumin, they, repeated this thrice. Then when asked about it, they said,  They from whose misdeeds his neighbours are not safe (Bukhari). When anyone asked the Prophet, Which is the best thing given to man? They replied, Best moral character(Trimidhi). On the Day of Judgement there will be nothing heavier in the balance/scale of a Mumin than the goodness of character. Allah (swt) dislikes an obscene and a rude talker. The bearers of nice moral character reaches to the level of the carrier of the prayer and fasting on account of his nice character. (Ahmad)

All the above hadith clearly states that it is necessary for a Muslim to have best Morals.
 would have read the philosophies or ethical teachings of great Philosophers like Aristotle and others like him. They have outlined these philosophies after great difficulty. Their teachings appear to be ideal or complete only in definite aspects while in other aspects they appear incomplete but the custom of Prophet Muhammad is complete in all aspects. Five times a Muslim learned man was asked,  Have you read the principles of Aristotle? for which they replied,  No, I have read the principles of Muhammad bin Abdullah. What or whose principle or philosophy can be more ideal than the principles of Prophet Muhammad. of the purpose of the Prophet for being sent down to the world is mentioned in this hadith: I have been sent only for the purpose of perfecting nice morals. (Al  Muwatta). When they perform an act with Ihsan, it becomes a tool leads another person to Iman.

Definition of Ihsan in Islam

Ihsan, meaning "to do beautiful things," is of the dimensions of the Islamic religion (Ara. ad-din): islam, iman and ihsan. In contrast to the emphases of islam (what ought to do) and iman (why ought to do), the idea of ihsan is primarily associated with purpose. who "does what is beautiful" is called a muhsin. It is usually held that a person can only accomplish true ihsan with the help and guidance of Allah, who governs all things.Some Islamic students report Ihsan as being the inner dimension of Islam whereas shariah is often described as the outer dimension:Ihsan "constitutes the highest type of worship" (ibadah). It is excellence in work and in social interactions. For example, ihsan includes sincerity in the coursework of Muslim prayers and being grateful to parents, relatives, and God. Ihsan (Excellence in faith)...just thinking the word in my head has a special ring to it, brings a sure unique, inspiring feeling to my heart. This word, this topic moves me. I hope it's that effect on you as well.

From the earlier discussion it ought to be clear that not every Muslim is a man or woman of faith (mu'min), but every person of faith is a muslim. Furthermore, a Muslim who believes in all the principles of Islam may not necessarily be a righteous person, a doer of lovely (muhsin), but a lovely and righteous person is both a muslim as well as a true person of faith. Ihsan "constitutes the highest type of worship" (ibadah). It is excellence in work and in social interactions. For example, ihsan includes sincerity in the coursework of Muslim prayers and being grateful to parents, relatives, and God. Ihsan is like the 'icing on the cake,' for the believer and his or her faith. Ihsan is a human reflection, a human try to accomplish excellence in faith and high level in the areas covered by the reveled 99 beautiful names of Allah swt. Ihsan (Excellence in faith)...just thinking the word in my head has a special ring to it, brings a sure unique, inspiring feeling to my heart. This word, this topic moves me. I hope it's that effect on you as well.

Ihsan, which means excellence in belief is the neglected 1/3 of our deen. It is to think in God Almighty without the slightest speck of doubt. It is similar in idea to the bodhisattva idea the Buddhists hold. And, when attained, it is like the "icing on the cake," for the believer and his or her faith. "Ihsan is the fruit that blossoms from our planted trees and shows up when the roots are strong and nourished, free from disease and harmful insects. If they fail to nourish our Iman by submitting to Allah, they will bear no fruit and our soul will die. But look in to the Islamic legacy. It is rich with ihsan. All the achievements in art, science, architecture, literature, geography, politics, economics, social movement, philosophy, medicine and more came from the Muslims' desire to attain ihsan. Ihsan is our lost treasure that they must unearth and revive.
"When a man says I cannot, he's made a suggestion to himself. He's weakened his power of accomplishing that which otherwise would have been accomplished

Ihsan (or Ehsan or Ahsan or) is an Arabic term meaning "perfection" or "excellence," which is related to the word "goodness" (Ara. husn). It is a matter of taking one's inner faith (iman) and showing it in both deed and action, a sense of social responsibility borne from religious convictions. In Islam, Ihsan is the Muslim responsibility to receive perfection, or excellence, in worship, such that Muslims try to worship God (Arabic Allah) as in the event that they see Him, and although they cannot see Him (Due to believing Allah is not made of materials), they without a doubt think he is constantly watching over them. That definition comes from the hadith (known as the Hadith of Gabriel) in which Muhammad states, "[Ihsan is] to worship God as though you see Him, and in the event you cannot see Him, then indeed He sees you."(Al-Bukhari and Al-Muslim).."

Minggu, 21 November 2010

Calculating of Zakah (an example)

Mrs Ahmad owns a necklace of pure gold weighing 45g and worth £651.60 at the current market rate.* They has savings in her bank account of £1250, and they holds shares in a company that now have a resale value of £250. The total value of her wealth is £2151.60. The worth of the nisab is that of 87.5 grammes of gold, i.e. £1266.71 at current market rates. Since they has more wealth than the nisab they must pay four.5% of it as zakah to needy Muslims. four.5% of £2151.60, and thus her total zakah payable, is £2151.60  0.025 = £53.79.
* When you calculate your zakah, check the worth of your gold holdings along with your local goldsmiths or call us.
Zakah is payable at a rate of four.5% on most types of wealth, subject to basic conditions: (i) the worth of one's wealth exceeds the nisab (maximum value for zakah to be payable) and (ii) the wealth has been in one's possession for at least a year.
The nisab -- the maximum value of wealth must hold for zakah to become applicable -- is defined as 87.5g of pure gold or its equivalent value in money and applies not only to gold but to all types of wealth on which zakah is payable. At current gold prices the worth of the nisab is £1,266.71. A number of the kinds of wealth on which zakah is due are: (i) gold and silver, (ii) money held at home or in bank accounts, (iii) stocks and shares, (iv) money lent to others and (v) business stock in trade. Zakah is paid on wealth net of positive liabilities such as money owed to others, but excludes long term debt that is paid in installments, such as repayments on a house. Four times calculated zakah must be paid to of the stipulated causes eligible for zakah, such as the truly poor and needy

How to Donate Your Zakah in Islam

You can give your zakah online, specifying zakah as the type of your donation. For all projects and money listed on the website you have the choice, whenever applicable, to specify your donation is zakah. You can also give your zakah over the phone or by cheque as you would any other donation to Muslim Hands.
Spread the Cost: Give Zakah Regularly
Did you know you can spread your zakah payments over the year? Lots of of our donors find it more convenient and simpler to pay their zakah in every month installments. Doing so is simple: basically calculate your zakah payments, divide this by 12 and set up a regular gift, specifying zakah as the type of donation.
Keep in mind that you can pay your zakah in every month installments for the coming year and not in arrears.

Zakah Calculator in Islam

To aid you in calculating your zakah obligations we have created a zakah calculator. Basically enter details such as how much funds, gold, shares etc. you own & find out how much zakah is payable.

The zakah calculator is designed to cover comparatively simple cases & the circumstances faced by individuals only. In the event you are a business or have further questions about how to calculate your zakah then contact us & they will be happy to help.

Calculate my zakah
of the plenty of benefits of zakah is that it helps provide a type of social justice: a way to redistribute wealth from the better off to those who are less lucky. For this reason those that are eligible to get zakah are exactly stipulated unlike the case of general sadaqah.

all of Muslim Hands' work with the poor & needy, including orphans, widows & the disabled involves working directly with those zakah is intended to help.

Paying your zakah through Muslim Hands not only lets you fulfil your obligations & rest assured your funds is being given to those in need & in accordance with Islamic law but also lets you support our work with some of the planet's poorest people.

The Kinds of Zakah in Islam

And it must complete the conditions, that are :
  • one. Nisab of gold zakah is twenty dinar (mistsqal) or about 96 gram. The zakah is two,5%
  • two. Nisab of silver Zakah is 200 dirham, or about 672 gram. The zakah is two,5%
  • two. Nisab of funds is at the cost of gold 96 gram
  • three. Al anam or livestock animal :
    Goat     : 
         40-120 goats     = one goat
         120-200 goats= two goats
         201-300 goats    = two goats
         301-400 goats= three goats
         401-500 goats= two goats

Cow     : 
            30 cows    = one cow year elderly) and next to 2nd year, its called tabii)
  •    40 cows    = one cow (female, two years elderly next to 3rd year, its called musinnah.)
  •      60 cows     = two tabii
  •      70 cows    = a tabii and a musinnah

Camel : 
  • 2 camels    = a goat
    •      10camels     = two goats
  •    15 camels    = two goats
  •    20    = three goats
  •    25 camels     = a female camel one years elderly next to 2nd year
  •    36 camels    = a female camel two years elderly next to 3rd year

Land product, all of land product must be paid of its zakah if it reaches nisab. The nisab is two wasak, or about 700 kg. If land product watering with rain, the zakah is 10%, but if the water is bought is 5%.
Trading zakah, if trading result reaches wealth as 96gram gold cost, the zakah is two,5%.If all of things reach nisab, the zakah must be taken.

There are kinds of Zakah. That are Zakah fitrah and Zakah Mal (treasure). Zakah Fitrah is zakah that has to be paid in every one Syawal (Idul Fitri). Meanwhile, Zakah Mal is zakah that has to be paid when our treasure has reaching nisab.
Zakah Fitrah
The conditions a who must pay zakat fitrah is :
  •    Someone who are Islam
  •     Have more food for his relatives in that day
  •    People live in the sundown before one syawal
The measure of zakah fitrah is for each person has to pay about two,305 Kg. (or two ½ Kg.) of rice or another essential food in each country.The best time to pay zakah fitrah is before pray idul fitri. But can also paid from the first time of Ramadhan month.

Zakah Mal
Zakah mal is zakah taken from wealth that they have, such as :
  •     Gold and Silver
  •     livestock animal
  •    zakah al al zuru wa al tsamar, such as cereal, fruits, etc
  •    goods mine

Purifying Wealth of Zakat in Islam

The payment of zakah is a way of purifying ones wealth. It saves from greed & selfishness & encourages him to be truthful & God-fearing in his financial dealings. Another purpose is to help the poor & the needy & to assist other causes in the way of Allah (God). Muslims know that it is a profitable investment (& not a loss) to help the reason for Allah (God) because it will establish economic balance & social justice, & simultaneously earn an immense reward in the Hereafter.

From the Islamic point of view, wealth belongs to Allah (God) & is held by human beings in trust; so a person has no right to make use of it to satisfy his whims. They has to observe the Divine commandments here, as elsewhere. For those whom Allah has lucky with wealth, it is a test; & Muslims ought to strive to pass this check by not becoming worshipers of hoarded wealth. They ought to use the wealth only in ways Allah (God) has allowed & recognize that the amount of zakah to be given is not their money but, , it belongs to those who have less than they do.
Zakah is of those one-of-a-kind forms of worship that bring out both the individual & the social aspects of `ibadah (worship). Think about its socio-political value: It frees society from the ill feelings arising out of class hatred. It opposes an individualism that is blind to the travails of ones neighbors & stands against a socialism that shackles individual freedom. It fosters neither selfishness nor renunciation. It also strengthens a sense of brotherhood & establishes social cohesion.

The resources liable for zakah in general terms are the balance remaining after meeting expenses. This means that at the finish of a year (calendar year or fiscal year) a Muslim has to calculate what amount must be paid for zakah. There's various rules for individuals, farms, factories & businesses.
Zakah is a compulsory payment & is neither charity nor a tax. It is expected from every Muslim individual. It is paid on the net balance after a Muslim has spent on basic necessities, relatives expenses, due credits, donations & taxes.

Zakah provides us with the chance of sharing our excess wealth with those less lucky than ourselves. In fact they & our wealth belong to Allah. They is the actual owner & they are merely the trustees of His wealth. They do our duty as trustees if they pay Zakah as an compulsory part of Ibadah.
Islam is a complete code of life which includes among other things, the economic side of life. Islam has its own economic principles. Zakah is of the basic principles of the Islamic economy, based on social welfare & fair distribution of wealth. In addition to the compulsory payment of Zakah, Muslims are encouraged in the Qur'an to make voluntary contributions to help the poor & needy, & for other social welfare purposes. This voluntary contribution is called Sadaqah (Charity).

Through the payment of Zakah, the rich share their wealth with the poor & thus the method of concentration of wealth is checked & fair distribution ensured. of the key concerns that lots of people have is that any Zakah given reaches the people in need, this means that there is no money kept by a charity for administration etc. Ummah Welfare Trust operate under a 100% donations policyowner, this means that every single penny reaches the people in need.

Definitions of Zakat

Zakah is a portion of ones wealth that must be given to the poor or to other specified causes. The word zakah comes from the verb intending to purify or cleanse. It is the third Pillar of Islam and is compulsory for all those who are financially able.

Zakah is of the pillars of Islam and is an obligation performed on a regular basis. Zakah is not an option it is a compulsory act for all Muslims. It is a contribution paid four times a year on savings of and a half percent. This giving is to cleanse your money and possessions from excessive desire for them or greed. The idea is, that by giving this money you learn not to place much importance on material wealth (money and possessions).

Zakah means the giving of a specific share of ones wealth and savings to persons or causes that Allah (God) mentions in the Quran. The normal share to be paid is and a half percent of ones saved earnings. This is applicable to money, bank savings and jewelry. The rate for cattle and agricultural produce is different. The Quran mentions zakah, together with salat (ritual Prayer), as a type of worship; and in that respect it differs from ordinary charity, which is optional, and from tax, which a government imposes from time to time at variable rates and for various makes use of. The money from zakah can be used only for specific purposes under fixed headings - like helping the poor, the needy, to pay the salaries of those collecting it, to free captives and debtors, for travelers in require, to win over hearts and for the reason for Allah (God) (Quran 9: 60).

Sabtu, 20 November 2010

Reality of Fasting

Some think that the most important thing about fasting is the breaking of it, so the whole day is spent in arranging for a variety of dishes & drinks. Others think about it to mean staying hungry all day, & reciting the whole of the Quran each day without stopping to ponder over its meanings. But such acts only serve to turn a purely Islamic worship in to a kind of Christian monasticism. As for what is mistakenly called "dhikr bil Jahr" (Loud remembrance of God)- repetitive recitation & shaking of the body - this contradicts the purpose of fasting, which is spiritual seclusion. The true objective of fasting is withdrawal from everything except essential subsistence & vital duties. In the coursework of this period, ought to reduce conversation, social life, movement, jollity & all kinds of worldly activity to a maximum. For a sure time, ought to lead a life of calm devotion, reading the Quran & pondering over its meaning. Abstinence from food symbolizes not only the eschewing of those forbidden things, which a believes ought to give up for his whole life, but also the renunciation even of lawful things for the devotion to the quick. In seeking meanness to God, the believes must cut himself off from all worldliness.

Although fasting, in its specific & sure form, is prescribed two times a year, the fasting engaged in for this month ought to be a continuous, permanent state, if is to be done in the correct spirit. Fasting is cutting oneself off from the world & turning to God; not in a physical sense, but in ones heart & mind to be continually directed towards God, whatever ones bodily activity. Spiritually, ones whole life ought to be a kind of retreat at all time though not understanding this reality, people have fled to mountains & jungles in order to ideal their faith. But the perfection of faith is for to fulfill ones obligations in the turmoil of the world, while remaining in a state of inward "retreat" & remembrance of God. Abdullah Ibn Masud, of the Prophets closest companions, addressed his contemporaries - those who grew up after the Prophets death - in these word:

You quick over the Companions of the Prophet; you pray over them, & strive over them; but still they were better than you. People asked him why. "They were not so interested in this world as they were in the next", was Ibn Masuds reply (Milyatul Awliya, V.I, P.136).

Benefits of Fasting

What are the benefits sought in fasting? Its aim is to weaken the material aspect of man and strengthen the spirituality in him so that he may enter the higher realms of faith.
 things make up a man: jos npdu and as indispendable for the performance of mundane tasks, it is his soul which will take him to the higher realities. The mind - as psychologists prefer to call it - must, therefore, be preserved in a state of purity. That means that as the body requires physical nourishment, the soul must be nourished spiritually.

When lifts oneself up from the material world and becomes attached to the spiritual world, is astonished to apprehend a new door of truth opening before. All those realities that were formerly invisible beneath a veil of matter now become plain for in to see. reaches the lofhies station- The final stage in the ascent of man.
This is explained in the custom:When a person has elevated himself the world, God endures him with wisdom, which emanated from his lips. He is shown the ills of the world, and their cures. He is brought safely to the abode of peace.(Mishkat)
There comes a point on this path when passes so far beyond the veil matter that can see realities exactly as they are. Then "worships God, as if were seeing Him." (Bukhari)
Prophethood is the final stage of this path. But a common man can also elevate his soul to this degree. The difference is that a Prophet is selected by God. There is no obscurity in his vision of the divine world; it appears before him in absolute, positive form; it actually became a part of his consciousness. The Prophet thus can say: "I know that I know", while a common man can seldom reach this stage because he is not `chosen. Unlike the Prophets, his contact with the divine world is neither absolute nor conscious.
Of the verses of the Quran prescribing the quick of Ramadhan, there is which does not apparently appear to deal with fasting, but it is in this verse that the importance of fasting has been explained. And when My servants query you concerning Me, tell them that I am near. I answer the prayer of the suppliant when he calls on Me. (Quran one:186)

The Prophets, because of their being selected, are in direct contact with God through angels. For others, the Quran takes the place of the angel Gabriel. By fasting and abstinence, the Prophets cleansed and purified their souls or minds of all material stain, thus detaching themselves inwardly from the world. It was then that Gods angel descended to them and directly communicated to them the word of God. Others like to attain through the Quran must asks enable in fasting and abstinence in order to appreciate what they read. Although the Quran is with us today, preserved in written form as it was revealed, it enters ones heart only when is spiritually prepared to get it by living a life of fasting and devotion.

The fact that Ramadhan fasting was prescribed in the month when beginning of the Quranic revelations began is a sign that the purpose of fasting is to prepare the individual mentally and physically for regardless of the Quran enjoins.

As the Prophet had to quick in the solitude of the cave of Hira in order to get the Quran, so shall other believers must do the same. Otherwise they are going to be , in the words of the Quran, like donkeys, loaded with books". (62:15). The book of God won't have entered their hearts.

The Quran is the law of the universe, it is the voice of nature. who is submerged in the depth of its meanings begins to listen to its message in every heart beets. Every particle in the universe starts conveying its message to him. He finally comes to see the Quran and nature as reflections of another: "Now here are Signs self-evident in the hearts of those endured with knowledge and none but the unjust neglect Our Signs".

Purpose of Fasting

Fasting is prescribed four times a year, in the month of Ramadan. fasts every day of the month, from the first light of dawn until sundown. In the coursework of that time abstains from food & drink. According to the Quran, there's purposes of fasting:
  • one.    To make cautious in life
  • four.    To make thankful to God (Quran, four:183,185)
 Food & drink is mans most basic necessity. When they is consumed by hunger & thirst, they sees how weak they is; they realizes how much they is in need of the succour of God. This experience makes him aware of his duties as Gods humble servant. This sense leads to caution in life. Then in the evening, when they eats & drinks, they sees how God has made complete provision for his needs. His heart is filled with gratitude. They praises God, & offers thanks to Him.

     The Prophet is reported as saying that God rewards nice deeds from tenfold to 700 fold. His reward for fasting, which is for Him, will be boundless. In another Hadith they is reported as saying, There are lots of who quick & get nothing in return, but hunger & thirst.
 What is the difference between quick & another, while in appearance both are similar. In actual fact, the appearance is not all that there is to it. The act serves only as a symbol of the essence. who observes fasting in its essence as well as in its outward form will deserve the promised reward. On the other hand, who attaches importance to symbols alone will have nothing to his credit when they comes before God. Fasting of the latter type is of no value in the eyes of God, since the true value of something that is symbolic in its nature is always determined by the will to virtue, which it represents.
     The outward kind of fasting is to abstain from food & water. This abstinence symbolizes the fact that man is at Gods disposal. They ought to, therefore, be willing, at all times, to sacrifice anything for His sake; even if it involves relinquishing such basic necessities as food & water.
     Obviously who refrains from taking food & water on specific days, but does not do likewise regarding other things forbidden by God, like telling lies; persecuting his fellowmen; perpetrating injustice & so on mistakes the symbols for the essence, appearance for reality. Such a man cannot expect to deserve a reward from God.

     The actual quick is that of whose whole life is cast in the same consistent mould: who applies in all his affairs, the constraints & bounds that God has laid down; who checks his tongue from abusing others; who stays his hand from persecution; who halts in his steps towards injustice. As the prophets said  Such a man can be likened to a horse tied to his rope, which moves only as far as his string permits him. They cannot transgress.

The essence of fasting thus is to eschew all awful ways all year long. The true quick is that from which learns a lesson.

Definition of Fasting

After prayer the second compulsory duty which every Muslim is necessary toper- form is that of fasting in the coursework of the month of Ramadan. The word sawm which has been used in the Holy Qur'an and the Hadith for fasting means "to abstain"; thus a horse that abstains from moving about or from eating the fodder is said to be sa'im. In the technical language sawm signifies fasting or abstaining from food and drink and sexual activity from the dim beginning of dawn till sundown.

The records of the Hadith bear ample testimony to the fact that fasting was a common religious practice among the pre-Islamic Arabs , and they used to observe quick on the tenth of Muharram because it was on this day that Allah saved Moses and his companions from the clutches of the Pharaoh who was drowned in the sea along along with his army. The Arabs and other people were familiar with fasting as an act of penitence or of propitiation or a preparatory rite before some act of sacramental eating or an initiation or a mourning ceremony.

In Islam fasting is primarily an institution for a spiritual discipline and selfcontrol. It is in fact an exercise in religious devotion in the type of cheerful and willing renunciation, for a positive period, of all the appetites of flesh lawful in themselves (the illegal ones being ruled out of coursework). The Qur'an says:
0 ye who think ! prescribed unto you is fasting even as it was prescribed unto those before you. that haply you may become God-conscious (ii. 183).

Of all the creation of God only man deviates from His path. They will find that things are chiefly responsible for this: the love for material possessions and the tempta- tions of the flesh. Islam has, through the institutions of Zakat and Sadaqat, purged the hearts of its followers from the love of wealth, and has inculcated in him the habit to part with it readily for the sake of God.

Fasting has been ordained as a religious duty for the Muslims for subduing their lust and keeping their appetites well within reasonable bounds so that man may not become their slave and lose control over himself. The Qur'an clearly states that a man cannot attain salvation unless they learns to restrain his self from low desires. "And as for him who fears to stand before his Lord and restrains himself from low desires, Paradise is surely the abode" (lxxix. 40-41).

The exercise of abstaining from things otherwise lawful in the ordinary coursework of life, at the behest of Allah, strengthens man's morality and self-control and deepens in him the consciousness of the Lord. This is what distinguishes fasting in Islam from fasting in other religions.

It ought to even be borne in mind that fasting does not aim at inflicting punishment on people or sadding on them unbearable burdens. The underlying idea behind it is to teach moderation and spiritual discipline so that human temptations may not become so wild and uncontrollable as to flout the commands of the Great Master. To be a true servant of Allah, it is essential that man ought to be able to conform his behaviour to the moral and spiritual discipline embodied in the Shari'ah of Islam. cannot accomplish this finish if finds oneself helpless before untamed and turbulent desires. Fasting is indispensable for this moral and spiritual training.

Another distinguishing feature of Islamic fasting is that it does not train a person for complete renunication but for ideal and cheerful obedience to the Lord All those things from which man is commanded to abstain in the coursework of fast, e.g. eating, drinking and sexual activity, become permissible for him at the finish of the fast. This shows that Islam does not look down on the appetite of flesh as something ignoble and thus fit to be exterminated root and branch from the human soul. According to Islam, there is nothing profane or ignoble in human persona: both soul and body are sacred and worthy of respect. No aspect is to be ignored and no urge is to be curbed. What is necessary is to keep all these urges well within their proper limits so that none of them transgresses natural bounds and becomes the source of trouble

That fasting is an institution for moral elevation can be judged from the fact that Allah does not impose check only on eating, drinking & sexual activity from dawn to sundown, but also exhorts His servants to refrain from other foul acts, for ex- ample, backbiting, indulging in foul speech, telling lies, etc. Abu Huraira reported Allah's Messenger (may peace be on him) as saying : If does not abandon falsehood & other actions like it, God has no need that ought to abandon one's food & drink (Sahih Bukhari).

The social aspect of fasting in Ramadan is that the whole atmosphere is permeated with religious piety & devotion to Allah. There is additional congregational prayer, Tarawih, in the coursework of the night, in which the Qur'an is recited & the Muslim is reminded of the fact that it was in the month of Ramadan that the revelation of the Qur'an commenced. The sadaqqt are also given with greater zeal & fervour in this month. Thus the whole Muslim society is inspired by the love of God. Abu Huraira reported Allah's Messenger (may peace be on him) as saying: When Ramadan begins, the gates of Heaven are opened, the gates of Hell are locked, & the devils are chained (Bukhari & Muslim).

Muhammad Asad, while elucidating the spiritual & moral significance of quick says: "Twofold I learned, is the purpose of this month of fasting. has to abstain from food & drink in order to feel in one's body what the poor & hungry feel :thus social responsibility is being hammered in to human consciousness as a religious postulate. The other purpose of fasting in the coursework of Ramadan is self-discipline, a side of individual morality strongly accentuated in all Islamic teachings (as, for example, in the total prohibition of all intoxicants, which Islam regards as simple an avenue of escape from consciousness & responsibility). In these elements-brotherhood of man & Individual self-discipline -I began to discern nhe outline of Islam's ethical out look" (Road to Mecca, London, 1954, p. 188).

Jumat, 19 November 2010

Celebryty Appreantice 2

What makes a job a great job? Obviously, different people will give different answers. It is impossible to account for everyone's personal taste and character traits -- including foibles -- and how they might fit in to a specific job. What makes a great job opportunity is much simpler to gauge. How much do you get paid? What kind of professional development opportunities are obtainable? How much room for innovation does a role offer?

What They Thought about
Clearly, you require to select a career that is in high demand. Because job growth is so important. Funds also matters. They based our wage range -- an indication of the chance for wage growth -- on the difference between the 10th percentile earnings and the 90th percentile earnings for a given job. This gives a picture of where you might finish up in relation to where you started. A great job, in our view, also requires a great deal of investment in schooling. Our schooling score is based on what percentage of those working in the field hold a college degree. Finally, a great job needs to give you room to run. How innovative and inventive are you able to be? How open to new ideas are people in your profession? What you have any relationships?

Doing the Job
In addition to the rankings and some brief job descriptions, we have profiled ten leaders actually working in a quantity of these fascinating positions. Though they come from a variety of fields and backgrounds, there's some common threads jogging through them -- besides the fact that they love their jobs. Most find themselves working at the intersection of business and expertise, which keeps things fresh. All of them give the same advice about being successful at work, : Stay flexible. These jobs are not for the rigid of mind, and you need to accept that they might take you places you don't expect to go. That is part of the fun -- and what makes these jobs the best.

Illustration:
I one times had a dream job as a Human Resources Director for of the most prestigious employers in the area. When I got that job I jumped for joy. It was the highlight of my career.
The pay was great, I had a immense office, lots of responsibility, great coworkers, travelled first class and tons of status. But the boss was seldom happy with my work. They constantly complained and I was always on performance warning. My performance according to him was marginal. Not bad to get fired but not nice either. I worked so hard to that difficult man.

Finally they got worn out of it all and at my years anniversary, I was pulled in to his office and fired. I had0 minutes to clear out my things and leave. No severance pay or reference.

It took me  a year to discover a brand spanking new job and I seldom could make as much funds or be in a similar type job ever. Because of the location of my elderly employer, I am forced to drive by it on a regular basis. I am always reminded of my failure in that job as I drive to work and pass by my elderly office.

Celebrity Appreantice

Hydra and Empresario given challenging from Celebrity Appreantice for sell a kind of food (hotdog). They are given opportunity to choose a leader for managing team. The first step, they choose the place which gives more advantages. So, they will become winning team. The second, they start to get connection or relationship to help them and buy their product with high cost for religion purpose. Each people hard work to give the best for their team. Finally, after work long day, Boss will discharge someone from the team who get bed job. The fact, Hydra team get less compare empresario team. Consequently, people must be get out from team. Omaroso as a leader give explanation for every people in her team. Tifany as a youngest girl in that team assume not give the best for Hydra. So, Mr. Donal Trump as a Large Boss decided for discharge Tifanny from the Celebrity Appereantice.

The Story:

I think, There's some factors why Tifanny as a feasible girl must be back:
The first, he as a famous model not makes use of her link or relation to help him buy the product. He gives reason that he will be use it for the next challenging but in the business opportunity never comes again. So, he must be learning from it. The second, he doesnt try to defend from Omaroso assault. Omaroso ambitious and blame Tiffany for this failed. So, The Large Boss, Donal Trump decided for discharge Tifanny from the Hydra team.

My Analysis for This Case:

Have you ever failed on a job and relive it over and over and over!

Kamis, 18 November 2010

Teaching Children

Popular custom would have you think that kids are effortless second language learner & far superior to adults in their eventual success. To start with, childrens wide spread success in obtaining second language belies an brilliant unconscious work dedicated to the task. The difference between kids & adults lies primarily in the contrast between the childs spontaneous, peripheral attention to languages forms & the adults overt, focal awareness & attention to those forms. Therefore, the popular notion about kids holds only if effort refers, narrowly, to focal attention language forms.

Nor are adults necessarily less successful in their efforts. Studies have shown that adults, in fact, can be superior in number of aspects of acquisition. They can learn & retain a bigger vocabulary. So, while kids, with their fluency & naturalness, are often the envy of adults struggling with second languages, kids in classrooms may have some difficulties learning a second language.

Third, the popular claims fail to differentiate young kids from pre-pubescent kids & whole range of ages in between. There's actually lots of instances of older (school-age) kids manifesting significant difficulty in obtaining a second language for a giant number reasons. Rating high on that list of reasons are lots of complex personal, social culture, & political factors at play in simple school teaching of second language.

To successfully teach kids a second language requires specific skills & intuitions that differ from those that you would use for adult teaching. categories may help to give you some practical approaches to teaching kids.

Rabu, 17 November 2010

Teacher Function in Teaching learning Process

Muhibbin Syah said that function of teacher in Teaching method is Director of learning, its mean every teacher ought to be able to lead teaching method innovatively to reach the primary aim of teaching method. Nevertheless, in this modern period function of teacher in schooling has improved not only as a teacher but also as a director of learning. It's lead to teachers duty and responsibility become more complex and heavy.
Gagne said that every teacher has function as Designer of instruction, manager of instruction and evaluator of student learning. Teacher as designer of instruction means that teacher ought to be able and prepared to generate teaching learning method usefully and successfully. Therefore, to reach this function the teacher must have lovely knowledge and skill related to learning principles.

Teacher as manager of instruction, its mean the teacher ought to be able to manage all of phase of teaching learning method, beside that teacher able to control and execute phase and condition of learning method. Among management activity of learning method, the most important thing is the teacher must be generating lovely situation and condition in order to students can learn useful and successful. In the other hand, the condition requires to be created in such a manner so that communications method in democratic way. Therefore they can play the role in their rule.

Teacher as evaluator of student learning means the teacher as an evaluator & assessor of the student learning result. In this function the teacher hopes follow students grow in achievement learning. This activity process ideally takes place in continuity & in phase of learning toward. On the other hand the teacher ought to give a follow up to student who cant reach optimal learning. To motivate low student achievement the teachers has to do relearning. In vice versa, if the teacher fined lovely result the student ought to be motivated to improve student learning activity in order to complex material can be mastered.

Beside teacher as designer of instruction, manager of instruction & evaluator of student learning, Douglas gives some point related to teacher function, they are: teacher as facilitator & as resource. The facilitating role requires that teacher steps away from the managerial or directive role & permit students, with teacher guidance & gentle prodding here & there, to find their own pathways to success. A facilitator is allowing students to discover language or material through using it pragmatically than telling them about language.

Teacher as resource is that the student takes the initiative to come to teacher. Teachers give time to student for advises & counsel when the student seeks it. There fore teacher ought to release student to try things for them selves.

Syllabus: Other System Other Worlds

Are there additional ways to analyze language that advance the discussion beyond the issue of the discrete vs. the holistic? Are there other glasses they might try on through which to perceive things from another point of view? Materials writers who need to shed the constraints of desecrate point analyses, yet who recognize that language content for coursework design purpose must be based on some kind of orderly presentation, would do well to look to other fields that study human language as a communication system. What are the complex technique of language which other social sciences have determined? An fascinating tip of the iceberg is mentioned by Morrow (1981:62) regarding information gaps, an idea that comes from the communication theory. From this source they recognize that our materials might incorporate, through workouts, ways which get learners to make use of language holistically by seeking withheld information with which to successfully accomplish a given task.
Other suggestion have been made for the utilization of language content based on analyses that are less tied to discreteness since they draw on systemic characteristic.
From the field of ethno methodology have come significant insights in to how users employ language to over out their everyday, mundane business.
Capra goes on to point out that in the twentieth century the universe is no longer seen as a machine, made up of a mass of separate objects, but appears as a harmonious indivisible whole. A network of dynamic relationship that include the human observer and his or her consciousness in a essential way.

Selasa, 16 November 2010

Reconciling opposites in the instructional plans

Faced with the dilemma of integrating discrete elements or analyses of language content with holistic, comprehensive use of it, various sequential designs have been proposed for coursework designs:
  • one.    A holistic approach is adopted with emphasis on thematic, significant interaction which it self-motivating. In addition to holistic language experiences for the whole group, there's workbooks for use by individuals which concentrate on grammatical points and specific skills.
  • six.    A more structural/notional approach is adopted in the syllabus with emphasis on the skills that have been selected as most important for the coursework. To meet individual needs, other materials are in use in a learning middle or a language laboratory in which there is emphasis on thematic and communicative use of language.
  • six.    The early phase of the coursework is structural. Later, as learners progress in their basic acquisition of grammatical competence, they move on to a more holistic approach, utilizing global language in communicative workouts.
  • five.    the coursework follow a thematic, communicative tone, similar to a language arts coursework for native-speaker kids. At a later stage, more attention is given to accuracy and form. In this instance, Gestalt learning comes first and discrete-point element are added later.

The Discrate View in Syllabus

In contrast, second and foreign language instruction has to a great extent, incorporated the discrete elements view of language, in audiolingual and cognitive-code approach. Even in the recent period, whether the content has been grammatical sructures or semantic ideas expressed as notions, they have relied on analyses of language in constructing inventories which depend for their discovery procedures on processes of issecting and segmenting in to elements : IN linguistic science these discrete entities are given names such as phonemes, morphemes and sentence. When they work with illocutionary meaning, speeech acts, or functions in language, they tend to seek ways of putting such elements in to similiar categories. Moreover, the fact that they lack refernce texts which report language functions leaves us feeling dissatisfied. It may turn out, however, that our quests for 'grammars' of social interaction based on building-bolck untis tend to reflect our deeply imbued western cultural custom which has been based on discovering particles since the seventeenth century when a conceptual framework for science  bulit around the modeel procliamed for physics  was developed based on the mathematical theory of Isaac Newton, the philosophy of Rene' Descartes, and the scientific methodolgy advocated by Francis Bacon.

The Holistic View in Syllabus

The holistic view has been in the glare of publicity in the recent, communicative period wtih distinct strands contributing to its upturn. First, it's gained prominence throigh the influence of a humanistically- oriented philosophy of schooling in which the development of the whole person is stresssed. This view emphasizes the total individual & his/her needs for using language as the basic aim to be met by the curriculum. Second, the unit of anlysis of language inself has come to be viewed by linguistic students & those in related disciplones not as a single sentence, but as longer spans of language or discourse. As widdowson (1978:22) explains: they must move away from only thinking about facts about single sentences or words (language usage) to thinking about how language works in a communicative sense (language use) this requires us to go beyond the sentence & to look at longer stretches of language.

A third influence which has brought holistic practices in to wide acceptance can be traced to the influence of mother-tongue intruction, or the language arts field typified by practices which foster language development in young children : reading aloud to children by adults ; learning middle activities ; language experience activities ; child-authored tales ; individual reading & re-telling ; simulating real-life through activities such as letter writing, making stationery, writing lists, taking messages, designing greeting cards, writing notes to friends, etc. These practices appear 'right' to teachers because they come closer to actual communication. However, they go againts specialists ideas of what is exact or exact becausse they fail to include discrete analyses of language.

COMBINING THE THREE INVENTRY

The most difficult task in focus choice in combaining the inventories. The aim is generate coursework plan s which will consist of a theme (including related sub-topics), a list of notion s and gramatical structuresand a choice functions. The first concren is: which stock ought to be basic? Here the answer depends entirely on coursework aim: the linguistic stock has historicallyin the past been organized in a sure sequence so its fit everyone cultural expectations. Like reciting the alphabet in customary order, it seems natural and basic.

Assumed the designers select to focus on verb phrases that express habitual, regular events ( non-durative present) under the general notions time with special focus on frequency, information which comes from stock A. Picking up stock B, they now look for theme or topic that could provide this notional-grammatical unit with suitable contextual background. There's various possibilities, depending on the age and background of students, issues of reccurent relevance, etc.

The planners working with this unit may relize the necessity to add adjactives & modals based on their experience with a specific learner audience. Or they may choose to add them to encourage learners to make use of these structure. What is important is that these srtuctural element ought to not occure in isolation, devoid of meaning. , all structute foccused actifities ought to be used to provide additioanl communicative practice around the theme of transportations-travel. The planner would, however, start with stock B as the vocal sceleton. Diong so would suit a thematic organizational design. Assume thet of the general themes isfood & drink. A nimber of sub-theme or topics would be listed within this general theme such as: shopping for food & drink. Of work lots of other feasible topics could be added to the list to suit a specific learners audience for which the work is being planned.

Each sub-theme would then be expanded to relate to sure function: in the unit of shopping, the learners would need to ask for information concerning prices, quantities, brands, sizes, etc. when discussing exports, they might need to interview an specialist on the topic which would lead to the inclusion the functions such s introductions, invitations, requestes, suggestions, expressions of argument, etc. thse function would than make up stock C for these thematic unit. Finally, the planners would come back to stock A and select various grammaticala teachers needed in order to deal with the various-themes and functions. Thus, for example, for the shopping sub-theme they may need quantifiers for the different types of foods and drink and mastery of the quaestion mechanism in order to ask for information.

 Whether the planners chhose to start with stock A,B , And C as the pivotal core of the coursework will depend entirely on the goals and the audiences they have in mind. An example of such an interaction of different inventories is present in the planning map for Swan and Walters(1984).

Senin, 15 November 2010

INVENTORY C: SOCIOCULTURAL FUNCTIONS

Inventory C is a list of communicative, sociocultural function which the planners pick to include in the work of study. However, planners are faced with seriour difficulities cince there is no reference teks that provide a comprehensive description of speech act behaviour in english much less for the first language of the learners. What designers would need to know from such a preference teks would be the following information about each speech act that they pick to include in the work plan:
  •     The typical situation in which each speech act is used by native speakers. For example, what are some typical situation in which native speaker of english tend to apologize, complain, or complimente the hearer?
  •     The extent to which the speech act change in form or choice of the patticular uuterence according to the participants taking part.
  •     The most frequent uttereances that the native speaker used to over out this speech act in formal & casual settings.

INVENTORY B: THEMES AND TOPICS

Inventory B is a list of themes and topics. Its mind purpose is fold: (a) to provide appropriate cultural contextualization for the language material in asyllabus, and (b) to motivate interest by using topics that are relevan and appealing to a specific groupof learners. This stock is of vital importance and may final make or break the work in terms of its success in the classroom. The topic to be included may come from questionnaires administered to potencial students of similar age groups and interentes as well as from open discussion with students at a similar level. 

Another strategy for topic choice is to integrate content from other subject mater areas in the work curriculum. For example, major topic that appear in history, geography, social students, or science can be integrated with the english language work by using them in the specification of themes and topic. In the language pedagogy literature, this approach has been called  language in the content aresa. A related suggestion in ESL in higher schooling is the sheltered course in which no native students learn the english language through special classes in subject content areas: for example history and Economic.

Minggu, 14 November 2010

INVENTORY A: NOTIONS AND GRAMMAR

Inventory a consist of separate list: (a) all the grammatical topic to be taught in the work of the work, organized in a sequence suitable for systematic learning & for generalization that can be create along the way. (b) list of notional categories to be taught in the work of the work. These to separate list are than combined in to units comprising notions & structures in a way that lets us saw how notional categories & grammatical categories interact. Cautious preparatory work has to be done by the work planers themselves. They can, of work, use examples such as the Threshold level (Van Ek 1977) for the notional lists & any nice grammar for nice grammatical categories. The combination however, will must be developed for the particular work & will need various planning & conceptualization before worthwhile list can be produced.

As an example of a combined teaching unit of notion & grammar, think about the notion time & its interaction with the tense aspect technique in English. This unit has to broken down in to teachable portions which may must spread throughout the coursework, making a kind of spiraling plan where the unit of time & tense aspect recourse with expanded topics every view weeks or so. Thus, the planners might choose that the most logical placed to start this unit is with the durative aspect which in English is probably different from all other language requiring special focus in the materials.

Alternatively, planners may choose to start a description of timeless, static statements such as factual information, method activities & the like which are venom-durative, the decisions on sequence will based on both linguistic generalizations, similarity, difference for L1, & other deductive variables such as the teachers abilities to provide examples & context for the particular topic availability of such relevance context in the immediate surroundings, & other similar consideration. The important point is that by working with combine unit of notions in structures, designers ought to be able to & sure the inclusion of both types of categories throughout the syllabus. Furthermore, the spiraling approach will enable teachers & learners to tackle in difficult areas repeatedly, to be continue at different level of sophistication & within different contextual situations.

Inventory A provide the skeleton of the program, the backbone around which other elements will have developed using inventories B and C (discussed below). Moreover, basic consideration of sequencing in work planning cant be thrown out entirely, despite what some curriculum designers believed in the early days of the communicative approach. As Brumfit (1981) states syllabus implies movement, it must contain a beginning point as well as an finish point.

Integrating Notional and Functional Meaning With Grammar, Thematic Content And Lexis

A major difficulty in syllabus design is the fact that learning a language can not be explained as learning single unit of any kind, be they notions, functions, structures, or lexis. It is some combination of all these together, along with the earlier experience that the learners brings to the task which accounts for language learning. ESL/ EFL learners already posses a solid knowledge of notions, functions, & lexis which underlie their first language. What seems important to teach, therefore as Refers (1980) points out are the inter lingual contrast between the notions in L1 & the target language.

The idea of gender, for example, possibly understood both by a speaker of English as well as a speaker of French, yet the way gender is used in these language is so different that learners from both backgrounds have difficulties adjusting to the technique used in another language. The information about how the new language works is significant & can not be taken lightly in designing the coursework. This is true even if the scholars final aim for the coursework of study is not ideal accuracy in the new language but only interpretive ability.

Similarly, the what time is marked in a language by the tense process perhaps different o cause difficulty for the learner. In English, for example, there is a basic, comprehensive distinction between action & even viewed internally as having a beginning, middle, & finish (durative or progressive), & events or actions perceived in their totality (non progressive). Speakers of another language who understand the basic notion of time & period will have difficulty with the English aspect process if their language does not make significant, marked distinction between durative & non-durative. Here, again, this distinction relates not only to expressing self in language but also to interpreting language to produce by others. As refers (1980:53) claims much more attention ought to be paid in classroom teaching to the comprehensive & through assimilation of these essential conceptual differences between language so that students are learning to operate within the total language process, than picking up minor skills in its application.

The state of the art appears to be such that there is an immediate necessity find new ways of teaching form & use together (Eskey 1983). Coursework designers require to the following:
  •     Present linguistic form systematically to enable learners to express the basic notions of language. Furthermore, special emphasis needs to be placed on Interlingua differences relating to the realization of notions.
  •     Use communicative context to permit learners to interact within a variety of communicative language function. Here again, emphasis must be placed on socialcultural language specific features in order to produced utterances which are appreciate to the cultural setting among the lots of feasible choice available for expressing functions material must start with those which are highly frequent in native speech & only gradually expanded to include the less frequent two times (Canale & Swain 1980)
  •   Use a variety of text types both in the oral & written form in order to create communicative proficiency in all language skills, unless a specific calls for emphasis on or language skills than on all.

Sabtu, 13 November 2010

A Scale for Assesing the Cognitive a Potential Workouts

  • Evaluation
Making a judgement of nice or bad, right or wrong, valuable or useless, according to standards designated by learners.
For example, writing a critical review.
  • Synthesis
Solving an issue that requires original, creative thinking.
For example, working with a group on a large-scale project such as planning & producing a class newsletter, a panel discussion, etc.
  • Analysis
Solving an issue in the light of conscious knowledge of the parts & forms of thinking.
For example, playing a board game (dominoes, checker) or a card game in which choice must be made among known possibilities.
  •  Application
Solving a life-like issue that requires the identification of the issues & the choice & use of appropriate generalizations & skills.
For example, taking part in a simulation which the issues to be resolved are known & understood by the participants although the result will be determined trough the group interaction itself.
  •  Interpretation
Discovering relationship among fact, generalizations, definitions, values, & skills.
For example, taking notes at a lecture, then using ones notes to answers evaluative questions about the content of the lecture.
  • Translation
Changing information in to a different symbolic from or language.
For example, reading information in a text, then scanning to find specific facts in order to put the correct information in a chart, map or the graphic display.
  • Memory
Recalling or recognizing information.
For example, reading a passage in a text then answering comprehension questions which ask about specific details in the text.

A Scale for Assesing the Communicative Potential of Workouts

  • new information is negotiated
Include expression of, reaction to, & interpretation of new information. for example, most workouts for small groups if the interaction among members of the groups is in the target language.
seven. 
  • new information is expressed
For example, making up a questionnaire, writing a letter or composition, giving an oral document, leaving a taped phone message or a written message, providing information to anyone else.
four. 
  • new information is used or applied
For example, writing a letter in response to an advertisement, filling out a form, answering a questionnaire, which requires aim replies, organizing main ideas in a logical sequence, strip-story activities, gathering information outside class or from peers.
seven. 
  • new information is transferred
For example, filling in a table or chart, finishing a graph, putting indicators on a map, copying information.
seven. 
  • new information is received, but there is no verbal reaction
For example, communicating with a physical response, such as drawing a picture, following a route shown on a map, following instructions to construct something
  • new information is processed; focus is on form
For example, mechanical operations such as ordering, combining, adding, deleting, substituting; practicing a dialogue which has been memorized; reading aloud with attention to pronunciation.
  • new information is received (exposure only)
for example, listening to a song, hearing a narrative read aloud, watching a TV program, or any extended listening period activities that do not need a physical response.

Workouts in Syllabus

Workouts are language learning and language using activities which enhance the learners overall acquisition method, providing planners and teachers with a variety of ways through which to make this method engaging and rewarding. Sample of such workouts are introduced here under0 different categories:
  1.     Operations/ transformations enable learners to focus on semantic grammatical features which are necessary when aiming at accuracy in language use. All learners need such predictable and controlled workouts sometimes if their objective is to accomplish accuracy in languages production and interpretation.
  2.     Warm-ups/relaxes are motivational workouts which add an element of enjoyment and personal involvement. They can be used at various points in the coursework of the session, when a relief of tension or a alter of pace is called for.
  3.     Information-centered tasks enable learners to make use of the language naturally will being fully engrossed in fact-gathering activities.
  4. Theater games encompass all activity types which simulate reality within the classroom situation. These workouts are important since they enable the language session to broaden its context beyond the walls of the classroom.
  5.   Mediation/interventions are workouts which enable learners to experience bridging information gaps will using the target language.
  6. Group dynamics and experiential tasks are group activities which generate of opportunities for sharing personal feelings and emotions among learners.
  7.  Group dynamics and experiential tasks are group activities which generate of opportunities for sharing personal feelings and emotions among learners.
  8.  Problem-solving tasks involve learners in making decision about issues will using the target language, enabling them to focus on the features of the activity than on language usage. In this type of activity, learners are involved in a whole-task method in small woods (1981) terms.
  9. While similar similarly whole-tasks focused, workouts which involve transferring and reconstituting information and emphasize cognitive makes use of of language. 
  10. Skill-getting strategic are activities which enable learners to create specific skill areas in the target language.
Each workouts type focuses on a special aspect of language use yet together they objective at helping the learners become a more effective language user.

Jumat, 12 November 2010

Communicative Process in Syllabus

From the time when grammar-translation courses prevailed, through audio lingual on in to the cognitive-code period, practice material has emphasized mechanical & analytical processes. The recent communicative period has expanded this storehouse to include more global, cognitive, & artistic activities. Global activities are directed at overall language use than at discrete elements; cognitive activities either prepare learners for or stress intellectual aims; creative practises give learner the widest feasible opportunity to make use of language for self-expression. Plenty of of the global, cognitive , & artistic activities that have become associated with communicative language courses have been drawn from other fields, the social sciences where group interaction techniques have come in for special attention within the past decade.
The list of practice types or workout introduced in four.2.1 is meant to be open-ended. Work planners & materials writers must create familiarity with the widest feasible range, always looking out for ways to extend, combine, & innovate workouts. Further, they must be able to evaluate the suitability of a specific type for a specific aim. Moving toward establishing criteria for assessing workouts scales are introduced in the section four.22 & four.2.3. the first focuses on communicative potential while the second is concerned with the cognitive area. The scales provide designers with a mechanism for providing systematic in a syllabus through the choice of workout types. For example, a progression of workouts can be arranged in such a way to enable learners to move from less to more communicative tasks & from less to more cognitively demanding activities.