ڈیجیٹل بچے
محمد علی صدیقی
"انٹرنیٹ اور موبائیل نے نوجوان نسل کو کہاں پہنچا دیا ہے سمجھ میں نہیں آتا۔ آنے والا کل نہ جانے کیسا ہو۔!!۔" مینیجنگ کمیٹی کے صدر نے فکرمند لہجے میں کہا۔
"اتنی مایوسی ٹھیک نہی" میں نے کہا۔
میں کچھ اور بھی کہنے والا تھا کہ ایک ٹیچر درجہ چہارم کی ایک بچی کو لے کر آفس میں داخل ہوئیں اور بولیں
"سر یہ آپ سے کچھ کہنا چاہتی ہے۔"
"ہاں۔ کہو" میں نے ان کی طرف متوجہ ہوتے ہوئے کہا۔
"سر۔۔۔ کلاس میں ایک لڑکا مجھے بھابھی بلاتا ہے۔"
وہ اپنی مسکراہٹ چھپانے کی ناکام کوشش کر رہی تھی۔ مجھے کچھ عجیب سا لگا۔ میں نے اس بچے کو بلا کر وارننگ دی اور ٹیچر سے کہا
"آپ لوگ یہ شکایتیں خود ہی سن لیا کریں۔ آفس میں نہ لایا کریں۔"
"ہم تو سنتے ہی رہتے ہیں سر۔ میں نے سوچا کہ آج آپ بھی سن لیں" ٹیچر نے تھکے ہوئے لہجے میں کہا، " کل کے۔جی کا ایک بچہ اپنے ساتھ بیٹھی بچی سے پوچھ رہا تھا کہ کیا وہ اس سے پیار کرتی ہے۔ بچی کی شکایت پر میں نے ان دونوں کو الگ الگ بٹھا دیا لیکن کچھ ہی دیر بعد دونوں پھر ایک ساتھ بیٹھے باتیں کرتے نظر آئے۔"
میں نے ٹیچر کو جانے کا اشارہ کیا اور صدر کی طرف دیکھا۔ ان کے چہرے پر ایک معنی خیز مسکراہٹ کھیل رہی تھی۔
This article attempts to focus on Maddrassas education setting, its importance, introduction and correspondence with human resource development. The role of this development to create a sound and balanced environment in the society with moral and spiritual values. Firstly the paper addresses education and its functions in general then education from Islamic perspective like teaching especially spirituality and morality. Secondly the role of Madaris in Islamic cultural and traditional awareness through the righteous opinion oflearned scholars
The term discipline', especially classroom discipline is an essential component in the teaching and learning process in schools. There is no single definition of this term, on which, the teachers and teacher educators have built a consensus. Much of the current literature discusses teaching opportunities that enable children to learn how to develop self-discipline, and to handle problems that arise within the school system. This contrasts with the authoritarian approach to discipline, that appears to be prevalent in most of the schools. The above two perspectives indicate that no consensus has been reached as far as definition and maintenance of discipline is concerned. This study was conducted to find out the existing approach to discipline in one of the private secondary schools in Karachi. For this purpose the qualitative case study approach was adopted where the data was collected through interviews, observations and documentary analysis. A number of key stakeholders (discussed in chapter three) were interviewed about their views of school discipline and their approach to maintain the discipline. The whole study revolves around Faris' (1996), view of discipline, as he argues, Today educators have moved away from trying to control students behaviour and instead focus on the teaching process to create, implement and maintain a classroom environment that supports learning The findings of the study indicate that there is a consistency in stakeholders expectations about what discipline is, and what discipline is for. The school has set certain rules and subsequent reward systems, which have been made known to stakeholders. The study further indicates that the school maintains discipline through: Empowering teachers and students by giving them leading responsibilities in various academic and co-curricular councils within the school and also supports students' learning by creating an appropriate learning environment. In addition, the school organizes professional development programmes for its staff and informs and involves parents in solving discipline- related problems in school. There is a monitoring and follow-up of the students' social skills. At classroom levels, the teachers have a pro-active approach to discipline. Lastly, the turnover of teachers, high ratio of students, especially in primary classes and some strict rules at pre-primary level, were found to be the challenging factors.