Bilal Philips – Lesson Plan Islamization – Part 2

Bilal Philips
AI: Summary © The speakers emphasize the importance of providing Muslim education for children who may not participate in the fullest. They stress the need for schools to promote patriotism and encourage students to pursue educational opportunities, as well as the complexity of Islamization of education, including creating master and state master plans. The speakers also emphasize the importance of learning the principles of Islam and connecting students with Western history, as well as providing educational resources, including a teacher network and online resources. They acknowledge the challenges of providing these resources and emphasize the need for parents to provide them for their children.
AI: Transcript ©
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It is possible that they can participate with supervision and be a part of that process, they may not be able to do it in the fullest sense. But if we can get 75% out of them, that's what

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we can expect the 30 100%. But at least we have certain standards that we set, which they are required to function within. And that's as good as we can do now, with the intention to bring more and more Muslim teachers to our school. Because we said already, that was a failure on the part of the community. You know, this was a foreign key fire requirement of the community to provide Islamic education for the children, Islamic education,

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as taught by Muslim teachers, that is the right of the children of our community.

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If we don't provide that, for them, we are insane. The whole community is insane.

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So that's what we have to work on, we have to develop correct, improve.

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in working together,

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we can do it.

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Because Allah has not

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put any burden which is too great for us to have by NASA.

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This is reality, we can do it, it's just the will.

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in sha Allah with a large blessing, it can happen

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tight before the horse,

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it's just about the eat that we have

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to eat. So we have, you know, celebrations like Independence Day celebrations, you know, I'm just wondering, is there a good way of integrating these celebrations that we have to promote patriotism? Or do we just leave them since we're adding another word? How, what is the best approach to it?

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The Law of the country.

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If the law of the country allows you to not celebrate it, then it's better not to celebrate it.

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If you are required by law, to celebrate it, then you try to

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keep it down the low level and also you tried to bring out whatever positive elements that you can from it, you know, let it be some moral messages and lessons there. We don't want to promote Nigeria nationalism, because we know this was something hated by the province on asylum and he spoke against it, man died last year. And so Linda, whoever calls to tribalism, nationalism is others you know, so, we know that it it has to be from another perspective.

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So that's what I would suggest. And it will vary according to the needs and necessities of the circumstance

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wife or children

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because the

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consequences as you have some stakes

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because the nature of the society

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that it is considered to

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be educational system is

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most cases,

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our children

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putting them in prison, and not vice versa.

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If our Muslim schools were the best in the country, the top graduates came from our schools, believe me, they will be lining up at our doors.

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But because our standard is so low,

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it's so low that even our own fellow Muslims don't want to put their children in our schools,

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who are we to blame, but ourselves.

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This is the bottom line, we have to raise the standard because excellence is, you know, apart from the dean, the process element said, in the LA hip movement, I had

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a lot of love from each and every one of you, whenever you do anything, you do it to the best of your ability. So the best, it's gone. Perfection.

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This is from the dean, part of the faith, but we have neglected it. And we are now settling for anything. second best. But as I said, still, in the end,

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the greatest prize that we give the students should be for moral behavior.

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When a student does something outstanding in your school, you make an example of that, look what they did and give them a price. You send messages, this is how subliminal messages are sent. Because as long as your main prize is for top in academics, then that's your message. Get those top marks by any means necessary. And for students. Cheating is the quickest and easiest way.

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But when the biggest prize is for moral excellence, then you're sending a very powerful message to them. Give a prize for academics to the second

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month the big one.

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I think we're going to take a break here now for lunch and the back. You want to

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pay for the male participants or prayer

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area for

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the females working with another woman

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the toilet downstairs

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for me

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alameen wa Salatu was Salam

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ala de, indeed

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operate due to a lot of Peace and blessings in the last prophet Muhammad Sallallahu sallam,

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and then all those who follow the path of righteousness until the last day.

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In our previous session,

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looked at the

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of knowledge from the Islamic perspective,

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the misconception that

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Islamic Studies

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would be separate from secular studies.

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He said that the roots of that

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from Christian thought

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Islamic approach is an integrated, fully integrated approach.

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We also spoke about

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concepts of knowledge, true and false, revealed and acquired, useful and useless with regard to revealed knowledge.

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We said that

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Use this knowledge for the term use this knowledge in relationship to reveal knowledge.

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This meant, what

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age appropriate age appropriate or circumstance appropriate

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means it's relatively useless. It's not useless in and of itself. But it's relatively useless. Even the acquired knowledge, when we say it's useless, it doesn't mean there's no benefit from it. Because even with knowledge of the composition of the Mars is useful knowledge at the time when we are planning to go there. So it's, you know, it is useful knowledge

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at that particular time, but at this time, it is useless, meaning that there are other areas of knowledge, which are more beneficial, which should take precedence over

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the longer seeking knowledge that should be prioritized.

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we talked about the basic concept of education being cultural transfer, this is the core of it. So either you put those facts and figures in an Islamic package, or it comes in a Western secular package,

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Western pilots with its culture,

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the image is, especially in the early years, where much of what is taught is thought to the stories and pictures etc, then so much of their culture is passed on.

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It's always said, one of the main challenges that we're faced with is bringing morality back into the classroom. Now,

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we have been talking about Islamization of education. There's another concept

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of knowledge

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of knowledge, actually

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deals with the theory of knowledge, and it's very complex. And it involves, practically speaking, reinvention of the wheel.

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If we distrust the West, so much

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anything that they have, we need to replace it with something we have. No, then that is the approach you're going to take. But the approach that I have taken, which I feel is practical, is we build on what others have done, you know, you reach a certain point.

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We take the best of what they have, and we build on it. We just don't take it all without any kind of sifting or assessment or

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picking and choosing what is in fact beneficial.

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So Islamization of education instead is a relatively simple

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process. And that's what we will be focusing on. Now, part of the Islamization process.

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Or I could say the summarization process is actually not complete until we actually replace existing books with our system, I suppose.

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This is really, ultimately where we need to be

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as long as it is permitted by the country that we're in. Some countries insist on standard books being taught to all schools.

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Sometimes, you have no choice.

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The government has set the curriculum everybody has to follow.

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I ran into that in India,

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where the government curriculums for those who are taking the government examinations.

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For it were standard books everybody had to use it.

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the material in it was influenced by Hindu culture,

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stories, their fables and all this is a part of their literature comes

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With their, you know, their explanations for maths and everything when you get word problems or all of this stuff comes up. So it's a challenge, you can place the books. And this is where the lesson plan becomes your best channel or best source for Islamization. But where you can, there are countries which allow you where you can develop your own books, then it's worth developing another set of books, teaching the same material, but teaching it from an Islamic perspective. So you're not just doing it in the classroom, as a teacher, you are presenting that material in an Islamic way. You even the textbooks, which the children, young people have in their hands, these are themselves

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This is ultimately where we would like to be. If it's at all possible, then we should do it. And this process

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also critical for standardization.

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Because if it's not only up to the teacher,

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teachers have different capacities, different levels of motivation.

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So one teacher might do quite a lot towards customization of the curriculum that's being taught another might,

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when you're a teacher who is doing a lot has to go and is replaced by somebody else who doesn't have the same automation, then the quality of the class drops. So you have a you don't have a steady

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you could say a steady approach to the Islamization of education. It's up and down, up and down.

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So if you want, the way to do it is to standardize to establish some basic standard that whatever teacher comes, they have something to work with. Your ultimate tool is the textbook itself. If you have a textbook, which has got everything you're giving science, it's already been revised, everything is prepared, that makes life a lot easier, the teacher makes a lesson plan from a text that is already as revised, that is the ultimate.

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But when you can do the text, then you just work with the lesson plan. Now, if you are able to do both in the lesson plan and the text, then

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I suggest that obviously the process by which you set up your lesson plan should be itself structured.

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If we go from school to school here, I'm sure if we take out each lesson plan, we'll see people have different lesson plans. There are no standardized plans. So we need to establish something standardized,

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standardized from the ways in which the lesson plan is divided up set up etc. as well as standardized in terms of its content.

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this can only be done. If we establish principles for less than planned Islamization itself. That process, we say the most critical point in the Islamization of curriculum, customization of education is at the point of lesson plan. customization, since that is what guides the teacher in

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delivering his or her subject. That's your guy. So if that guy has been systematically estimize, then the lesson that you're delivering, likewise be systematically customize. And if it is standardize, and you are not here that day, another teacher steps in, they have stuff to work they can carry on may not be quite at the same level you were because you've been teaching it all along, but they can be close. The train teachers, they have a good lesson plan, they can have it. So in that way, we are systematically

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revising the curriculum and is revising

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if we revise

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the curriculum, mathematics, grade one,

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you have two or three classes, different teachers.

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Islam is according to its principles, their curriculum, you have other schools,

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say the network of schools here who agree to do likewise. Then, at the end of the coming year,

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all of the grade one mathematics teachers meet.

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And they share their lesson plans.

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And from those lesson plans, they create a master lesson plan,

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which has the best that everybody had come up with,

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for each test, all the way through the whole video.

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Now you have something solid.

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This is what I'm proposing. This is why I insisted from the very beginning that this workshop mean for all the schools,

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not just one school, but for all the schools, because this project, ultimately, to be of maximum benefit needs to be shared by a number of schools.

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So if that master lesson plan is created, after one year of operation, you're near the end of the school year.

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So what we're talking about is next year,

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next year, this time, the end of the school year, you meet, because if you call this now, nobody has been working systematically in this position. So it's gonna be all kinds of things from everywhere and everywhere.

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So if we have a plan, and otherwise, we look for next year,

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this time, end of the year,

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we have a structure for the standardized lesson plan, format, templates, then, the structure for Islamization of

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the lesson plan itself, we're going to come to that that's what we're doing in this session. Then, at the end of the year, meet, choose the best. Now we have the manual. That's our first step.

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Of course, the first a pre requisite for that is to have knowledge of the lesson plan customization program. And also to agree on a standardized template. Because that way, it will be easy for us to work together. If everybody uses their own template, and it's it's confused, much more difficult to establish a standardized manual that can be used across all the schools. So at the end of the second year,

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that master plan,

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you can call it a state or city master plan.

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It can go state can go national, and go global, that much better. But just working with where you are right now.

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Look at it as a state master plan.

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You run it for one year, now everybody's working with the same lab.

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As you're teaching in your class, you're gonna find some things work better than others. Even though Yes, you brought together theoretically what seemed to be the best. But maybe when you come to actually implement it, you find there are some other things that are better. There are other things that can be added and improved on.

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So by the end of the second year, you'll meet again, and you share all those things. You clean it up, and now you have that finalized. Lesson Plan, Master lesson plan which everybody will use.

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And from that, technically speaking,

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this is what you will use as your guideline. This is the teacher's manual ready. The guideline for establishing your own textbooks.

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Creating your own textbooks based on your master lesson plan.

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Now, this might sound like a dream.

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Let me tell you that

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In Ghana,

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in Kumasi,

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brother of the Nasim,

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who attended

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one of my workshops, like five years ago, in the UK,

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he took this idea, went back to Kumasi and established

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a good school good quality school because he was concerned about this thing we talked about that Islamic school should not be substandard. He got that message, crystal clear, came back, set up an impressive school

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and got the teachers all the things that we talked about, he worked on that trying to get qualified teachers

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and started working with the lesson plans with the lesson plan

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templates and concepts. Of course, since then, further things have developed, you are getting beyond what he had. But what he worked with

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customization of the material, adding the moral principles in it, he did that one year, two year, third year, he made his textbooks.

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And he has made textbooks from kindergarten to grade six.

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For all subjects

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Alhamdulillah. A institution in Turkey,

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he sent it to them, they printed the textbooks for him for all of his students for free. The CLS Baraka, you know, and this detail is information. And Siobhan will pass it on to you. You can write that institution in Turkey, they do sell books, but they do give to Islamic schools read also. So you can raise your case, make your presentation to them, they will send you the books. Now the books may not be perfect.

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Now, they tried their best working with it, you know, because they're working long distance that people in Turkey are making it. And, you know, they're in Ghana. So some cultural Turkish things were coming in there to go back and make them move them. And, you know, there was a bit of a struggle there to get it in a format, which was

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appropriate to Ghana to West Africa. You know, because the Turkish company, they were used to their Islamic culture with all the time but Turkish.

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So all the people look like Turks.

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You know, and again, this is a shoe, you know, you want the textbook that people should look,

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the people of the area that the books are coming, so they have that I worked with it until they come up with something, which I think is something very useful. Even if you don't necessarily apply the whole thing. You should have a library. Resource books, definitely. They've made huge strides. So know that it is possible. In fact, it has been done it

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should have been done a long, long time ago.

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I had started way back in the 90s

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promoting this idea from back then.

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I had been in committees, which were concerned with

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Islamic education, Islamic education. But these committees, which were meeting were meeting mostly in the UK, we met in other places also. But in the meeting, everybody was trying to come up with a new Islamic Studies curriculum. And I said, this is brothers, sisters, it's been done already. We have By that time, we had about three or four different complete curriculums which have been published, printed, etc. But they were insisting to do a better one. And I became frustrated.

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Because I really I found that what was there we could work with, you know, yeah, it's not perfect, not good. And, you know, get good out of it. So, I then struck out on my own, to try to

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implement what I thought was needed.

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And that was the Islamization of the so called secondary subjects. So I took English,

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and I took a template

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a series called again, readers

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Some of you know it from English or not, again, very popular out of England. I have seen it being used in Saudi Arabia in schools, which I taught in that was the most popular series. So I took that series and I said, I will make an Islamic version of this.

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So I got an early childhood expert. And we started with the books. from kindergarten up to grade three, this was a series of 56 books we produced in three years.

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The book that I'm going to show you here is the series was called the man reading series not named after my wife, but it was called the Mad reading series, English reading series. And it has began with pre kindergarten, as I said, it went up to grade three.

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Each level had like two sets series, two sets of six books on each level. So the total was the 56 books, including workbooks. So here is an example, from level three, book four for age seven plus, and this is just one story from the book.

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Just to give an example, this is called the book with that particular book was called chips to remember, it had different stories of different families who had gone on trips.

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And in this story, Mohammed and Fatima, they go to the beach with their parents.

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you know, of course, see the beach, then the images are established images.

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So they build sandcastles and somebody is playing with a frisbee and the dog catches you destroy the dog catches, it brings it back, the dog runs and knocks over the kids and knocks over the castle. They were making. So out of it. The kids start throwing stones at the dog because the dog, the cat, they're the castles, then the mother stops them. No, no, they shouldn't do that. And explains to them that you know, the dog is not at fault. You shouldn't hurt another animal. So tomorrow principles coming here now, right it was just another story about going to the beach, at the beach. But now the dog is introduced and I I particularly chose the dog because Muslims have a problem with

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dogs. You know, the non Muslims they see Muslims and dogs they say what is it?

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You know, when they bring a dog?

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Because people have gone to extremes in dealing with the dog. You know, Islam is specified. Yeah, if we eat Southern the festival, you're eating from us you clean it seven times one time would feed Earth etc. Yeah. But it's not everything he touches. You don't have to go clean

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the brushes against you know you have to go make your windows broken.

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But in fact, none of this is the case. None of this is the case. If you touch at all. It's not. It doesn't break your window to touch.

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The Quran speaks about hunting dogs.

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Who can maybe

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this speaks about hunting.

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Meaning that it's Muslims hunted and are allowed to hunt without. And when when you hunt with a dog. What does it mean?

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You send the dog out, catches the rabbit and it brings it back to you. Now how does he bring it back?

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in his hands.

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No is taking it in his mouth.

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He's taking it in his mouth.

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What do you have to do now? Take it and wash it sometimes.

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You cook the rabbit and you eat it.

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So we have gone to extremes, you know made our lives very difficult because of misunderstanding ignorance concerning the dog.

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So this is why I chose the dog could have been something else.

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Anyway, the point is the

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they're told about being

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tied to animals and not to harm animals. Then they sit and they eat a meal

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Beginning with Bismillah. And

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they talk they discuss about something about the

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why they're eating, for example, beef, you know, and it's an animal who told us not to harm

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sewing stones. Now, you

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know, these are the kinds of questions that the children will respond to, and, you know, come up with and then it's explained to them that it's okay to eat animals because they were made halau for us.

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Okay, and then

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they finish the extra food they have, they gave it to the dog, dog, and so on. So, so they're

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kind of the end towards the dog. And they built an even bigger castle than they had before.

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But many messages, moral messages, Slavic messages sent through the story.

00:36:09 --> 00:36:24

So, if the children they learn the principles of English, then they have to read they have to have reading books. To build on those with an article called the Seuss books you learn

00:36:25 --> 00:36:38

books in which you utilize the skills that grammar skills you learn in those books was an example of what we can do what we can produce

00:36:39 --> 00:36:45

from scratch, we can produce alternative texts.

00:36:47 --> 00:36:54

And obviously, if we did this in science and maths and everything else, then this is where the message is coming.

00:36:57 --> 00:37:03

That we're giving Islamic messages in every textbook, that is children.

00:37:04 --> 00:37:05

This is going to help.

00:37:18 --> 00:37:19


00:37:50 --> 00:37:55

Okay, that was actually the tail end of the previous session.

00:37:57 --> 00:38:05

The third session, we're entering now, the principles of lesson plan, Islamization.

00:38:09 --> 00:38:14

I am identified by basic principles.

00:38:15 --> 00:38:17

If these principles are implemented,

00:38:20 --> 00:38:22

you have an Islam is not

00:38:23 --> 00:38:24


00:38:27 --> 00:38:33

And it's not necessary to implement every one of the five, four out of

00:38:35 --> 00:38:41

five may be all that you're actually able to do because of the material that you're dealing with.

00:38:44 --> 00:38:45

One of the five

00:38:47 --> 00:38:48

you cannot do without

00:38:50 --> 00:38:54

but the other four are you try to do as much of them as possible.

00:38:56 --> 00:39:02

So the idea is to incorporate these principles in each and every

00:39:03 --> 00:39:04

lesson plan.

00:39:05 --> 00:39:06

The first principle

00:39:09 --> 00:39:12

relates to the classroom environment.

00:39:16 --> 00:39:21

As they say, one picture is equal to

00:39:22 --> 00:39:24

1000 words.

00:39:25 --> 00:39:29

In our classrooms, we are putting images pictures in the classroom.

00:39:31 --> 00:39:40

So we need to be very specific about these images right now. We just find a nice picture on the wall.

00:39:41 --> 00:39:53

poster nice saying stick it on the wall, just stick things on the wall. But we have to consider the walls of our classrooms like a textbook

00:39:55 --> 00:39:59

that we are teaching something from every image that we put on

00:40:01 --> 00:40:04

So we choose these images carefully,

00:40:05 --> 00:40:19

we search for the best images, which will convey what we want to convey. And each image that we put up there should convey an Islamic message. That's the point that when the children look around and

00:40:20 --> 00:40:22

they look around the classroom, the high quality

00:40:23 --> 00:40:24

message coming,

00:40:25 --> 00:40:41

which they can understand, it should be not a beautiful saying, in language, which is above their level, they can read it, they can understand it, it might be visually attractive to us, but we have to think about them.

00:40:43 --> 00:40:53

So it made sure that every image, you have to do a picture of the body, you're going to do a class on body parts.

00:40:54 --> 00:41:03

The body, we get pictures there standard pictures you can get from bookstores, and you know, when they have a little boy standing there naked.

00:41:06 --> 00:41:10

Or he has just his underwear on. I've gone into custom classes.

00:41:11 --> 00:41:14

It's just his underwear, little small underwear.

00:41:15 --> 00:41:18

thighs are exposed and it's just the kid

00:41:19 --> 00:41:22

a message is being sent.

00:41:25 --> 00:41:28

A message is being sent.

00:41:29 --> 00:41:38

Because we are supposed to teach the kids that between the navel and the knee as a boy, the coverage may expose

00:41:40 --> 00:41:40

you out.

00:41:42 --> 00:41:44

So that picture on the wall

00:41:46 --> 00:41:49

is violated

00:41:51 --> 00:41:53

Islamic principles.

00:41:54 --> 00:41:58

You are teaching the children that it's okay to show your thighs.

00:42:03 --> 00:42:04

The point

00:42:05 --> 00:42:11

you know these things, we need to teach the children from their young

00:42:14 --> 00:42:17

we have a tendency to dress our children

00:42:19 --> 00:42:24

especially the girls that that will dress them in very short dresses,

00:42:25 --> 00:42:27

and tidy type leotard.

00:42:28 --> 00:42:29


00:42:30 --> 00:42:32

But they're only going to give a look if

00:42:35 --> 00:42:40

you are sending bad messages.

00:42:41 --> 00:42:47

The girls grow up wearing tight clothes, when they reach puberty you want them to wear use clothes.

00:42:48 --> 00:42:51

They don't like it doesn't feel comfortable.

00:42:52 --> 00:42:58

They're used to wearing tight clothes. Modern fashion is tight clothes.

00:43:00 --> 00:43:03

Western fashion is exposed the outright

00:43:04 --> 00:43:06

Islamic fashion is covered the

00:43:08 --> 00:43:08


00:43:10 --> 00:43:20

So it's better. I'm not saying you have to cover the kid up in a gym, Bob and Nicole than you know, she's only three years old. She's

00:43:22 --> 00:43:47

I'm not saying don't go to one extreme or the other. We try to find the balance. find that balance point. But she wears whatever little garments you put on her. They are loose. So she's comfortable in loose clothing. So when she gets to be 13, dying of puberty, 14, she's used to wearing loose clothing. If somebody suggested to her

00:43:48 --> 00:43:54

do not feel comfortable, that feels uncomfortable. She's not gonna lie. That's what you want.

00:43:57 --> 00:44:21

So these are messages we send. So that is your classroom environment. Every class that you teach, you put up some posters which are relative to the class that you're teaching. There are some standard posters that you have around the classroom. Maybe you change them because you're working on the thematic

00:44:22 --> 00:44:35

approach every month you have a different theme which is shared by the school all the classes, so you change those every month. But think about that the walls of your classroom are likely

00:44:38 --> 00:44:43

you have a purpose. For every page, you have a message in every line.

00:44:45 --> 00:44:48

So this is your classroom environment.

00:44:52 --> 00:44:59

That is the visual environment. Then of course, the oral environment. Most of you are

00:45:00 --> 00:45:06

I'm sure are already doing it when you go into the classroom or you read the students slam eleiko not Hi.

00:45:08 --> 00:45:09

How are you all today?

00:45:14 --> 00:45:14


00:45:17 --> 00:45:25

it has much more value than Hi. You say hi was hi me. Hi low

00:45:26 --> 00:45:27

What is this Hi.

00:45:29 --> 00:45:48

So we give them Salam aleikum and we let them know why Salam aleikum is better than high. So it's not just that you don't use high. You also have to let them know why we say Salaam Alaikum. And what Salaam Alaikum means as much as you can get to their little minds.

00:45:52 --> 00:45:54

So they can appreciate serravalle

00:45:55 --> 00:46:02

and other phrases. You know, when things happen in the classroom, you know,

00:46:03 --> 00:46:04


00:46:05 --> 00:46:08

strange or something unusual you say to have a lot

00:46:12 --> 00:46:15

in other contexts people say geez

00:46:17 --> 00:46:24

Geez, geez, the short for Jesus. That's what it is. Jesus is short for Jesus.

00:46:28 --> 00:46:36

Because that's what in the West people will also say, you know, some are more careful than don't like to use it often. That's a Jesus

00:46:37 --> 00:46:40

that we say to Jesus, Jesus Christ.

00:46:43 --> 00:46:44

So behind Allah

00:46:45 --> 00:46:59

Alhamdulillah these are well known phrases, we just try to use them where it is appropriate get them to use it also as appropriate. Let them know what it means to the degree that

00:47:01 --> 00:47:04

every day somebody is going to sneeze

00:47:06 --> 00:47:09

in every class every day somebody is going to sneeze.

00:47:11 --> 00:47:12

So tell them

00:47:14 --> 00:47:17

you're having a lot yeah, Nicola.

00:47:24 --> 00:47:25

The physical

00:47:26 --> 00:47:27


00:47:29 --> 00:47:33

favoring the right you know, this is from the sundown

00:47:34 --> 00:47:36

to favor? The right.

00:47:38 --> 00:47:39

was organized this town?

00:47:44 --> 00:47:45

Or is the person with digit setup?

00:47:47 --> 00:47:48

squeaking though,

00:47:49 --> 00:47:51

thing is going red battery is going.

00:47:54 --> 00:48:03

Okay, so the physical environment favoring the right, the kids are coming in the classroom? Let the one on the right go in first.

00:48:04 --> 00:48:08

Right, let the one on the right. Go in first.

00:48:12 --> 00:48:19

Also, depending on the age, if they ask you why why favor the right.

00:48:21 --> 00:48:22

What do we tell them?

00:48:31 --> 00:48:36

It was the practice of the province last I love to favor, right?

00:48:38 --> 00:48:39

This was this way.

00:48:40 --> 00:48:56

If the kids get are older, and and they now want to know more about this favorite, then it is possible for us to give them additional information about the right

00:48:59 --> 00:49:04

on the Day of Judgment, those who are going to paradise receive their books in which hand

00:49:05 --> 00:49:08

right? And so it's a reminder

00:49:09 --> 00:49:10

about the Day of Judgment,

00:49:11 --> 00:49:12


00:49:13 --> 00:49:15

Division visual we spoke about already.

00:49:17 --> 00:49:19

And the objective

00:49:20 --> 00:49:28

of all of this is to create an Islamic cultural atmosphere in the classroom itself.

00:49:30 --> 00:49:31

We should do the same in our homes.

00:49:33 --> 00:49:38

No, as we do it in the classroom, we should do the same in our homes.

00:49:40 --> 00:49:46

So in terms of your resources, because you're going to need help and getting material

00:49:48 --> 00:49:52

the Islamic art teachers should be a good help.

00:49:54 --> 00:49:57

In some schools, they don't even have an Islamic teacher

00:49:59 --> 00:49:59

because the general

00:50:00 --> 00:50:02

attitude towards art is at its heart.

00:50:03 --> 00:50:11

But in fact, there is a lot of leeway and room in education, especially for children.

00:50:12 --> 00:50:16

And the use of art. In any case, if you're not using figures, then

00:50:17 --> 00:50:18

art is wide open.

00:50:20 --> 00:50:28

And it is a part of Islamic culture, to develop things and design things in artistic ways, it is perfectly legitimate.

00:50:29 --> 00:50:38

And children who have artistic leanings etc, we should favorite and directed in a good direction. Rather than saying around.

00:50:41 --> 00:50:49

We should know, and stay within the bounds of promises and allow now hija to have dogs

00:50:51 --> 00:50:53

to have a horse with wings.

00:50:55 --> 00:51:04

He allowed it to do So who are you to stop your children from having dolls, or

00:51:05 --> 00:51:06

images, etc.

00:51:08 --> 00:51:10

Unless you think you're better than us.

00:51:13 --> 00:51:31

So, where there is leeway, the prophet SAW Selim has himself allow this, then we should not restrict and make life difficult for our children. Because part of making learning fun

00:51:32 --> 00:51:43

enjoying the learning, it's going to involve them to a large degree, some form of art, images, pictures, stories, etc.

00:51:45 --> 00:51:49

And the other major resource we call shave, Google

00:51:52 --> 00:51:53


00:51:54 --> 00:52:03

it makes life a lot easier than in the days 20 years ago, there was no Google going to find images is a huge challenge.

00:52:06 --> 00:52:08

The second principle

00:52:12 --> 00:52:13

is that of

00:52:15 --> 00:52:17

Islamic historical relevance.

00:52:19 --> 00:52:24

The idea here is to connect the students with

00:52:25 --> 00:52:26


00:52:27 --> 00:52:29

with Islamic history.

00:52:30 --> 00:52:46

What is being taught, what is being taught in the educational circles globally, is Western history. So the students will graduate from school, they will know Einstein,

00:52:48 --> 00:52:48

they will know

00:52:50 --> 00:52:58

they will know all those Western names. But if you mentioned Andy Rooney, they were just some kind of noodles or

00:53:00 --> 00:53:01


00:53:02 --> 00:53:03

Spaghetti sounds

00:53:06 --> 00:53:07

like me,

00:53:08 --> 00:53:10

is not a drink and you drink too much.

00:53:11 --> 00:53:16

This is no idea why these people and these were

00:53:17 --> 00:53:26

masters in their fields of science and producing a lot of what is being done in western science today is built on what they developed.

00:53:27 --> 00:53:38

So they should know these things. I'm not saying don't know that you did or don't know Einstein, but know Bill Rooney and hyphenate you know, even see now know these people.

00:53:41 --> 00:53:49

So, this is important because then the young person feels that Muslims have contributed.

00:53:50 --> 00:53:59

You cannot go to any field without finding that Muslims have contributed in one way or another, even a computer.

00:54:01 --> 00:54:02

Even the computer

00:54:03 --> 00:54:11

there are Muslim scientists, mathematicians who laid the foundation for the common the modern day computer.

00:54:13 --> 00:54:15

Most people don't have no idea.

00:54:16 --> 00:54:17


00:54:18 --> 00:54:24

it's important. This is Hassan. Eben Haytham

00:54:25 --> 00:54:31

is known in the West as and hasn't from an Hassani became a hazard.

00:54:32 --> 00:54:44

He was a pioneering scientific thinker, who made important contributions to understand to the understanding of vision, optics and light. So you're teaching a class optics

00:54:45 --> 00:54:48

they should know and hasn't even.

00:54:53 --> 00:54:59

You can see the picture in the middle. It's all written in Arabic is describing the eyes. Those are two eyes.

00:55:00 --> 00:55:02

Those in the middle, he couldn't figure it out.

00:55:07 --> 00:55:25

Now, the idea, as I said, is to connect the students in their cultural past to let them realize that Muslim contributed in all fields of learning resources, there's a book, there are pictures of it right there. It's called 101,001 Muslim inventions.

00:55:26 --> 00:55:30

You can download that book from Columbia

00:55:34 --> 00:55:35

This was produced in the UK

00:55:37 --> 00:55:44

for a big exhibition, which was made there back in around 2010. They made a big exhibition there.

00:55:46 --> 00:56:20

And they gathered all of these major contributions made by Muslim scientists, which most people have no idea about. And they made a kid's version, do you have their 1001 inventions and awesome facts, that's for kids, for the lower kids. The other one you can use for the secondary school, it's a 21, you can draw from it and use it for the primary schools. So we have resources. If I told you this 10 years ago, 15 years ago, you would say how, where

00:56:21 --> 00:56:26

now it's at the finger tips, you can have it by just clicking on the internet.

00:56:28 --> 00:56:43

Come on 1001 inventions, there's the book download this book, hardcopy should be in the library, every Muslim school like multiple copies, that all the teachers can go and take from it. And benefit.

00:56:45 --> 00:56:48

Of course, the other source, the

00:56:50 --> 00:56:52

the other source of,

00:56:53 --> 00:56:56

of material, I mean, can be through Google, you can do

00:56:58 --> 00:57:05

further research to expand if you're doing other topics, which are more complex, you know,

00:57:06 --> 00:57:13

simple facts, for example, like the inventor of the fuel,

00:57:15 --> 00:57:17

for rocket ships,

00:57:18 --> 00:57:20

which took the first man to the moon

00:57:22 --> 00:57:24

was an Egyptian scientist

00:57:26 --> 00:57:35

is the one who developed it, they brought it to America given citizenship, but he was a Muslim scientist from Egypt, and

00:57:36 --> 00:57:43

the top heart surgeon in the world known magically there and in London,

00:57:44 --> 00:58:03

Muslim physician. So, like this, even in modern times, there are many who have contributed and outstanding in their various fields, we can collect that kind of information and utilize it in our classes.

00:58:07 --> 00:58:09

The third principle

00:58:11 --> 00:58:11


00:58:13 --> 00:58:16

a relevant Quranic verse.

00:58:18 --> 00:58:21

For example, they're doing a class on water, monitor,

00:58:23 --> 00:58:29

the release to see so that they meet the barrier between them which neither can cross so

00:58:30 --> 00:58:32

there is that barrier, you can see it

00:58:34 --> 00:58:48

or you're dealing with the body. Now, the first of all, a lot, creating and proportioning the fingertips of every human being. So no two fingerprints are the same.

00:58:52 --> 00:59:14

But when we're going to use the Quranic verses, we should use the appropriate verse. It's not just any verse, what has become a standard practice in most of them, events, gatherings, etc. We have somebody need

00:59:15 --> 00:59:16

to start.

00:59:18 --> 00:59:21

He will pick a verse and he reads verse universal whatever,

00:59:22 --> 00:59:25

people are sitting there and nobody understands what is read.

00:59:26 --> 00:59:33

The translation is not even given. And even if the translation was giving, it has no relevance to the gathering.

00:59:35 --> 00:59:36

What have we done to the

00:59:39 --> 00:59:40

What have we done?

00:59:43 --> 00:59:51

For most people, they are only enjoying his recitation if he is melodious sounds nice. Mashallah.

00:59:55 --> 00:59:56

So it's like

00:59:57 --> 00:59:58

it all songs.

01:00:00 --> 01:00:05

Like the singer or that singer, the other Michael Jackson, we have a Quranic version

01:00:07 --> 01:00:08

of the Quran.

01:00:10 --> 01:00:14

The Quran is a book of guidance, who then

01:00:15 --> 01:00:20

has guidance? How can you get the guidance if you don't know what it says.

01:00:23 --> 01:00:28

So at least in your gatherings, the minimum

01:00:30 --> 01:00:37

is that everything you read from the Quran should be translated, so people understand what the light is saying.

01:00:38 --> 01:00:50

Because the purpose of the meeting should be to share something of the words of Allah with the people. But most importantly, what you're sharing should be relevant.

01:00:51 --> 01:01:10

You have a title of the lecture, you have a theme of the event, then the Quranic verse, you can find touching on that same topic. So get a verse, which is it takes some effort, you know, there are easy ways. Just do them. For us, please.

01:01:12 --> 01:01:14

Anybody Anyhow, I mean, just like the crime is like,

01:01:16 --> 01:01:24

anyway, anyhow, know, is that's how we respect the crime. It's like that. It's really not.

01:01:25 --> 01:01:38

So we plan, we're having an event, we're going to have somebody say, make sure that a person will recycle recycle, the profit that we have in the places where they are thinking of their

01:01:39 --> 01:01:39


01:01:44 --> 01:01:56

this thing should be we have inspected, how did you decide the property for people, and make sure the verses relevant, and then give the meeting. So the Quran has

01:01:57 --> 01:02:01

brought some light into the hearts that are there. This is the point.

01:02:03 --> 01:02:11

So now when we are going to get the Quranic verse, For that classroom teaching, same principle applies,

01:02:13 --> 01:02:18

it should be relevant. It's not just about sticking a Quranic verse on the wall, I feel

01:02:21 --> 01:02:29

sorry, I see, you know, we have certain standard parts of the globe, people just stick them everywhere. But this is not, this is not

01:02:31 --> 01:02:45

we have a class on photosynthesis, we get a verse on the leaves, and our Lord created them, and how they fall in how he knows everyone to follow.

01:02:46 --> 01:02:46


01:02:48 --> 01:02:57

we don't turn the class into a top tier class. So you're going to detail breaking down the words of the relationships and other related verses from across the class

01:03:00 --> 01:03:04

to teaching a class on photosynthesis for teachers,

01:03:05 --> 01:03:15

but just let the students know that even though you're talking about something, which is only discovered 100 years ago, the core and

01:03:17 --> 01:03:18

address issues

01:03:20 --> 01:03:20


01:03:23 --> 01:03:28

we just bring it in, it's on the wall for that particular class. And it's also

01:03:29 --> 01:03:31

another reason which is relevant

01:03:39 --> 01:03:46

in English, to find the verses there, the English the importance of the block printed in Pakistan, that can be ordered.

01:03:47 --> 01:03:50

If you don't have the Arabic first rate, then

01:03:51 --> 01:03:58

you can make a search in English for important it's quite a thick book in for us many years ago.

01:04:01 --> 01:04:05

There's an Arabic version if your life is much easier. We don't

01:04:06 --> 01:04:14

you know, you have the Arabic department, we can ask or listen I need the verses on song. So there's a book accorded a margin

01:04:15 --> 01:04:17

of fraud by

01:04:21 --> 01:04:26

Greg ease you can do actually, with Google, you can also do it.

01:04:28 --> 01:04:29

You can do it with Google.

01:04:31 --> 01:04:48

Maybe make that search you can search in English as well as search anatomy. Just Yeah, you want to start doing it. At first you might feel clumsy. How, where, when, why. But after you do that three times you get to the end of it. It's very simple.

01:04:50 --> 01:04:52

You can pull the verse that you need

01:04:54 --> 01:04:55


01:04:58 --> 01:04:59

that we added

01:05:00 --> 01:05:00

The Quranic

01:05:01 --> 01:05:02


01:05:03 --> 01:05:08

For example, you're teaching a class on health, sleeping etiquette,

01:05:09 --> 01:05:15

then, during the holidays, it was us and them had forbidden us for sleeping on our stomachs.

01:05:17 --> 01:05:18

We should not sleep.

01:05:21 --> 01:05:22

Now in the past,

01:05:24 --> 01:05:29

people just didn't do it. Muslims also said don't see

01:05:30 --> 01:05:31

it that way.

01:05:32 --> 01:05:33

Those who are practicing.

01:05:36 --> 01:05:37

In recent times,

01:05:38 --> 01:05:56

Western physicians scientists, surgeons have identified that sleeping on the stomach is the major cause for what is called sway back, people when they get old and bent over like that they can't straighten up sleeping on this

01:05:58 --> 01:05:59

number one cause.

01:06:01 --> 01:06:23

So it is it does affect our health. Further research in the late 80s, early 90s showed that after analyzing the causes or the circumstances around what was known as death, or sudden death syndrome, SDS,

01:06:24 --> 01:06:44

they found that the common factor, the most common factor, about those children, those babies that were put to sleep at the age of one or two, and don't wake from the seat, they die in their sleep, for no apparent reason, most common factor, putting them to sleep.

01:06:47 --> 01:06:59

So in the late 1889, there was a big announcement in the press in the UK, for the medical profession to inform the people do not put your children to sleep.

01:07:01 --> 01:07:15

That spread to the US, and also became major news across the country. And within eight or nine years time when the research caught death had dropped by more than 60%

01:07:18 --> 01:07:19

Allahu Akbar,

01:07:20 --> 01:07:22

Allahu Akbar.

01:07:24 --> 01:07:34

So we try to introduce the Hadees. In the same way, the relevant part, we don't need to give them the whole Hadith. Just give them a portion.

01:07:36 --> 01:07:45

If they're old enough to learn the Arabic and the English, or whatever language you're teaching them, then you do so.

01:07:47 --> 01:07:53

If they're not, they just repeat it after you and you focus on the translated text.

01:07:57 --> 01:08:02

And the purpose is also to let them understand that the Sunnah of the prophet

01:08:03 --> 01:08:05

has relevance to their lives.

01:08:08 --> 01:08:10

Because the modern trend is that

01:08:12 --> 01:08:20

the Sunnah is outdated. 1400 years ago, life has changed, society is changed change.

01:08:22 --> 01:08:34

It needs to be modernized. This is the kind of thought that we hear from the modernists. But reality is that the plan will remain relevant until the last day of this world.

01:08:37 --> 01:08:40

We have a book a more general purpose, the father

01:08:42 --> 01:08:50

can argue he can help research, relevant hobbies, and of course, share Google shortcuts.

01:08:54 --> 01:08:58

If you don't know Arabic, etc, you can find it through there.

01:08:59 --> 01:09:00

The last principle

01:09:01 --> 01:09:08

the fifth principle, is the moral message. This is the one which if you're not able to get

01:09:10 --> 01:09:11

any other principle

01:09:13 --> 01:09:37

in your class, in your lesson plan, you make sure you get the moral principle, because that is the core. We said it's about bringing morality back into the classroom. So it means the moral principle should not be missed, at any cost. But now when you're going to teach the moral principle, you don't make it a separate entity.

01:09:38 --> 01:09:42

You know, you have a piece of your class, you know,

01:09:43 --> 01:09:47

where you start the class and say, okay, kids are going to learn a moral principle now.

01:09:49 --> 01:09:56

No, you want to weave into the class. So it is something they don't feel

01:09:57 --> 01:09:58

like they're being preached to

01:09:59 --> 01:09:59


01:10:00 --> 01:10:03

work into the class and the classroom.

01:10:04 --> 01:10:06

So that moral message

01:10:09 --> 01:10:14

based on the fact that it said, it was only sent to

01:10:16 --> 01:10:19

teach humankind the highest moral character.

01:10:22 --> 01:10:25

The idea is that we try to give

01:10:26 --> 01:10:29

the moral message which is appropriate to their age.

01:10:31 --> 01:10:37

Because there's some things they're going to tell grade 10 grade 1112, but you're not going to say to bring one to

01:10:38 --> 01:11:23

the issues of a seven year old and eight year old is different than the issues of a 1516 year old, they have some shared issues. Yes, you can give to anyone, but then there's some which are more specific to the younger ones, to the elder ones. So you need to know which ones this is where your child psychologist, you know, it's very helpful, they can identify for you, for whatever age, you're dealing with the most appropriate moral message to teach. And there are books which have spoken about, in fact, this book, can we teach children to be good by Dr. Strawn and of course, there's always share

01:11:24 --> 01:11:25

at the end of it all

01:11:27 --> 01:11:32

okay. So that those represent the five principles.

01:11:33 --> 01:11:35

Again, the first was what

01:11:39 --> 01:11:41

classroom environments

01:11:42 --> 01:11:43

The second was

01:11:46 --> 01:11:51

historical relevance, relevant piece of information,

01:11:52 --> 01:11:53

a Muslim hero,

01:11:55 --> 01:11:57

whatever the third was,

01:11:59 --> 01:12:00

verse, fourth,

01:12:04 --> 01:12:04

and fifth

01:12:05 --> 01:12:06


01:12:09 --> 01:12:12

So, if these are applied,

01:12:14 --> 01:12:21

then you have an Islam eyes class without a shadow of a doubt.

01:12:22 --> 01:12:26

Because you may not be able to apply all five

01:12:27 --> 01:12:40

you may not be able to find a historical figure you may not be able to find the Quranic verse, this is not to say doesn't exist but you may not be able to find something with a happy

01:12:42 --> 01:12:57

The first one is about easier this is the environment you know, that's something ongoing, pretty easy to do. But if you can get those others just make sure you get that moral message.

01:12:59 --> 01:13:25

So when you're dealing with young people, you do it in stories or you know, certain behavior or things that are going on in the classroom you correct them it could be on the spot you know what they're doing? So you're watching out for it, you catch it and you correct it, but to correct it in such a way that we all learn from it.

01:13:27 --> 01:13:31

So, that is inshallah the

01:13:32 --> 01:13:34

basic five

01:13:35 --> 01:13:35


01:13:36 --> 01:13:37


01:13:39 --> 01:13:40


01:13:41 --> 01:14:25

we will move on to practically Islam Ising lesson plans. So each of you should bring some lesson plans for some subjects wherever the teaching and let us go through it together you can make an attempt yourself, which is good, don't just bring it and expect them to do it. You make an attempt yourself that the principles and everything you try yourself, then you come and you give it as you originally had it. And then we look together to see how we can surmise if you can add what you found what you're suggesting, and we all can do it together.

01:14:29 --> 01:14:30

I know that

01:14:32 --> 01:14:37

those who teach mathematics how many mathematics teachers here, put your hand up?

01:14:41 --> 01:14:41


01:14:43 --> 01:14:58

by six. Okay, mathematics teacher, usually when I do this kind of workshop, they always are the ones that are okay sir. How do you optimize, you know, two plus two equals four

01:15:00 --> 01:15:06

I'd like to know that one, how would you advise two plus two equals four?

01:15:08 --> 01:15:16

Where is the room to do any of this? Well, the kids that you're teaching two plus two equals four, two.

01:15:18 --> 01:15:20

How do you teach them?

01:15:21 --> 01:15:23

You teach them with stories,

01:15:25 --> 01:15:35

word problems. So you teach them that I was given to nyrA by his mother.

01:15:36 --> 01:15:40

He went to play football with his friends. And he

01:15:41 --> 01:15:43

fell out of his pockets.

01:15:46 --> 01:15:49

He went home, couldn't find this to

01:15:51 --> 01:15:52


01:15:53 --> 01:15:56

And his mother gave him another two Naira.

01:16:00 --> 01:16:05

Friend, Mohammed, who was playing football, he saw the two

01:16:08 --> 01:16:09

he picked up into the

01:16:11 --> 01:16:14

but he took it to his home.

01:16:15 --> 01:16:16

And he gave

01:16:17 --> 01:16:18

his listing

01:16:22 --> 01:16:24

how many there is it?

01:16:33 --> 01:16:35

Why don't you told him that story?

01:16:37 --> 01:16:47

honesty, because the children of that age. They go on the principle. Finders keepers, losers.

01:16:49 --> 01:16:49

Everybody knows.

01:16:51 --> 01:16:53

You just broke that right there.

01:16:57 --> 01:17:11

He didn't keep it, he gave. And then what you add at the end of the story is that the mother also gave Muhammad to Naira for being such a good boy.

01:17:12 --> 01:17:17

So you come on with comments and messages there in two plus two equals four.

01:17:22 --> 01:17:23

Is that simpler now?

01:17:27 --> 01:17:32

And even if you have to teach, what are the things that you can teach, for example,

01:17:35 --> 01:17:40

one plus one plus one equals three.

01:17:42 --> 01:17:48

But there are some people who say that one plus one plus one equals one.

01:17:53 --> 01:17:53


01:17:58 --> 01:18:00

Three gods in one.

01:18:02 --> 01:18:08

If you show them logically from you imprint that on their mind.

01:18:09 --> 01:18:21

Clear. One plus one plus one equals three. There's no God the Father God the Son God, the Holy Spirit. We got this one. Nope, that's three gods.

01:18:23 --> 01:18:26

So even the mathematics you can begin a series now

01:18:29 --> 01:18:30

in Java.

01:18:31 --> 01:18:38

Okay, so we'll pause here and take some questions to end off our session.

01:18:42 --> 01:18:43

My name is

01:18:46 --> 01:18:47


01:18:48 --> 01:18:52

is this issue? mention

01:18:53 --> 01:18:54

of fighting teach?

01:18:56 --> 01:18:56

The kids

01:18:57 --> 01:19:07

the body parts. You know, you have a little child with books as shots and the rest of the hour is out there.

01:19:09 --> 01:19:20

That's what my my own question affects the secondary school visa these requirements for passing why

01:19:23 --> 01:19:24

our students

01:19:26 --> 01:19:27

start for

01:19:29 --> 01:19:30

the GC.

01:19:31 --> 01:19:40

And part of the question had a lot of sexual violence that so much to do with reproductive health.

01:19:41 --> 01:19:54

And the teacher who didn't teach that part because there were certain explicit things that we're in the curriculum. So what happened for most of the kids in that section

01:19:56 --> 01:19:59

of that challenge? Were the syllabus required.

01:20:00 --> 01:20:09

Setting explicit explanations and backgrounds and all that. And this is an excellent example like, how do you balance

01:20:11 --> 01:20:13

these testability

01:20:15 --> 01:20:17

with passing the exam,

01:20:21 --> 01:20:23

let us say that

01:20:25 --> 01:20:27

health education

01:20:28 --> 01:20:29

is important.

01:20:31 --> 01:20:34

We can leave things

01:20:36 --> 01:20:37

on spoken up.

01:20:42 --> 01:20:44

There are books that have been produced.

01:20:46 --> 01:20:51

I know, in the UK because Muslims were challenged, they're the same thing, * education,

01:20:53 --> 01:21:06

what do you do? So they developed textbooks, which are appropriate for Muslims. So my suggestion is get a hold of those textbooks, and use those.

01:21:08 --> 01:21:22

So, you give the students sufficient information for them to be able to pass their examinations without necessarily going into the additional detail, which they have gone into.

01:21:23 --> 01:21:25

So you will find what is the minimum

01:21:27 --> 01:21:30

and it is our duty also to educate the children.

01:21:32 --> 01:21:40

The other option is that you prepare a manual, which you give to the parents

01:21:41 --> 01:21:43

let the parents explain.

01:21:44 --> 01:21:48

You know, so that the students don't,

01:21:49 --> 01:21:51

because the father and the mother, they know their children.

01:21:55 --> 01:22:01

They don't want to go, but that's not the point, you have to tell the parents Listen here. This is actually your job.

01:22:02 --> 01:22:08

This is your job, we're helping, you know, what do you need to do it, because imagine

01:22:09 --> 01:22:16

a teacher having to explain that to your daughter, or your son, it's better, you

01:22:19 --> 01:22:19


01:22:27 --> 01:22:48

boarding school, come on, I mean, worry, or you don't have access to parents, etc, you know, then you do the best you can, as I said, we do the minimum, etc. But we're, it's possible to put that in the hands of the parents, you know, let them do the job. Because, you know, rather than sisters,

01:22:54 --> 01:22:55

in a sense,

01:22:57 --> 01:23:03

parents are not doing their jobs with their children.

01:23:05 --> 01:23:09

Because when children go off to get married,

01:23:11 --> 01:23:13

the mother doesn't tell her anything.

01:23:16 --> 01:23:23

The father doesn't tell him anything. It's whatever he picked up, you know, that is circulating on the grapevine.

01:23:26 --> 01:23:34

And whatever she heard, you know, from this one, or that one or the other one, and then you know, it can be calamity.

01:23:36 --> 01:23:38

And parents are at home.

01:23:40 --> 01:23:48

It is the responsibility of the parents to prepare young people before entering into the marriage,

01:23:49 --> 01:23:51

to pass on what they know,

01:23:53 --> 01:24:03

to help them transition into a new circumstance with knowledge. So it's not just a big shock and surprise, and, you know,

01:24:06 --> 01:24:14

so I think this matter, you know, I've given two solutions, inshallah, between them.

01:24:17 --> 01:24:21

They can help the students get through this area.

01:24:23 --> 01:24:24

further question

01:24:26 --> 01:24:27

over here.

01:24:28 --> 01:24:32

My challenge is with regards to

01:24:34 --> 01:24:35

the issue of

01:24:37 --> 01:24:43

our young people, we have pupils in a purely Islamic environment, and

01:24:44 --> 01:24:59

they don't interact with non Muslims within the environment, they spent the whole day there. So by the time they meet non Muslims outside, maybe they might not know how to interact with them because

01:25:00 --> 01:25:03

Are they still young, we haven't taught them.

01:25:05 --> 01:25:08

We haven't gotten into the issue of interaction.

01:25:09 --> 01:25:33

Because of their age, they dislike five to seven year old. So the parents tend to blame the school in putting in, you know, extremist ideas in their children's mind with regard to interaction towards the interaction with non Muslims. But what I couldn't explain to them if we didn't teach them at this level, we teach them to love Islam and hate,

01:25:34 --> 01:26:00

but not fun. And to do. So it's for the parents to guide their children when they behave in a manner the appeal is not extremist. So are we doing wrong not to introduce the issue of normalcy listened at this level? Or we still have time?

01:26:09 --> 01:26:19

What are the concepts that we need to develop at those ages, because loving Islam

01:26:20 --> 01:26:25

is one thing, which they should be taught. Painting

01:26:26 --> 01:26:34

is something which may be too complex for their age, to separate between hating copper, but not too far.

01:26:36 --> 01:26:46

You know, grade one, grade two, this is very difficult to distinguish. So my advice is the head part is that

01:26:47 --> 01:26:48

love is love,

01:26:50 --> 01:26:54

you know, respect the others. But love is

01:26:56 --> 01:27:05

when they get into middle school, you know, high school, then you can introduce those more complex

01:27:06 --> 01:27:11

emotions and concepts. So I would say that,

01:27:12 --> 01:27:24

if you build that fervor of hating Cooper, and little five year old six year old, I'm not surprised at the parents that say, What do you create a year?

01:27:51 --> 01:27:55

Well, the point is that, if you are

01:27:56 --> 01:28:00

introducing concepts from the ground,

01:28:01 --> 01:28:05

then you need to give them the clarity,

01:28:07 --> 01:28:33

to ensure that they don't go off in extremes. You know, you need to go over time to try to make sure you can see potential as a teacher, you can see potential danger in a misunderstanding of this birth, birth, then it becomes your responsibility that you make those things good. So the parents, you know, maybe justified, these things are not made clear. And their

01:28:34 --> 01:28:43

children start to make connections, which you didn't make, but you didn't say anything. And then they're gonna blame you.

01:28:48 --> 01:28:48

Or your name.

01:29:00 --> 01:29:02

I'm a teacher. So I was wanting to know

01:29:04 --> 01:29:11

about teaching of the body parts of Besides, we have a picture of naked boy Oh, wait.

01:29:15 --> 01:29:21

Can we teach you this technique? But he taught me all the time. Okay.

01:29:23 --> 01:29:43

Can we use? No, I'm just saying. I'm saying put shorts on. Let's go down to his knees. Okay, that's the simple solution. The rest of the body is bad, you can see it. So this area from the navel to the knee, you just, you know you've got that image. You just get it to work for a very short time.

01:29:59 --> 01:29:59


01:30:00 --> 01:30:06

I also advise the populace that it's also very important.

01:30:14 --> 01:30:21

Someone's said something about that issue. I also advise that we are making.

01:30:26 --> 01:30:30

Some of them are westernizing slips, they are

01:30:32 --> 01:30:35

giving their children to us because they've been slamming the

01:30:37 --> 01:30:38

contents context.

01:30:39 --> 01:30:40

So sometimes

01:30:46 --> 01:30:49

we should not only teach their children, our children,

01:30:50 --> 01:30:52

because when they get down on their

01:30:54 --> 01:30:54


01:30:59 --> 01:31:01

set up the move

01:31:05 --> 01:31:06

to move you also send

01:31:08 --> 01:31:09


01:31:11 --> 01:31:12

by squatters,

01:31:13 --> 01:31:14


01:31:15 --> 01:31:16

yada. And

01:31:20 --> 01:31:30

secondly, we are in Nigeria, we have good news. So good that was handled education, the

01:31:31 --> 01:31:31

most of the

01:31:33 --> 01:31:41

materials we use are going to pay by john Phillips. And, of course, in the northeast schools, we need

01:31:45 --> 01:31:48

to blame. Sometimes we do have challenges in our schools

01:31:51 --> 01:31:55

are nice, but then we have to go to these lines like this.

01:32:13 --> 01:32:15

Just an example without

01:32:22 --> 01:32:27

usic in general, where we're using musical instruments, instruments, that it's hard,

01:32:29 --> 01:32:31

there is no exception made for the children,

01:32:33 --> 01:32:41

you know, musical instruments, the guitar, piano, flute, all these instruments are.

01:32:43 --> 01:32:48

So we then need to develop alternatives.

01:32:49 --> 01:33:36

You know, there are an associate and things and people have become now and as artists who are producing, some of them have gone into physical fitness too, so you have to leave them, but those that have remained with just the Duff and the voice, or clapping or something like this, this is permissible. So if you try to find among them, or if they're people, well known here in Nigeria, you pay them you have a series of rhymes, you pay them, do these rants produce the stuff in your replies, they don't bring your bath and bring your ball I mean, we can do something else, bring your prayer, bring your you know, whatever, you know, we can always we can replace it, you know, these

01:33:36 --> 01:33:46

type of things, we should have our own rhymes, etc, for the gentleman. But I think that was not too difficult. The the first point that you're making,

01:33:47 --> 01:33:49

that was concerning what was that?

01:33:53 --> 01:34:06

birthdays? Yeah. The You know, there are two approaches to this. One, as you're suggesting, that there should be regular parents,

01:34:09 --> 01:34:11

admin or teachers meetings,

01:34:12 --> 01:34:59

you know, where once a month or twice a month, you know, there are messages being given to the parents to let them feel that this educational process, they are playing a role, an important role, that they need to reinforce what we are teaching. So they need to upgrade their knowledge, you know, this is it, you know, so that parents are also engaged in the educational process, you know, at least one of the parents, and they both can come and at least one of the parents you make this a requirement for the parents of your students. At least one of the parents must come and attend this regular once a month session where you help them to give them useful information.

01:35:00 --> 01:35:32

You know, get the child psychologist to advise them in some areas or whatever. So they so they feel is something worthwhile not just preaching. Because you know, of course, they may get bored with that, if you're just talking Islamic things all the time, every time you give them things which are also Islamic, but just not openly and clearly, indirectly, helping them. So this is one approach, the other approach, which is the selective approach, where the school

01:35:33 --> 01:35:37

interviews the parents of the students.

01:35:39 --> 01:35:44

And if the parents are not islamically, inclined,

01:35:45 --> 01:35:48

they don't accept.

01:35:50 --> 01:35:57

I know this is a tough one is the tough one. This is Dr. Zakir nice school.

01:35:58 --> 01:36:02

He tests the parents, if the parents don't

01:36:03 --> 01:36:26

make up to this mark, he doesn't take them, when, of course, is that, you know, huge lines of people waiting right? Now, we will maybe only have so many students, we do that we lose half of our students, school couldn't function and all these other kinds of issues. But I'm just telling you, there are these two approaches, you maybe need to find the midway between them.

01:36:28 --> 01:36:47

That you should, to some degree, do some screening of the birds. You know, some people say well, but you are now penalizing the students because of their parents give those kids a chance to, but we have to say, you have to weigh the harm and the benefit.

01:36:48 --> 01:36:52

If the parents you can see just way out there.

01:36:53 --> 01:37:25

You know, these this kid is gonna be coming with, with bombs every day, you know, is coming in school is suffering, the children are suffering, because you have to say, hey, better, we keep this one out and save our kids, the rest of the kids. So, you know, though you don't want to deny the child, you still have to look at the greater good, where the harm is not containable. And you for the sake of the rest of the school, the rest of the children.

01:37:27 --> 01:37:32

You know, and again, if you're concerned is Islamic education,

01:37:33 --> 01:37:39

then this is the sacrifice that you have to make. It means yes, profits are going to be less.

01:37:41 --> 01:37:51

You know, maybe only just breaking even. But you're breaking even. And the children are learning the best level that you can.

01:37:52 --> 01:38:00

That is far better than making nice profits. But we have these different timeframes in our school.

01:38:06 --> 01:38:07

further question,

01:38:08 --> 01:38:09

or comment?

01:38:12 --> 01:38:13


01:38:17 --> 01:38:28

My question is basically with regards to the criteria with which Islamic schools should be evaluating themselves.

01:38:29 --> 01:38:42

It is not uncommon to see a child who has gone through nursery primary secondary education in

01:38:43 --> 01:38:44

Islamic schools

01:38:45 --> 01:38:52

who have no sense of Islamic either, either indirectly,

01:38:53 --> 01:39:00

in the way they speak in the way they think, in their thought process is extremely common

01:39:02 --> 01:39:17

in our society, and you find that, in fact, a lot of these schools and that these children graduate from the facilities, some of the best Islamic schools that we have. And now my my question is,

01:39:19 --> 01:39:21

what is most important?

01:39:22 --> 01:39:59

What's the most important thing we as Islamic school should be looking at? Is it academics? I mean, that's when I say that I mean, ourselves to the strictly secular schools. Is this is the best school because the students are doing very well in academics, or should there be a difference and in the criteria for evaluation simply because it is an Islamic school? And as you said, what is important to us is not strictly academic, because I seen this separating

01:40:00 --> 01:40:02

These are students who are supposed to be

01:40:03 --> 01:40:06

educated, but there is no Islamic either

01:40:09 --> 01:40:12

more of a comment, rather than a question.

01:40:14 --> 01:40:15

or commenting on

01:40:17 --> 01:40:18

a reality.

01:40:20 --> 01:40:56

Reality about which I spoke, as we touched a number of the principles, when we said that the highest reward in the school should be for moral excellence. And we made a big thing of it, you know, so and so did this, this, this, and we're giving them a prize for it. So children will compete for that they will want to get a similar price. In order to do some good, they will compete with each other in doing good. So yes, I agree that this should be our greatest concern. But not

01:40:58 --> 01:41:23

we should not make that now. I justification for poor academics. That's the point that we should, since we're doing this thing systematically, you know, we have a clear plan. It's not about financial game, then our academics should be at the highest.

01:41:24 --> 01:41:31

It should be up there. Because we have trained teachers. But the problem is if we don't have teachers,

01:41:32 --> 01:41:54

if we don't have the necessary components for a proper school, and we're just running a school, we call it an Islamic school. But yes, we they're singing nursery, Islamic nursery rhymes, and they dress nicely, and all these other kinds of things, even when they leave, they look just ugly in total Zamalek of everything. But academically, they're, you know,

01:41:56 --> 01:42:03

then that administration, that school has done a disservice to those children, those young people,

01:42:04 --> 01:42:51

because we want them to be excellent in all aspects. We want it to be holistic. You know, the educational process is a holistic process. So as they're excellent in morals, they're excellent in academics, they pay attention, they respect their teachers, their respective fellow students, they don't use bad words. You know, they speak in a nice way. They are people who make you proud. Make your school proud. We're proud to say so and so graduated from high school. That's what that's what you want, because they are islamically and academically at the peak.

01:42:53 --> 01:42:55

And this is something doable.

01:43:15 --> 01:43:16

Just a comment.

01:43:21 --> 01:43:23

The first thing we do in the morning

01:43:27 --> 01:43:36

to the end. So till today, I cannot forget that. I think we can try as much as we can, at least before we start any class

01:43:37 --> 01:43:39

decide that

01:43:40 --> 01:43:43

as much as possible for the kids to be able to say at least at

01:43:45 --> 01:43:48

the DMV, I think it needs to go a long way.

01:43:52 --> 01:44:15

down the line. You know, I'm not saying it, of course, is not important. It's important. We teach them that one at home before they go to bed at night. You know, this is where I've Of course, it has been particularly recommended. But if we want our students, we're going to teach them the surah from the ground, then the depth sort of should be I'll come

01:44:17 --> 01:44:24

back. Yeah, this is this is number one that the process has done and said is the greatest surah in the class.

01:44:28 --> 01:44:29

Santa Monica,

01:44:31 --> 01:44:32


01:44:35 --> 01:44:39

And I just wanted to add something to what the earliest speaker was saying the one before that.

01:44:40 --> 01:44:47

I think what she was trying to say was, there are times that children pass through a school and

01:44:49 --> 01:44:55

that's who is Islamic to speak, and then you expect that by the time they graduate.

01:44:56 --> 01:44:59

They have high excellent moral quality.

01:45:01 --> 01:45:40

But when you get to higher institutions, there have nothing to show for that. So I guess like what you were saying earlier, there are a lot of factors involved in treating the child. There are teacher life factors always factors and in that environment, and then the marital factor as well. This is what I believe. So they all come together to nurture the child. So there are times that you see the school is doing a lot in terms of that. But once they go back home, there's a lot of issues coming from the home. So the school sometimes does not get the whole child, unfortunately, but there are times that you get that the whole time. So I just wanted to

01:45:41 --> 01:45:41

make a point to

01:45:48 --> 01:45:49


01:45:51 --> 01:45:52

Mouse and other comments.

01:46:00 --> 01:46:01

lumber for

01:46:02 --> 01:46:04

everybody, today.

01:46:06 --> 01:46:09

From what appeared to be

01:46:12 --> 01:46:12

there's a

01:46:16 --> 01:46:16


01:46:19 --> 01:46:31

we've been talking about, summarization of education, for what we have certain developments, especially from the content of my job here.

01:46:34 --> 01:46:35

Certain things that you do.

01:46:37 --> 01:46:42

And if you stick to setting your issues

01:46:43 --> 01:46:44


01:46:45 --> 01:46:46

the national examinations,

01:46:47 --> 01:46:49

students cannot go into because of

01:46:52 --> 01:46:53

this, of course,

01:46:57 --> 01:46:58

a struggle

01:47:00 --> 01:47:05

on how to bring about policies that will allow them to have exams,

01:47:07 --> 01:47:09

Islam or in land,

01:47:10 --> 01:47:12

we can only do that we

01:47:16 --> 01:47:21

This means that we have a lot to cover, we have students,

01:47:24 --> 01:47:25

to the students.

01:47:27 --> 01:47:31

Most of the policies that we have the policies that we

01:47:32 --> 01:47:34

have not policies initiated by

01:47:35 --> 01:48:05

Muslims, and they go against, you know, the salary practice, you cannot practice certain things because of his policies. And these policies can be subject to change, based on suspicion. If Muslims participate in this session, they can change them to suit their own needs. And then others would be there to do so for them. So I think there's a box on us, which is coming up. So

01:48:10 --> 01:48:16

we need to focus on what we can do now.

01:48:19 --> 01:48:19


01:48:21 --> 01:48:27

latest stages we work towards, we keep them in sight. I'm not saying forget them.

01:48:29 --> 01:48:32

But what we can do now, let us do.

01:48:33 --> 01:48:38

There are other schools like you around the world. I've

01:48:39 --> 01:48:41

spoken to a lecturer too.

01:48:42 --> 01:48:53

And they have committed themselves, their administrators, their principles have committed themselves to working towards this goal.

01:48:54 --> 01:48:57

At least, we try to do this much.

01:49:00 --> 01:49:09

We have part time or partial solution, which will deal with the issue of * education.

01:49:10 --> 01:49:14

But this issue of the Islamization of education, this is primary.

01:49:16 --> 01:49:17

This is most primary

01:49:18 --> 01:49:21

and we need to establish

01:49:23 --> 01:49:25

I've given a timeline.

01:49:27 --> 01:49:35

Next year, by the end of next year, we should be preparing our first

01:49:36 --> 01:49:42

standardized lesson plan manuals for the teachers here and

01:49:44 --> 01:49:47

those that have come from other states to work with us.

01:49:48 --> 01:49:51

It is important that representatives

01:49:54 --> 01:49:55

create the network

01:49:56 --> 01:49:57

from now

01:49:59 --> 01:49:59

we have

01:50:00 --> 01:50:11

Network online ready, global, we have a website in which we are encouraging schools to upload material

01:50:12 --> 01:50:45

which could possibly help you in your own preparation, etc. What I would like to see once we finish off the workshop moral, practical efforts to Islam is, is that the principles or heads of schools that are represented here, you know, you meet together form a committee here for the lesson plan Islamization project.

01:50:47 --> 01:51:23

And you will need to assign people in each of your schools who are responsible to supervise the follow up, make sure that the teachers do it. And you also as proprietors, and founders of schools, you also knowing that you are now asking the teachers to do more than they were doing before. You are now obligated to pay them more.

01:51:26 --> 01:51:32

Is it the right of the teacher you've asked them to do more than you should also be willing to pay them more.

01:51:33 --> 01:51:34

If they do more

01:51:36 --> 01:52:27

conditional, not just paying more just for the sake of paying more. But when they that's why we have supervision to ensure that people are doing what they have been instructed to do what they're committed committed to do. If they do it, it comes in the form of a bonus or whatever, however you work it out in your school, but you should be prepared to give them additional renumeration for their efforts. And this becomes also motivation. Not to say it is the only motivation but this when people know that I work harder. It's being considered, you know, I, you know, can earn more, this is motivation to do more. So, I think that we need to lay solid foundations.

01:52:28 --> 01:52:34

If what I've presented to you you agree on it makes sense. It's doable.

01:52:35 --> 01:52:38

It's worthwhile, then let's do it.

01:52:43 --> 01:52:51

Tomorrow, at 10 o'clock, we will begin to work on the lesson plans themselves.

01:52:59 --> 01:53:13

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May 26, 2017

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