علامہ غلام رسول سعيدى كى خدمات

Allama Ghulam Rasool Saeedi is a noted contemporary Islamic scholar knows for his brilliant style of writing and ……. The way he dealt with the differing ahadith by removing the objections through providing justifying explanations in his works such as “Tibyan al Quran”, Sharah Sahih Muslim” “Tibyan Al Quraan, Sharha Saheeh Muslim, Tibyan al Furqan, Ne’am Al Bari Sharha Saheeh al Bukhari” is a great display of his skills. This article deals with conflicts found in differing ahadith quoted in “ Sharah Sahih Muslim”. In his book Ghulam Rasool saeedi has claims that there is no confilict in Ahadith but it is considered as such due to limitations of human being mind in perceive his the meanings of Ahadith. In his works he presented ample proofs to remove conflicts among the differing narrations. Some examples of his contributions in this regard include the important topics such as taking the name of Allah during ablution. He has established conformity between Quran and the Sunnah by clarifying segregation between the obligatory steps of ablution according to Quraan and the sunnah of the prophet ﷺ. Further he has conformed conflicting narrations relating to valid and invalid marriage with and/or without the permission of the guardian of the woman. He also discuss approval and disapproval of marriage in the state of wearing “Ihram” and conformity in narrations dealing with establishing purity and cleanliness of leather by tanning. Conformity in narrations stating the sacredness of Makka Muazzima and Madina Munawwara through logical reasoning.

Experimentation of Word Wall Strategy for Capacity Building of Primary Language Teachers and Grade Iv Students Through Vocabulary Development

The aim of this project was to experiment the Word Wall strategy for capacity building of primary teachers and grade IV students for vocabulary development. From needs analysis I came to know that vocabulary development is an urgent need of the school. Keeping in view the school's need, I planned and developed a participatory project to ensure sustainability of the project through equal and active involvement of two immediate stakeholders such as two primary language teachers and grade IV students. This project included three stages; planning, implementation and evaluation. Planning was involved in both pre-intervention and intervention stages. Pre-intervention encompassed development of action plan, orientation of the teachers to the Word Wall strategy and development of resources, and defining roles and responsibilities of project leader and teachers. It also included a pre-test that I conducted in order to evaluate students' current vocabulary knowledge. Setting a clear goal, objectives and activities were also a significant part of planning. Besides grade IV students' two language teachers were the direct beneficiaries of this project, and teachers' involvement throughout the process in planning, implementation and evaluation of Word Wall was significant. My role during the four demonstration lessons and two observations of teachers' teaching presentations remained as a clinical supervisor to facilitate and support teachers in developing Word Wall and its effective implementation in the classroom. The purpose of offering these activities was to enable teachers to provide multiple exposures to students for understanding of contextual meanings and retention of the vocabulary. The experience of experimenting Word Wall in a primary classroom revealed that continual addition of words on the wall ensured students' spelling accuracy and vocabulary retention. Moreover, Word Wall proved to be a motivational element for students' participation in reading, writing, speaking and listening activities. In the light of the project outcomes, it is suggested that the aforesaid strategy can be applied in similar contexts to expand students' vocabulary and develop their language skills and reading comprehension.