آزاد
سکندر عباسی
لوگ اسے مینٹل کیس کہہ کر بلاتے تھے۔، کیونکہ اس کا مزاج کسی سے بھی نھیں ملتا تھا۔ وہ بھیڑ میں بھی تنھا رہتا تھا۔ اس کی عادتیں عجیب تھیں۔ اس کی سوچ سماجی سانچے میں ڈھل نھیں پاتی تھی۔ اس کے خیالات بنا پروں کے پرواز رکھتے تھے۔ اس کا طرز حیات عام دنیا سے ہٹ کے تھا۔ دنیا سے باغی دماغ میں وہ انیک سوالوں کے انبار لیٸے پھرتا تھا۔ اس کی سوچوں کے سمندر میں الجھے الجھے سوالات سیپیوں کی مانند چمکتے رہتے تھے جو اسے ہمہ وقت بے سکون رکھتے تھے۔ گھر والوں نے اس کا نام تو کچھ اور ہی رکھا تھا مگر وہ خود کو آزاد کہلواتا تھا۔ یہ ہی وجہ تھی کہ وہ آزاد کے نام سے بدنام تھا کیونکہ لوگ اس کا ذکر مضحکہ خیز انداز میں کرتے تھے۔
آزاد کو بے ترتیبی سے عشق تھا جسکو وہ اپنے لیٸے آ کسیجن گردانتا تھا۔ اس کو خوف تھا کہ اگر یہ بے ترتیبی اس کی زندگی سے بیدخل ہوٸی تو اس کا کی سانسوں کی ڈور ٹوٹ جاٸیگی۔ اسی باعث آزاد کی حیات کا ہر ایک صفحہ بے ترتیب اور بکھرا ہوا تھا۔ اس کے خواب بلکل ایسے معصوم تھے جیسے پرندوں کے خواب ہوتے ہیں۔ وہ قید سے کتراتا تھا، غلامی سے اسے سخت نفرت تھی ، پابندیاں اس کو پسند نھیں تھیں .
آزاد کبھی بھی استری کئے ہوئے کپڑے نھیں پہنتا تھا ، شکن آلود کپڑے اسے زندگی کی علامت محسوس ہوتے تھے۔ وہ کبھی بالوں کو کنگھی نھیں کرتا تھا اس کے خشک اور بکھرے ہوٸے بال اس کے خیالوں کی طرح ہر قید و بند آزاد تھے۔جدید زمانے میں بھی اس کے پاس موباٸیل فون نھیں...
Language is a communication tool to impart education at every level that is why different languages are taught for this purpose. In Madaris of Pakistan, Arabic is commonly taught as it is the language of basic Islamic sources i.e. The Holy Quran and Hadith. This paper will basically try to understand the learning of English as a language is not given importance, although it is very essential nowadays but besides this, it faces many problems and challenges in religious Madaris of Pakistan. Many factors are involved in this situation. In modern world, English language specially can be very helpful to the purposes of these Madaris. Learning of English language will help to impart, propagate and defend the message of Islam on a larger and wider scale. One can use it for da’wah and calling others to Allah. But some elements of Madaris are not well informed about to this fact that they have not such a larger vision to understand and absorb the facts. On the other side, supporters of teaching English language in Madaris are unluckily blind to the positive, historic, reformative role of Madaris. This situation is creating misunderstandings and these bodies are seen opponents while they must be supporting to each other. This article reviews the challenges and the problem and challenges to English language in Madaris as well as how to bridge the chasm created between the two schools of thought.
The study was designed to investigate the effect of “Flipped Classroom strategy” on the performance of prospective teachers of Khyber Pakhtunkhwa. Flipped classroom strategy is a reverse type of traditional classroom strategy where teacher select or develop videos usually related to the course content and assign students as a homework activity to watch it before coming to formal session. During formal session the students engage in active learning under the guidance and supervision of teacher. Major objectives of the study were: (1) To compare the performance of prospective teachers in traditional classroom strategy and flipped classroom strategy; (2) To find out the effect of flipped classroom strategy on classroom learning environment of both flipped classroom and non-flipped classroom with respect to WIHIC scale; (3) To compare the effect of flipped classroom strategy on the performance of male and female prospective teachers. Forty eight prospective teachers studying at Sir Syed College of Education Katlang, (Mardan) were selected as the sample of the study. The sample students were divided into two groups through paired random sampling techniques, that was experimental and control groups. Each group comprised 24 prospective teachers. Pretest posttest equivalent group experimental research design was used for the study. Two different treatment patterns were applied for the purpose of experiment. Both the groups were provided the same learning materials, and were taught with the same lesson plans but the control group was provided the routine lecture demonstration method in the classroom while “Flipped classroom strategy” as a supplementary strategy was provided to experimental group for the period of six academic weeks. After the treatment, both experimental and control groups were given post-test. Questionnaire “What is Happening in this Classroom” (WIHIC) scale was used to compare the classroom learning environment of both groups. The data was analyzed by applying t-testand ANOVA 0.05 level of significance. Cohen’s d effect size value was calculated. The results of the study indicated that there was significant effect of flipped classroom strategy on the performance of prospective teachers after treatment. Results of the study revealed that learning environment of flipped classroom was conducive and cooperative as compare to non-flipped classroom. The results revealed that the males and females prospective teachers of experimental group performed better than the males and females of control group. It was recommended that flipped classroom strategy should be included in the curriculum of teacher training programs in order to train the future teachers.