ارشاد ڈیروی دی منقبت نگاری
شاعری وچ حمد، نعت ، منقبت تے مدح تعریف و توصیف لئی ورتے جاندے نیں تے لغوی اعبار نال ہم معنے نیں ، پر اصطلاحی معنی وکھو وکھ نیں تے ایہناں دی ورتوں ممدوح دے اعتبار پاروں ہوندی اے، جویں جے ممدوح ربی ذات ہووے تاں حمد اے ، جے رسول اللہﷺ دی ذات ہووے تے نعت، جے کر صحاباکرامؓ ، اہل بیعتؑ تے بزرگانِ دین نیں تے ایہناں لئی منقبت دا شبدورتیا جاوے گا، تے جے کر ہور کوئی مشہور شخصیت ہووے تے اوس لئی مدح شبددی ورتوں کیتی جاوے گئی، ڈاکٹر رفیع الدین اشفاق لکھدے نیں!
’’اصطلاح میں اگر آنحضرتﷺ کے سوا کسی دوسرے بزرگ یا صحابی یا امام کی تعریف کی جائے تو اسے منقبت کہیں گئے‘‘۔
اعجازاللغات جدید ، دے ص ا۶۸۵ اُتے لکھیا اے!
’’مناقب(م، ن، قب) مذکر، منقبت کی جمع اہل بیعت یا صحابہ کی مدح ، تعریف خوانی، منقبت ، تعریف وتوصیف ، صفت وثناء ، اصلاح میں وہ تعریف جو اہل بیعت یا صحابہؓ کی شان میں ہو‘‘
وارث سرہندی اپنی لغت اندر لکھدے نیں!
’’منقبت:(۱)کوئی چیز جس پر انسان فخر کرے یا جو اسے ممتاز بنائے ۔‘‘
(۲)تعریف، توصیف ، ثناء خصوصاً اہلِ بیعت اور صحابہ کی ۔
منقبت، صفت ، تعریف نظم وچ ۔
وکھو کھ زباناں وچ منقبت ،لئی ایہہ شبدور تے جاندے نیں!
’’پشتو، پنجابی تے کشمیری وچ ’’صفت‘‘، سندھی ’’منقبت‘‘ ، بلوچی وچ ’’سپت‘‘۔
منقبت دا سرنانواں صرف اوہ وڈیاں دینی ہستیاں ای بن سکدیاں نیں ، جہناں وچ ایہہ دو خوبیاں موجود ہوون!
۱۔ اوہ قوم دی پیشوائی دا فرض ادا کرسکدے...
Education is the development of the different aspects of human being like psychological, social and physical development etc. It is not only the provision of information but it is for the sake of guidance of students to make them beneficial human beings. A teacher inculcates good habits in students and tries to reduce or terminate bad habits in them. Therefore, the responsibility of teacher is to guide the students about good and bad along with improving their academics. But while doing so, the teacher should avoid the ways which can be harmful for the students. Therefore he (the teacher) should know how to guide the students and stop them from wrong doings. At what time what technique, he should adopt that can give benefits to students? He should be aware of the student’s psychology, their age and their abilities. Sometimes punishment is very much necessary for students to make them realize not to commit anything like this again. At this critical moment what can help the student and teacher? The Holy Prophet Muhammad (SAW), being a perfect teacher guided the Umma in this aspect. He used many skills as a teacher and taught his followers, how to guide their children and pupils. Many times the prophets would use to advise his followers on anywrong doing and that is why none of the followers repeated the same mistake. It is very important to follow the teachings of the Holy Prophet in aspect. This research paper discusses the way of handling the students in different situations.
Mentoring and assessment play pivotal role in teaching learning process. The main purpose of the study was to investigate mentoring in teaching practice at B.Ed. level in Islamabad/ Rawalpindi. The objectives of the research study were as: (1) to identify the existing situation of mentoring; (2) to identify factors involved in mentoring trainee teachers; (3) to analyse the existing informal and formal mentoring system for trainee teachers; (4) to assess the benefits accrued because of mentoring; (5) to examine the views of the mentees and mentors about the effectiveness of mentoring on their achievement. The research was conducted on B.Ed. students of National University of Modern Languages Islamabad, Federal College of Education H-9 Islamabad, Pir Mehr Ali Shah Arid Agriculture University Rawalpindi, Govt Elementary College for Teachers Women H-9 Islamabad, Govt College for Elementary Teachers, Saidpur Road, Rawalpindi and Bilquis College of Education for Women P.A.F Chaklala Rawalpindi to find out the objectives. All heads/Principals, supervisors, teachers and 948 students of B.Ed. of above mentioned colleges and universities were included in the target population of the study. Total sample of the study was 352, in which 274 students of B.Ed., and 72 teachers, supervisors and 6 heads/Principals of the universities and colleges were selected. The data were collected personally by the researcher. He used a questionnaire of five point likert scale for mentors and mentees. Moreover, an observational checklist was used to observe mentees. An interview of 15% sample was also conducted to know the opinion of respondents regarding mentoring. Chi-square test goodness of fit was used for data analysis. All the research findings indicated that mentoring had strong impact on the performance of mentees. It was observed that mentees were very comfortable and vii confident due to mentoring. Mentors and mentees confessed that formal mentoring was used but it had short duration of forty days. It was found that mentoring had provided psychological and emotional support to mentees and it had reduced their feelings of isolation. It was found in data analysis that mentoring had increased positive reinforcement, self esteem, inter-personal skills, performance, motivation, communication skills and reflection in mentees. After analyzing observational check list, it was found that mentees were well dressed, well planned, confident, maintained discipline, motivated, knowledgeable and competent in all aspects, after mentoring. During analysis of interview, all respondents acknowledged that formal mentoring was in progress. The respondents mentioned that mentoring was very beneficial and effective for beginner teachers. Mentors acknowledged that mentees had learned different things during mentoring as: time management; stress management; problem solving attitude and communication skills. Some suggestions may be made as: duration of mentoring may be ninety days; departments may allocate specific funds for mentoring. Further studies may be conducted in order to know the impact of mentoring in engineering, medical, administration and commerce.