Lesson Plan Islamization – Part 4

Bilal Philips


Channel: Bilal Philips

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The speakers discuss the concept of deception, cheating, and honesty in business, as well as the challenges of bringing up specific topics in business. They emphasize the importance of honesty and the need for students to learn about it. The use of adverbs in writing classics, writing about body parts, and the importance of bringing together non-Mahdi teachers to achieve academic excellence is discussed. The speakers stress the importance of accepting one another and following rules in Christian schools, as well as the need for consistency and being clear about rules. They also discuss the importance of identifying people for a national committee and setting goals and expectations, as well as the need for volunteer involvement and tuition fees.

Transcript ©

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selling this

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mentioned the prophet SAW Salah being a engaged in business before his wife Khadija, before they manage their business. So that can give it some relevance.

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Again, one of the the most

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noted characteristics of business is deception.

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business people are noted for cheating,

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cheating their customers. And you can tell the story of Prop masala when he came to the marketplace. And he put his hand into a pile of grain which was being sold, pulled out wet grain. And he asked the man What is this? And he said, Well, rain fell on the grain last night. So I said,

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that's what you should have shown and sold. Because by covering it is dry green, people think they're buying dry green, and it's being sold by waves. And green, which is wet, will wait twice as much as this dry green. So you are cheating the people.

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And then we call the people of the the marketplace. The business people we call them are all together. And he said what

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I said is now that everything there

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everything that you need, there right there. And that one story, saying something about business and about honesty, you know, all of it is there that we don't cheat others because we're all engaged in some kind of business. So that you can very, very appropriate Yeah, okay, what else we had

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13 maybe rebar might be too advanced for

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someone you can talk to them about? Well, I have a friend of us about businesses where you want your business, it's important that you have witnesses and you write it down you know as in an ethics of the business. And you can also talk about certain drama about your business after your business is illegal except I think though that the writing down of the contract may be a bit too advanced for them

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to try to find matches, but the other verse which says out Who will

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you know what, what you commit yourself to in business you must do also the one which talks about you know, giving the proper weight you know, when you're weighing that you don't, but again that comes from that heavy, but you can bring the Hadith the Quranic verse as supportive. So we do have sporadic reference in business.

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Honesty, basically, the key here is honesty and we have number of verses in the Koran which talk about the honesty in business, okay.

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work ethics, yes.

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Okay. What What

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is ethics? You know, punctuality also honesty, good manners because of how you treat your customers also. So we try to build it into the lessons. Yes, that's good. And we have had these for this also, where the promises so that might said

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in the leadership woman I had the phone, either I mean, I'm I learned

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a lot from each and every one of you. Whenever you do anything. You do it to the best of your

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ability to do a good job and be there on time, this is all related to it on in in work

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introducing them to the concept of seeking counsel whenever

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whether they wish to start a business, whether they wish to make any business decision. That's the concept of selective istikhara. Seeking counsel before we make any major decision in our life

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in general, but

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for the love lover role.

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We This is something we have a financial literacy class. And we introduced that concept. And they're very much aware of the concept and we just extended the knowledge that merciless nslm encourages us to make istikhara or

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decision he wants to be.

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Okay, if you find that it works, they're able to grasp it at age 11 or 12, then it's worth

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it. I think we've covered basically all of our principles easily fit into our business

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class here. Okay, let me see if we can pull up another one.

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Okay, somebody recognize their handwriting?

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This is English teaching adverbs. Who is the

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owner of this?

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Why couldn't she come? Because she's a Christian. And from our knowledge of how she's not someone who would fit in it easily to this kind of setup.

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Okay, yes.

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Because like I mentioned yesterday, our English teachers are all Christians. So even if we wanted to do this, we will not be able to ask them to do it. So when we decide to bring something from English on topics to see, because when people show up this was going to be about Is there a way to get around with this adverts, and at the same time? Well, we believe that it is possible. But whether you can just put it in the hands of a Christian anonymously to do it. That's another issue. If they are willing to see if they are cooperative, and they're willing, it is possible. Because I have introduced this in India, to Hindus. In that same school unit, the school, about 30% of the

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teachers, there were Hindus, and they did it.

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Because they were cooperative, they were prepared, because we were not asking them really to do anything which goes against their religion. They know we're talking about moral messages, who is against morality.

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When we talk about general principles of morality, we don't have a problem that our non Muslim female teachers actually come to school dressed almost completely fathered is just not wrapped around their heads or tails, they would actually try to lead us to like sex, and so on. When we have general principles, they don't have a problem. It's when one wants to get very particular. I mean, this is coming from the poor and then we have a challenge to one secondly, just from watching what you have to do today, it's not easy sometimes to bring forth verses of the Quran and Hadees stories from serial

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figures in theory, that's much the topic even for most people is our existing knowledge base. So by request in the hands of a teacher who has no knowledge

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starting from zero, so this is part of the challenge

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to come up and

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pick something else.

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Okay, it's adverse,

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as we can see,

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the teaching methods define this, the next lane, which will be done basically by the teacher, as well as by the students, instructional materials are listed there, which is also listed there.

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This class is just as three. That's great night.

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You can see okay, so I should be so out thinking within the fair share. I used to think such and such. Now I think this

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introduction lessons will be introduced to the teacher with a teacher random students to see what they do and understand about adverbs. It's assumed Of course, I didn't know a lot already because they've encountered adverbs, right from primary school over and over again, it's just a level of complexity that will be decided upon by the teacher in this case.

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behavioural objectives. At the end of the lesson, students should be able to fix the meaning of an adverb mentioned on a different site to give examples of these types of

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sentences. Students will be introduced to verbs to give them an idea of the lesson and so on and so forth. Since we all know basically what adverbs are, the challenge now is how to bring the five principles when possible, and attach them to the lesson.

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sensation step one, let's check it

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as a word

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it's used to describe the astronaut program such as where when or how international is done, okay. So, in this context here,

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the verbs and the adverbs and the adjectives which are use can have some,

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some Islamic

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context, you know, they can be

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related because, in the word by itself anyway, as an adverb and a verb, we want to put it in a sentence, because it's the whole, you're not gonna study by itself, you're gonna put it in a sentence. So this is where your point of Islamization comes with the text that you're working with the sentences that you use,

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illustrating would have Islamic references, right? That would be the connection.

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You may what you would do, when you're asking them to find the adverbs you may take some verses from the Quran, some headings from the proper

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word, which contain the adverbs and you ask them to find that phrase. So, in the exercises, you can bring in your Islamic context. And then your you know, you to illustrate further or you can use some kind of short moral,

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short story, you know, and you again, you ask them cause comprehension reading comprehension, combined with the recognition of the adverbs identify the verbs, adverbs, adjectives, and so on. So, then, in that story, a moral message can be given, right? The others are just lines sentences. In the Quranic verses only a sentence. The Hadith is only a sentence, which may contain adverbs in them, that's what you would look for. So this is how, most obviously, I think we can estimize our class on verbs. Anybody else has any other ideas?

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Yes, it's possible. What age is this?

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34 candies are bigger kids. Yes.

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It's possible to mention

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our what I would maybe take your point for is the great grammarian

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Muslim Marian may be a great marriage and civil ways of life This could be mentioned, but of course this is this is this is Arabic related

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would they do

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dictionary work? Sometimes yes what specially if the purpose is even without words that the teacher knows that they are not likely to know the meaning of that they are referred to the dictionary? Yes, but not as a major objective only they encounter such okay. The other thing that we can do, remember there, there is a a body of words

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in English, whose origin is Arabic.

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So for the English teachers, they need to compile all of these, so they can work it into their classes. So as they teaching them that sugar came from soccer.

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You know, Japan came from algebra, algebra, algebra came from algebra. So if they're for English teachers, they will specifically need this. So this is something that the

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department combined working with.

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teachers who may be more able to catch these words more, then you build up your body, some color compilation of Arabic words, which exists in English now. So then you can use those when you're illustrating adjectives and adverbs. adverbs can be taken from related to verbs or modifying verbs. So these verbs betray us could be

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Arabic in its origin. So it's giving them that connection that way.

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Okay. Anything else?

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Muslim What?

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As I said,

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poetry written by Muslims can be used at any time, ask your students to analyze and proficiency

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in deployments, yes, yes. Also,

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in literature class, you will be new indeed be focusing on the point itself. You know, what type of a boy was a Sunday, or whatever. So, so it would serve that purpose. But in this context, it would be just the text that you're using as exercises that you give them to extract the eyebrows from, you know, your thoughts a texture you're using? Not necessarily, but indirectly, they're getting the message.

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Okay, go ahead.

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I think for your non Muslim teachers, you can access them as well, during the training to set up their lesson plans. For example, for exercises, you can try to help them chippings of the items you want them to lecture when somebody was setting an example.

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From first one to five, when they want to identify the adverbs that you write it for them

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a lesson, we write it for them, so that

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they can keep this as I'm sure we

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to assist the teacher.

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Yeah, the idea is that

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you need to have cooperative, non Muslim teachers. That's the main point that

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if they're not cooperative, then you don't need jobs.

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You've got somebody who has another agenda in your school.

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The people you need to be working with you should be those who are cooperative, willing to try to find out how can I

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What can I do? How can you help me, this is the type of people they want, you know, they're not like that they're standoffish. This is just a job, I'm just getting my money. And, you know, I don't want to do anything that has a slump, I don't want for I'm going to do this type of people who will hurt you, and it will hurt your children. So, just so

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Christians, teachers, they are largely Socrates, as I keep emphasizing this when we get to the religious, because that's your prime criteria, we have to learn how to accept one another.

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When we catch these individual words, that's where we start having to slide for us. But otherwise, they are large,

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when it comes to correct

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and supporting activities.

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But you know, the thing is that the bottom line is, it is a Muslim School, which they accept, okay, accepted, you know, completely not accept what you like, and don't accept what you don't like, you know, if we came to work in a Christian school, they have their rules, how many years have we been complying with their rules? So what is wrong with them complying with our rules?

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You know, I think we just need to take a stronger stats.

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I know you want to be, you know,

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accommodating and

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effective. And if you can set rules, and people can put on the appearance of following the rules, let's be honest, it's one thing to search the room. This is

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a part two. So I asked him this question is how to make sure it's effectively equal equality.

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Because we can't monitor we can monitor it with us to be sincere in some of these things. We are asking

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schools were talking about Islamization. Let's be sincere from what we know of schools that have teachers, even some Muslim teachers will still not effectively. That

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is the truth. Yes. Why I asked him a question. It's not because we can't make rules in our school and say, follow, don't follow get out. We can, however they're looking for what's effective, is that the only option we have is another executive. We that's why I keep asking the question, not because we have a brick wall. We don't. It's just how many doors are often to us.

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The challenge, if the challenge I keep asking is because I think it's impossible, right as because I want to hear as many other tools, we have some ways of getting around some of these issues people have asked him, Why do you want to assume that our way is the only one or the most effective all because it's worked so fast, that it's fine.

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The bottom line is that it's a learning process. Now, you know, but we should be clear on the idea. And we should be clear also not to compromise the

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the man of our children at the cost of for academic excellence, you know, because in the end,

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if we have a school with teachers who are not the academic

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so our students may be not so strong and maths are not so strong and science, whatever, but then they are solid.

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when they graduate, or before they graduate, you can get tutors to help them, you can fix it.

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But now, if you compromise, and we say we want academic excellence, so we bring these teachers in here, and they give that academic excellence, but they distort or cloud or corrupt the mind of our children. fixing a man is not easy.

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It's not easy. I know it's a it's a pity because I hear people talk. We want the best for our children. We want the best for our children. But what is the best is the best to be the top mathematician or the top Muslim. You know, it's the top Muslim first and foremost. So we have to be careful

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For what represents the best, what can be fixed, academics can always be fixed. What can't be fixed he man very difficult to fix. When people have corrupted that the man, their outlook, their understanding, very difficult to bring them back later on. Because we're talking about kids who graduate from high school, they're going to go into university, if they leave our institution from high school they leave with their mind. polluted, then they're going to be problems in the future. That is the norm. So we have to wait. And it's better if we have to compromise compromise on the academics rather than on the team.

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That's what I was.

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Okay, let's look at one more time during

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this primary class, primary one, would you please like to share this with us parts of the art

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This is primary line.

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Yo, spicy co the subject design, and there's nothing quite as our

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previous knowledge,

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they can identify and name the major parts of the body, I yours move around chest.

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instructional material, I try it.

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We already said charts with the body. The key is that the chart should Islamic chart with the body.

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So the second chart is the one who was in charge of the different naval and in an activity sheet to the picture of an arm and a different

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size. And patients are safer.

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The objective is to teach your people to identify and make the different parts of the arm, which are the armpit elbows with hand finger and

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is there more?

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next week?

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So step one for five minutes, late payments.

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I seem to be a conference the first charge without the travel.

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so I want to say that day

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where we randomly game the body part. Previously, people have to quickly touch the peripheral device to revise the previous lesson.

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Expand the revision by using the child's body pointing to each one and letting

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me know okay.

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What can we do here?

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In this implementation, I think what you can do, what I would do in this class is I would show an artificial arm

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a robot robotic arm, right? And you show them that robotic arm and what it's able to do and what it can't do. Right. And then you ask them, Do you think that robotic arm could have come about by accident?

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And it's so inferior to the human?

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Say this is the subtle message we need to be putting in their heads all the way along? Could it be by accident because that's what the whole of Western thought is probably

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It's all accident, we're here by accident. So we want to put in their mind just make that imprinted in their mind is no accident here, this is has to be a law, you know, we had to be there to make that robotic arm for sure there has to be a law to make that reliable. So this is something we tried to bring into all of our science classes.

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We could also ask the children to name body parts.

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Body Parts mentioned in the plan

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for them to go find them might be problematic, I think we need to bring it. Maybe we bring the verses some text, which mentioned the body parts. And we asked them to identify which ones refer to the parts.

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Well, for the children and dealing with a significant portion. I think when we asked them we could actually mentioned if

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I even try our would like to read it maybe.

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Maybe we could read that one and

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joy, body parts also in general. But because your classes on the arm, stay on the arm, then show them how the arm is compared to the robotic arm. Is this accident?

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Would you maybe talk about the

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talks about closing the flesh?

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So what else are you doing? And then 320 minutes that focus their attention of the pupil to the chair the chart of the arm, explaining that the arm has different parts. And that all has a name, point and each one after the other. Having the pupils repeat after

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going to the next part after

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like four days.

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And then

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it's nighttime like that was the individual people will be searching the correct

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each people in activity sheets

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student should name and complete the activity sheet by matching the names of the parts of the correct part.

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Please, okay, go around and help the pupils read the names of the parts

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that match matching connection.

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in terms of the

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historical relevance,

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it may be possible at that time, we have Muslim surgeons and then their surgery they did look at the hands, the arm etc. You can show a picture of that give a name. So they heard that name.

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the hand insula amongst the activities movements of the hands.

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And when you're doing the hand insula, my advice is that you also show them the correct way. Right? Because the tendency for them as well as everybody else is when you're raising up your hand. We just swing your hand

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worry, I suppose could bring up the whole arm before, right? So you can make some corrections in?

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Can we also mentioned that word

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washing to the elbow?

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So the audience

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and you can also, you know, even just as a point of thoughts, but then ask them, why would we make what do we wash to the elbows and not the whole arm?

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Just for them to think stop and think for a minute. Why is this because this is the greater part of the arm that tends to be exposed. This is the bottom line. Usually the upper arm is not exposed as covered in a garment.

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So, this is

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just to give them an idea that there are reasons, there are reasons why we do what we do.

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Anything else you'd like to add?

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Anything else to add to?

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Morrow message

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each other, pinching.

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Okay, destroying things. This is the bad use of the

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Yes, also eating and drinking because the hand is brought to the arm to lessen the eating and drinking with the right hand. Yes.

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Yeah, receiving and giving things also in the right hand. Again, for that age, I guess, a moral story, a story in which somehow the arm comes in, and what pandas did or whatever.

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Okay, how is our time? Yeah.

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Okay, so

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we've seen a variety, what we would like you to do,

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those who are participating with this project for the for the whole month, then it's a full month, not just Kaduna and the schools of Kaduna because ultimately this we want to link up with other schools around the world, we're doing the similar thing, share this to bring it up online and make your lesson plans available, other people can benefit from it, you can benefit from there, you're looking for the benefit of the global coma. Right. The other thing that I'd like to ask you, because right now, you are writing in books. For us to be able to work with this effectively, we need to have it

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to do it didn't work documents that can be saved.

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If we could do that, it would be it would go a long way to benefiting ourselves here as well as elsewhere. So that can become a new approach. Where is necessary plans can be in that format, as opposed to writing it in books, to put it in documents, and then they can be checked in the same way it's checked by

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in the physical book. And that way, even if you send your your lesson plans in, you know, you don't have to be there to hand over the plan to the teacher to mark and hand it back over to you because he said, No, we are in that age. You know, what's happened is that many of us are still locked in

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writing in the books.

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So I think we will,

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will close our session unless anybody anybody would like to raise any more issues or questions.

00:39:51--> 00:39:54

We can look at it before closing otherwise.

00:39:56--> 00:39:58

Right now and

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

Coming back after the break.

00:40:04--> 00:40:05

It's an hour from now.

00:40:07--> 00:40:14

Three o'clock, two o'clock. And we'll rejoin, but I think it is everybody just

00:40:18--> 00:40:20

want to go through some more

00:40:29--> 00:40:29


00:40:59--> 00:41:11

I'll start with what you're saying. You're saying you set your meal, and somebody will review it and get back to you. And then you have to go back to who is going to be doing that. I think this is the reason

00:41:13--> 00:41:21

agreed now that under a this, there's going to be a committee to specifically look at this.

00:41:24--> 00:41:27

What some people are saying, the

00:41:29--> 00:41:30

other people are saying,

00:41:31--> 00:41:32

writer I want to be.

00:41:33--> 00:41:35

So how do we?

00:41:36--> 00:41:37

What is the number going to be?

00:41:39--> 00:41:48

Because if they know who they are and what they charge, it's easier for them to do the work. But now we're just speaking, access is already.

00:41:51--> 00:41:52


00:41:58--> 00:42:41

I think the reason why the reason why we don't want to reinvent the wheel, there's already a body that has unified oil, all Islamic schools, that it would be better to use that platform, maybe certain members will now come together and form the committee of this. So it doesn't matter whether you are in, in Soto as long as you are a member of the atheist that you have access to whatever work it is that they're doing. I think that, you know, work to lay that out first, before we go ahead that there must be terms of reference, there must be you know, officers in charge of what so we know who is responsible. We both like to be expected outcomes or results from

00:42:42--> 00:42:43

what I would add.

00:42:45--> 00:42:47

What I would add is that

00:42:48--> 00:42:49

you have a reluctance.

00:42:51--> 00:42:57

The other people are here saying let's go do it now. Okay, now,

00:42:58--> 00:43:10

we respect your reluctance. You want to take it back to your people and give it their feedback and everything else. But everybody else here is ready to say.

00:43:12--> 00:43:14

You know, let's move ahead on that.

00:43:16--> 00:43:17

You take it back.

00:43:23--> 00:43:26

So maybe we should keep up flexibility

00:43:27--> 00:43:32

that the greater body or large number wants to do whatever.

00:43:33--> 00:43:39

You know, we're committed, and we will join them as we are able and how we're able

00:43:40--> 00:43:41

to believe it.

00:43:42--> 00:44:03

Absolutely. So if I miss or Avis has accepted. I mean, can you accept? This is just a suggestion. Can you speak on behalf of me sensei? Yes, we will be the umbrella for the lesson plan Islamization project,

00:44:04--> 00:44:08

with permission with conditions. Okay.

00:44:11--> 00:44:17

Ready to buy from experience? Well, we call for the meeting.

00:44:22--> 00:44:23


00:44:24--> 00:44:27

So the condition is really

00:44:29--> 00:44:31

if you see as we do,

00:44:32--> 00:44:37

that's why we say let us name our teachers who have to report to them

00:44:40--> 00:44:48

because some of the providers are not actively involved. Everybody their schools are like some of us. Okay, so as a professor who is there any school,

00:44:50--> 00:44:53

he's going to be involved, but he was not

00:44:55--> 00:44:59

an active member of staff. To do that. We don't want to set something

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

You know how

00:45:01--> 00:45:11

to do good today? And before we say yes or no, I think we want to see the template. And then also, like the circuitry that you're working on

00:45:13--> 00:45:16

or the national level, like this is so profound,

00:45:17--> 00:45:27

take it to the bottom and tell us going from the neck up to the person writing is far better than doing the curriculum. And then coming down to

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

this is

00:45:31--> 00:45:38

just a small input that doesn't even say anything, you don't have to be nice to people

00:45:42--> 00:45:42


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

you expect to be

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


00:46:06--> 00:46:07


00:46:13--> 00:46:13

and gentlemen,

00:46:23--> 00:46:24

it is time.

00:46:32--> 00:46:33


00:46:38--> 00:46:39


00:46:40--> 00:46:42

what I know what

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


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

does, because

00:46:51--> 00:46:51


00:46:53--> 00:46:54

was enough.

00:46:58--> 00:47:03

It was exactly what I was talking about the template that

00:47:04--> 00:47:08

we will be offering in several days to get an idea, the

00:47:13--> 00:47:14

format, the

00:47:19--> 00:47:20


00:47:21--> 00:47:22


00:47:23--> 00:47:24

was received

00:47:28--> 00:47:30

data we can walk with you.

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


00:47:58--> 00:47:58


00:48:02--> 00:48:02


00:48:03--> 00:48:05

those of you have names of jetties

00:48:06--> 00:48:07

just as

00:48:17--> 00:48:17

you see

00:48:19--> 00:48:20

it last

00:48:27--> 00:48:27


00:48:33--> 00:48:33

is more

00:48:36--> 00:48:37

and more

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


00:49:06--> 00:49:07

the point of

00:49:09--> 00:49:20

implementation in the school, this must come from the top. There's no doubt about that. The top needs to assign somebody

00:49:22--> 00:49:59

who is responsible for it. If the top like yourself says I would also take that responsibility fine. But as you said, as sister said, most schools it won't be that way. The proprietors are busy with other things that definitely are other commitments. They are not prepared to take that responsibility of seeing this through but they believe in the concept and believe in the goals. So they assigned somebody there must be somebody assigned in the school to check with the teachers.

00:50:00--> 00:50:14

Did teachers have to bring in their because you have so many already checking? Check in there. So you have one, checking from a general perspective, now we need one, checking up and down from an Islamic perspective, are these things being done?

00:50:16--> 00:50:35

You know, so let's just dedicating somebody to it. And this will be a person who will be ensuring that implementation is taking place. And they will need to be the ones in that meeting in your committee, because they are the people on the ground, who are actually handling it.

00:50:43--> 00:50:43


00:50:45--> 00:50:52

I think the most important thing here is for us to agree that we're all interested in this.

00:50:57--> 00:51:04

There's no simple criteria. There's no simple universally agreed lesson plan.

00:51:06--> 00:51:10

We have the professionals and the ministers of education,

00:51:15--> 00:51:18

we all come to agree with one simple template.

00:51:20--> 00:51:22

And this template is subject to change as

00:51:24--> 00:51:27

they bring this to us and we will change.

00:51:43--> 00:51:47

They might agree or disagree, they have certain priorities,

00:51:50--> 00:51:56

accepted, what we have certain members is part of it. So

00:51:58--> 00:52:07

and as it develops, so to begin, that it can be hard to know what that means. And a lot of them is visual.

00:52:11--> 00:52:12

We can stop this because

00:52:14--> 00:52:28

it's not yet ready. So let's start doing something on the disciplines. By the time that the photograph is ready, nobody could do with it. But if something has to start at a given time, and that time is now there is an obligation an

00:52:30--> 00:52:33

obligation and that obligation is

00:52:34--> 00:52:35

present here.

00:52:38--> 00:52:43

This is what you need to do. And this is one of the questions that

00:52:44--> 00:52:45

we are trying to establish.

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

And that's the

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

topic that's very

00:52:55--> 00:52:55


00:52:58--> 00:53:03

But if this is something that we should go into now, with the various queues,

00:53:04--> 00:53:09

and let's see how they can contact each other. And with other commitments.

00:53:10--> 00:53:27

We can have different ways of doing it. Let's start with this few numbers. Let's take the Select families for now. For dividing our number into two view, go and do the primary we want without a secondary, we can take something

00:53:28--> 00:53:29

that's really helpful. Suppose

00:53:30--> 00:53:33

you take two subjects, you take two subjects, you take two.

00:53:36--> 00:53:43

Likewise, you can also do that you take two subjects, you take two, and let's see that we work closely with each other.

00:53:53--> 00:54:21

I think a suggestion is I would say it's good while we do what I've said is useful start small, small things that need to be bigger as you start to move away from your own. Just start so I find out the same issue. Do what she said and that was most of our sister over there particularly to amis national.

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


00:54:26--> 00:54:27

as you mentioned,

00:54:29--> 00:54:32

we already engaged in trying to run the national curriculum.

00:54:34--> 00:54:35

Now. So

00:54:46--> 00:54:47

what are we

00:54:49--> 00:54:50

what do you do

00:54:56--> 00:54:59

like going back in the beginning

00:55:03--> 00:55:05

Everybody wants to be under.

00:55:08--> 00:55:08

Now it

00:55:12--> 00:55:15

may be occupied with what they're doing.

00:55:18--> 00:55:19

Okay, let me

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


00:55:30--> 00:55:31

What do you mean by

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

doing it.

00:55:37--> 00:56:26

This on multiple suggestions, he was suggesting we could do it like this. Anyway, that's how we're gonna do it, we'll do that after first thing, and we accept the umbrella. And this accepts a committee functioning within amis for this was episode zero grella, that's agreed upon, then we need to just delegate identify some people who will be coming together for school that will send somebody and insert another meeting will come together and look at the template, which already suggested as already been done, you know, which is modifiable, you all there is that committee now look over the template, we all agree on it, take it back to your school's jacket, you know, they get the feedback

00:56:27--> 00:56:35

finalized, because we're still talking about the new year. We're not talking about now, because it's too late now.

00:56:37--> 00:56:43

But for the new years without repairing everything, unless identified

00:56:45--> 00:56:52

within the details of where the middle portion is off, and all of that committee will work out the best way to do

00:56:54--> 00:57:05

so I think, you know, I think right now, it's just a matter of assigning or identifying people who will be on the committee.

00:57:08--> 00:57:11

And from there, establish the body

00:57:13--> 00:57:17

and take the next steps. So I

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

said that

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

should be okay with that.

00:57:26--> 00:57:28

Because she has a passion and a drive. Really,

00:57:30--> 00:57:31

that's very important.

00:57:34--> 00:57:37

To choose the community

00:57:40--> 00:57:41

to work with them.

00:57:44--> 00:57:46

emails, what am I supposed

00:57:49--> 00:57:51

to be moving forward?

00:57:54--> 00:58:03

With I don't know, it's choosing, isn't it that all the schools will decide who will be their representative,

00:58:04--> 00:58:05

you know,

00:58:08--> 00:58:33

following up and arranging the timing for the next meeting, we know what the agenda is getting the template. So it can be looked over again, send it to them ahead of time before you meet so people can raise their savings and raise their objection or whatever, they can show it to the school before you have the next meeting. But all schools have a right to have a representative

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

if the school decides was okay, and also school is good enough for us, whatever they have, we are we are fine with it. Doesn't mean they have to be represented, but everyone has the opportunity to do it.

00:58:51--> 00:58:51


00:58:57--> 00:59:06

So you want to identify we have all the major schools here. were invited to the program. You want to identify the numbers now?

00:59:09--> 00:59:11

Well, the committee should have a secretary.

00:59:12--> 00:59:15

Somebody will keep track of all of his decisions

00:59:22--> 00:59:27

and volunteer for the secretarial position. Give me minutes and

00:59:30--> 00:59:31

it doesn't have to be

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

a volunteer.

00:59:49--> 00:59:50

So we can move

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

on. But I am overwhelmed with your secretarial work.

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

All overwhelmed.

01:00:04--> 01:00:14

Okay, so what we need to give them is the names of the people of the committee and then coordinate next time in the next meeting,

01:00:15--> 01:00:27

we know that the assignment was the potty mouth with me to get the template and get it out to all of the members. So they can take it back to their

01:00:28--> 01:00:36

people and get their suggestions. So that you can try to incorporate or do what needs to be done.

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

takes place.

01:00:40--> 01:00:41


01:00:49--> 01:00:49


01:00:56--> 01:00:56


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


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

I said yes, to dominate at least two members to be part of this committee, so that one person is

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

present, so that we can avoid what this is there is nothing about it.

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

two nominations.

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

So you will follow up, you will choose two people.

01:01:51--> 01:01:57

After the lesson plan should be more activity involved in the issue.

01:01:58--> 01:02:04

The issue of email and sending it, I don't think you have any dedicated staff.

01:02:09--> 01:02:13

It could be twice a week and so every two weeks, every month,

01:02:22--> 01:02:32

it becomes a habit. So the committee upon request, if we see what to do towards the end of the test, I guess we'll have

01:02:38--> 01:02:39

to have a fixed

01:02:40--> 01:02:52

day in the month, the last Friday of the month. So whenever the so that it's every month, it's the same day, I think is a good decision.

01:02:53--> 01:02:56

That way it can be wrapped in there.

01:02:58--> 01:03:06

Maybe in the beginning of I need to meet more often. Maybe the first month or two and then afterwards, you can shift it down.

01:03:08--> 01:03:09

But anyway,

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

it is them

01:03:15--> 01:03:17

all right. But a lot of people

01:03:27--> 01:03:27


01:03:34--> 01:03:35


01:03:36--> 01:03:37

lost, lost.

01:03:40--> 01:03:43

Didn't quite hear you asking about the to represent

01:03:46--> 01:03:47

the head

01:03:50--> 01:03:53

to head and to represent a 3d book.

01:03:56--> 01:03:58

Just two representatives

01:03:59--> 01:04:00

to represent you have

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

any objection to that?

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


01:04:19--> 01:04:27

up to date. And besides maybe the numbers become too big and bulky. You can't get anything done.

01:04:40--> 01:04:41

Okay, okay.

01:04:42--> 01:04:44

Any other issue before we close?

01:04:48--> 01:04:50

Time for the next meeting

01:04:51--> 01:04:52

to be fixed

01:04:54--> 01:04:59

in time for the next meeting and location for the next meeting.

01:05:05--> 01:05:19

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