اسلام ميں حسن اخلاق کی فضيلت اور اہميت

Mannerism deals with inner-self and or how to achieve goals in life. It brings harmony in physical and spiritual attributes of a person. As Prophet Muhammad (PBUH) was an excellent example due to His apparent and spiritual moral values that is why The Holy Quran and Hadith direct the society and individual to follow Him. Islam is based on moral values and wishes for a society where people live at individual and community level is having its basis on moral values and spiritualism depicted by the divine teaching. Islamic system preaches good moral values and indicates ways to get saved from ill-mannered behavior. An individual with good moral values reflects good faith and blessings from Allah. Islam promoted a sense of responsibility and fear of the Day of Judgment with Love to Allah in such a way that all the life of an individual was converted to a prayer. This spirit affected all the aspects of individual and society life. This article guides us to understand those moral values.

Exploring Metaphors of Teachers Practices and Perceptions for Assessing Creative Writing Skills

The world is becoming a "Global village" in which English has become a tool to communicate across the borders. To maintain effective communication, it becomes necessary for the teaching and learning process to take account of language skills. When taking into account language skills, it becomes pertinent for teachers to keep an accountability check of a child's progress from the early years of schooling. Moreover, it is also significant to gain teachers' perceptions about assessment. For that the purpose of this study was to explore teachers' practices and perceptions for assessing creative writing skills in an EFL classroom at grades one and two in a private school through metaphors. Two teachers were selected as research participants along with work samples of six students, three samples from each class. Metaphors were used as a tool in this study to get teachers' insights about the assessment of creative writing skill through interviews. Along with that document analysis and classroom observations sufficed the data collection. Metaphors shared by teachers, were cooking and floating. Metaphors helped in extracting teachers' sub-conscious meaning which were evident in their practices. It was evident from the interpretation of teachers' metaphors; they had ambiguous ideas about continuous assessment. Teachers used a variety of continuous assessment tools such as observation, asking questions to name a few but without any developed insights. It was also revealed from the data gathered that teachers focused more on grammatical aspects of language. Though teachers practiced creative writing with students they were of a view that students are not creative. As a result, they took up the role of a transmitter and gave less space to students to be imaginative. This study suggests that English language teachers should be aware of the purposes and uses of continuous assessment in order to help students in an appropriate way for their effective learning.