ڈاکٹر شجاعت علی سندیلوی
دسمبر کے آخری عشرے میں اردو کے ایک بڑے عاشق و مجاہد، اچھے استاد اور صاحب قلم ڈاکٹر شجاعت علی سندیلوی چل بسے۔ وہ ۱۹۱۶ء میں اودھ کے مشہور قصبہ سندیلہ کے ایک علمی خانوادے میں پیدا ہوئے، ان کے والد مولوی عنایت علی صدیقی بھی ذی علم شخص تھے۔
شجاعت صاحب کا اصل مشغلہ درس و تدریس تھا۔ ممتاز ڈگری کالج اور لکھنو یونیورسٹی میں اردو کی تدریسی خدمات دے کر سبکدوش ہوئے تو اپنے گھر پر اور اردو اکاومی میں طلبہ کو اردو پڑھاتے رہے۔
انہوں نے ’’حالی بحیثیت شاعر‘‘ کے عنوان سے تحقیقی مقالہ لکھ کر پی۔ایچ۔ڈی کی ڈگری لی، ان کا یہ مقالہ کتابی صورت میں چھپ کر مقبول ہوچکا ہے جو حالی پر مستند اور معیاری کام ہے، اس کے علاوہ بھی متعدد ادبی، تنقیدی اور تحقیقی کتابیں یادگار چھوڑیں۔ اردو اور ہندی کی بعض نصابی کتابیں بھی ترتیب دیں۔ وہ اردو کی مختلف تنظیموں سے وابستہ تھے۔ انجمن ترقی اردو اور اترپردیش انجمن اساتذہ اردو کے سرگرم ممبر تھے۔ ادارہ فروغ اردو سے ان کا گہرا تعلق تھا۔ اس کے ماہانہ رسالہ فروغ اردو کے خاص نمبروں کی ترتیب و تدوین میں ان کا بھی حصہ تھا۔
مرحوم اودھ کی روایتی شرافت، وضع داری، تواضع اور اخلاق کا نمونہ اور بڑی پاکیزہ اور دلکش شخصیت کے حامل تھے، راقم کو ان سے دو ایک بار ہی ملنے کا اتفاق ہوا مگر ان کے خلوص، انکسار، شرافت اور شائستگی کا نقش اب تک دل میں بیٹھا ہوا ہے۔
اردو کے اس بحرانی دور میں اس کے ایسے مخلص اور سراپا عمل خدمت گزار کا اٹھ جانا بڑا حادثہ ہے، اﷲ تعالیٰ ان کی مغفرت فرمائے اور ان کے پس ماندگان خصوصاً چھوٹے بھائی شفاعت علی صدیقی صاحب کو صبر و شکیب عطا فرمائے۔ یہ سطریں تحریر کی جاچکی...
The fast advancement in information technology stimulates educational creativity as well. Learning and training practices are often not only carried sout in the traditional manner, but also with the usage of a multitude of learning technologies options. The zoom program is one of the learning resources used in online courses. Zoom was an application developed during the Covid-19 timeframe to address the limitations between educators and students, especially in terms of space and time. With E-learning, educators and students are not limited to one dimension of time and space, and learning will run and neglect both. Learning by simulated children's attention, on the other hand, causes disruption in the learning phase. During the learning phase, students must maintain a high level of concentration. The level of concentration of students has a significant impact on the learning process' outcomes. Since attitude and focus have a beneficial association, high focus may often affect a person's attitude in a learning phase in order to produce optimal performance. Many factors may affect a person's attention, one of which is the learning environment. A peaceful atmosphere can undoubtedly improve a person's concentration level, while a silent / noisy environment will exacerbate one's focus during the learning phase.
Teaching mathematics in Pakistan is done in a very traditional way and requires students to passively follow pre-ordained rules transmitted by the teacher. The consequence of this is that students are able to get good marks in examinations by memorizing certain rules. After the completion of each year's academic session, students memorize new things and often forget whatever they covered the previous year. In this study, I have attempted to introduce Relational Understanding' for the teaching of mathematics at the primary level in the government schools. The purpose of the study was to investigate what teachers can realistically do to develop their students relational understanding of mathematics. The study was based on the qualitative paradigm of research and designed as an action research, with data collection occurring in three stages. At the pre-intervention stage, semi-structured interviews, classroom observation and a test were conducted to examine the current situation of mathematics in the selected school. At the intervention stage, different ways of developing students' relational understanding were introduced. For example, group work was used so that every student could participate in discussions; I involved students in problem-solving activities to develop their thinking and reasoning power; I used concrete material for the clarification of abstract mathematics concepts. I strove to see how the new approach worked, what problems and challenges teachers and students face in the implementation of innovations and how the new approach affects teachers' teaching, and likewise, students' learning. In the post-intervention stage, students and teachers were interviewed to assess their perceptions about new pedagogy. One of the major findings of the study was that teaching of mathematics through the method of relational understanding can significantly improve the quality of teaching and learning in the mathematics classroom. Unfortunately, teachers' lack of awareness and inadequate knowledge hinders the implementation of relational understanding in the classroom. Recommendations are presented to remove the obstacles that are likely to cause some problems in the implementation of relational understanding.