Allama iqbal Open University

Name AMRA SARWAR

Roll Number 99PCL2164
Course. Islamic of Education
Course Code (6505)
Level. M.A ( teacher Education)
Assignment No 1

Question no 1

Write down the distinctive features of Islamic society

and compare the contemporary society With ideal
Islamic society.
Answer
An Islamic society is a society which tries to achieve the
goals and ideals that Islam has delineated for humanity:
a society in which there is justice, freedom, a society in
which people play a role in running their country and
determining their destiny, a society that enjoys national
dignity and welfare, a society whose members do not

1
 Allama iqbal Open University

suffer from poverty and hunger, a society with

comprehensive advances in scientific, economic and
political areas, a society that makes constant progress.
After an Islamic government is formed, the responsibility
of this Islamic government is to establish an Islamic
society. What does “Islamic society” mean? An Islamic
society is a society which tries to achieve the goals and
ideals that Islam has delineated for humanity: a society
in which there is justice, a society in which there is
freedom, a society in which the people play a role in
running their country and determining their destiny, a
society that enjoys national dignity and wealth, a society
that enjoys welfare, a society whose members do not
suffer from poverty and hunger, a society with
comprehensive advances in scientific, economic and
political areas, a society that does not suffer from
stagnation, a society that makes constant progress. This
is the kind of society that we are after. Of course, such a
society has not been established yet, but our efforts are
in that direction. Therefore, this is our main medium-
term goal.

2
 Allama iqbal Open University

Why do I describe this goal as a medium-term goal?

Because when such a society is established, the most
important responsibility of this society is to enable
human beings achieve spiritual and divine perfection in
the shade of the government and atmosphere it has
created. “And I have not created the jinn and the men
except that they should worship Me.” [The Holy Quran,
51: 56] The goal of such a society is to help human beings
worship God. The word “worship” in this ayah has been
interpreted as having the same meaning as the word
“know”. However, this is not to say that worship means
knowledge. Rather, this interpretation suggests that is
worship is meaningless without knowledge: it is
impossible. Worship without knowledge is not worship.
Therefore, a society that worships God achieves perfect
divine knowledge and acquires divine characteristics.
This is ultimate perfection for human beings. Therefore,
this is the ultimate goal and establishing an Islamic
society is a requirement for achieving this goal, but
establishing an Islamic society is in itself a very great
goal. When such a society is established, the ground
will be prepared for establishing an Islamic Ummah by
expanding this society, but this is a different issue.

3
 Allama iqbal Open University

What I described as the ultimate goal is an extremely

important issue. But I would like to make a different
point before I explain this issue. The concepts that I
mentioned the concept of justice, the concept of
freedom, the concept of honoring human beings –
should be interpreted in an Islamic way, not in a
western way. Freedom has a specific meaning in Islamic
thought, which is different from the western conception
of the word. Honoring human beings and human dignity
in an Islamic sense is different from western
interpretations and conceptions.
➢
Islam: Basic Principles and Characteristics

Islam is the religion of truth. It is the embodiment of the

code of life which Allah, the Creator and Lord of the
universe, has revealed for the guidance of mankind.
For the proper development of human life, man needs
two elements: (a) the resources to maintain life and to
fulfill the material needs of the individual and society,
and (b) knowledge of the principles of individual and
social behavior to enable man to fulfill himself and to
maintain justice and tranquillity in human life. The Lord
of the universe has provided for both of these in full
measure. To cater to the material needs of man, He has

4
 Allama iqbal Open University

put all of nature’s resources at his disposal. To provide

for his spiritual, social, and cultural needs, He has raised
His prophets from among men and has revealed to
them the code of life that can guide man’s steps to the
right path. This code of life is known as Islam, the
religion preached by all of the prophets of Allah.
➢
The Social System and Morality of Islam

An important Hadith (saying) of the Prophet is that

religion is not what one formally or ritualistically
practices but how one deals with others. It is therefore
not sufficient to be pious without performing deeds
which demonstrate one’s beliefs. It is reported that the
Prophet once entered a mosque and saw at prayer a
venerable old man with a long white beard. He was told
that the man was in the mosque all day long,
worshipping and dispensing the words of Allah to others.
The Prophet then asked how he earned his living and
was told that a merchant, not known for his piety,
supported him. The Prophet remarked that of the two,
the merchant was indeed the more worthy.
Every Muslim is the recipient, guardian, and executor of
God’s will on earth; his responsibilities are all
encompassing. A Muslim’s duty to act in defense of what

5
 Allama iqbal Open University

is right is as much part of his faith as is his duty to oppose

wrong. The Prophet once said, “If someone among you
sees wrong he must right it by his hand if he can (deed,
conduct, action). If he cannot, then by his tongue (speak
up, verbally oppose); if he cannot, then by his gaze (silent
expression of disapproval); and if he cannot, then in his
heart. The last is the minimum expression of his
conviction (faith, courage).”
Whosoever of you sees an evil action, let him change it
with his hand; and if he is not able to do so, then with his
tongue; and if he is not able to do so, then with his heart
and that is the weakest of faith.”
The Prophet’s Hadith
❖
Equality
The equality of all Muslims is emphasized repeatedly
throughout the Qur’an. It is because of that concept
that Islam under the Sunni tradition does not have an
ordained clergy. There is a direct relationship between
every man and his Creator, and there can be no
intermediary. This particular closeness between the
individual and God is paramount in belief as well as in
practice.

6
 Allama iqbal Open University

It is frequently argued that Islam is not a religion that

provides for full equity among Muslims. Indeed, because
Islam makes distinctions between men and women; not
all rights and privileges available to men are available to
women. For example, a male Muslim inherits twice the
share of the female, but then a male relative has the
financial responsibility to care for a needy female
relative. Also, a male Muslim has the right to unilaterally
divorce his wife, while she can only divorce her husband
through a judge’s determination. Custody of children
from a divorce is given the mother, boys till age 9 and
girls till age 12. Thereafter custody reverts to the father,
provided that he is fit. However, the fact that there is
not absolute parity in all rights and privileges does not
mean that women do not share an overall equality with
men. It must also be noted that certain social practices in
some Muslim countries are not required by Islam, but
have simply evolved in the course of time as a result of
indigenous cultural factors.
The Muslim months are:
• Muharram
• Jumada al-Awwal
• Ramadan

7
 Allama iqbal Open University
• Safar
• Jumada al-Thani
• Shawwal
• Rabi’ al-Awwal
• Rajab
• Dhu al-Qi’dah
• Rabi’ al-Thani
• Sha’ban
• Dhu al-Hijjah
The following holidays are observed among
Muslim communities throughout the world:
‘Id al-Fitr, also known as the Little Feast, marks the end
of the great fast of Ramadan. It occurs on the first day
of the month of Shawwal.
‘Id al-Adha, the Feast of Sacrifice, also known as the
Great Feast, falls seventy days after ‘Id al-Fitr, on the
10th of the month of Dhu al-Hijjah.
Ra’s al-Sannah, New Year’s Festival, falls on the first day
of the month of Muharram.
Mawlid an-Nabi, the Prophet’s Birthday, is celebrated
on the 12th day of the month of Rabi’ al-Awwal.

8
 Allama iqbal Open University

Lailat al Isra’ wa al-Mi’raj, this festival commemorates

the Prophet’s miraculous journey, from Mecca to
Jerusalem to heaven and then back to Mecca in the same
night, is celebrated on the 27th day of the month of
Rajab.

Question no 2

Discuss critically educational objectives given by

Shah Wali-ul-Allah.
Answe
Shāh Walī Allāh, also spelled Shah Waliullāh, (born
1702/03, Delhi [India]—died 1762, Delhi), Indian
theologian and promulgator of modern Islamic
thought who first attempted to reassess Islamic
theology in the light of modern changes.
Walī Allāh received a traditional Islamic education from
his father and is said to have memorized the Qurʾān at
the age of seven. In 1732 he made a pilgrimage to Mecca,
and he then remained in the Hejaz (now in Saudi Arabia)
to study religion with eminent theologians. He reached
adulthood at a time of disillusionment following

9
 Allama iqbal Open University

the death in 1707 of Aurangzeb, the last Mughal emperor

of India. Because large areas of the empire had been lost
to Hindu and Sikh rulers of the Deccan and the Punjab,
Indian Muslims had to accept the rule of non-Muslims.
This challenge occupied Walī Allāh’s adult life.
Walī Allāh believed that the Muslim polity could be
restored to its former splendour by a policy of religious
reform that would harmonize the religious ideals of
Islam with the changing social and economic conditions
of India. According to him, religious ideas were universal
and eternal, but their application could meet different
circumstances. The main tool of his policy was the
doctrine of taṭbīq, whereby the principles of Islam were
reconstructed and reapplied in accordance with the
Qurʾān and the Hadith (the spoken traditions attributed
to Muhammad). He thereby allowed the practice of
ijtihād (independent thinking by theologians in matters
relating to Islamic law), which hitherto had been
curtailed. As a corollary, he reinterpreted the concept of
taqdīr (determinism) and condemned its popularization,
qismat (narrow fatalism, or absolute predetermination).
Walī Allāh held that man could achieve his full potential
by his own exertion in a universe that was determined by
God. Theologically, he opposed the veneration of saints

10
 Allama iqbal Open University

or anything that compromised strict monotheism (see

tawḥīd). He was jurisprudentially eclectic, holding that
a Muslim could follow any of the four schools of Islamic
law on any point of dogma or ritual.
❖
Theology
Theology, philosophically oriented discipline of religious
speculation and apologetics that is traditionally
restricted, because of its origins and format, to
Christianity but that may also encompass, because of its
themes, other religions, including especially Islam and
Judaism. The themes of theology include God,
humanity, the world, salvation, and eschatology (the
study of last times).
❖
Nature of theology
The concept of theology that is applicable as a science
in all religions and that is therefore neutral is difficult to
distill and determine. The problem lies in the fact that,
whereas theology as a concept had its origins in the
tradition of the ancient Greeks, it obtained its content
and method only within Christianity. Thus, theology,
because of its peculiarly Christian profile, is not readily
transferable in its narrow sense to any other religion. In

11
 Allama iqbal Open University

its broader thematic concerns, however, theology as

a subject matter is germane to other religions.
➢
Relationship to the history of religions

If theology explicates the way in which the believer

understands his faith—or, if faith is not a dominating
quality, the way in which a religion’s practitioners
understand their religion—this implies that it claims to be
normative, even if the claim does not, as in Hinduism and
Buddhism, culminate in the pretension to be absolutely
authoritative. The normative element in these religions
arises simply out of the authority of a divine teacher or
out of a revelation (e.g., a vision or auditory revelation) or
some other kind of spiritual encounter as a result of which
one feels committed. The academic study of religion,
which encompasses also religious psychology, religious
sociology, and the history and phenomenology of religion
as well as the philosophy of religion, has emancipated
itself from the normative aspect in favour of a purely
empirical analysis. This empirical aspect, which
corresponds to the modern conception of science, can be
applied only if it functions on the basis of objectifiable
(empirically verifiable) entities. Revelation of the kind of
event that would have to be characterized as
transcendent, however, can never be understood as

12
 Allama iqbal Open University

such an objectifiable entity. Only those forms of religious

life that are positive and arise out of experience can be
objectified. Wherever such forms are given, the religious
person is taken as the source of the religious
phenomena that are to be interpreted. Understood in
this manner, the study of religion represents a necessary
step in the process of secularization.
➢
Educational Thoughts of Shah Wali Ullah

Shah Wali Ullah (1703-1763) having genealogy to the

family of pious Khalifah of Islam Umarul Faruq . he
belonged to a religious family who was famous for his
profound knowledge of the traditions and Islamic
jurisprudence. Having adeep rooted knowledge he gave
his politcal and educational thought which had its lasting
impact of political and Educational system of sub
Continent.This lesson describes brief description of his
life, and gives a detail description of his political and
especially his Educational thoughts which has lasting
effects on Religious instittutions or Madaris of Muslim
community in Sub continent.

Question no 3

13
 Allama iqbal Open University

Describe different sources of Knowledge in detail.

Which one is the most reliable source ofKnowledge?
Answer
SOURCE OF Knowledge
❖
Introduction
There is no doubt that the secret of our cultural
development has been research, reversing areas of
ignorance by discovering new facts, which also lead
with better ways of making things and better products.
There is no other way but the truth
Therefore, research. Researching closer to the truth.
Similarly, human knowledge operates on two levels. At
the main level it works as the basis for practical
human activities, such as when a teacher solves
mathematical problems for students or as when a
doctor uses his or her knowledge to treat diseases. In
Second level, the information is used to find additions
to the existing onesInformation. The work that
produces this new information is known as research.
All research isMove forward with existing knowledge
limits. It takes us beyond current limits

14
 Allama iqbal Open University
❖
Information.
Both break new ground and improve existing knowledge
and relevant research activities.However, research adds
to existing knowledge in a systematic way. This order
should be especially emphasized. Just a meaningless
and confusing group new information does not
represent research.
Information from research is validated and can
be verified by anyone who would like to do so.
The process by which it is obtained is repeated i.e. can
also duplicate the file the stated results are verified. The
purpose also has the power to secure a ‘third party’.
However, people have been trying to understand,
communicate, explain and control objects and events
around them. Emotional perception, reason, culture,
authority, metaphysics, magic, expert opinion,
personal experience, capture and re-insertion science
is among the systems used to obtain information.
An effort has been made in this unit to highlight
all sources of information.
Objectives

15
 Allama iqbal Open University

After studying this unit, it is hoped that the student will

be able .
1. identify sources of information;
2. explain the concept;
3. Discuss the role of culture, authority, expert in the
theory of methaphysics in discovery information;
4. explore different sources of information.
➢
Cognitive Comprehension

The first realization of nature probably came from an

intellectual perspective. It a wide range of practical
judgments and everyday experiences. Conceptual
perception can be described as a series of connected
concepts that help people to make sense of an
environment that is chaotic and works with great
success in it.
While the conclusions of logical vision have been and
may be significant, they can be it’s not right. For
example, early detection of the teacher learning
process once psychologists led the conclusion of the
theory that exercise improves learning e.g.

16
 Allama iqbal Open University

“Practice makes perfect”. Recognition of highly talented

people as artists and artists who do a lot to perfect
their skills, perhaps contribute to this
Belief. As a result, students have been repeatedly
asked to spell the letters again tables for multiplication
and completion of major homework.
We can quote here the famous theorist Thorndike
(1930) who argued that the results may not be so
Good. According to him, the effects of practice
determine at least, in part, the practice efficiency.
❖
Culture
Reliance on culture or tradition is also required. We often
refer to the process as wellCulture in case the problem is
solved. In most jobs and situations this is fine reckoner
accomplishes the purpose well. Highly determines the bur
file coping mode conditions and mode for making
adjustments. The process and customs and traditions are
clear our own food, clothing, speech, interaction etc. We
often listen to traditions too traditions and avoid breaking
them. We are trying to find explanations of what is
happening through cultural and cultural media.

17
 Allama iqbal Open University
❖
Authority
When a problem arises because of an unexpected
situation or even in terms of a storm or a hurricane,
disasters also conflict, one often finds that culture is not
enough. You often get out of a coma satisfaction and
looking for new and better behaviors. A cruel nation a
wise man prays to his gods in times of trouble. The tribal
chief continued to be chief authority for many centuries
and his subjects regarded him as omniscient andTalented
superman. They look to him for guidance and direction in
their community, religious, economic, political and even
private affairs. Similarly, a theologian who played the
role of authority. Followers turn to a religious leader for
information, advice, and explanation of conditions, home
problems and treatment.
In addition, the specialist or expert is the center
of authority that he or she looks to in the times of
The problem still exists. Scholars, philosophers,
economists, or scientists are the most reliable
Interpreters of available information, evidence and
sources of new ideas, innovation and inspiration.

18
 Allama iqbal Open University

❖
Expert opinion
Sometimes looking for information one can take the
evidence of experts who say, because ofTheir
understanding, training, professional experience or
skills, are valued better than othersPeople. Contacts and
discussions with a professional also help to get
information.The participation of investigators in
conferences, seminars and workshops and listening
Educated professionals are very helpful in obtaining
information and identifying research problems.
However, an effort should be made to determine if the
experts are known individually authorities in the field and
that they are in a position to know the facts with certain
problems to be considered.Order Rationalism is a system
in which information is available for a reason and not
available Earth. Also called metaphysics. It is a national
form of final information causation and truth. It is about
the causes and principles of existing things, not about
experience.

19
 Allama iqbal Open University

Rationalism views human reasoning as the only reliable

guide to knowledge. RationalistsDo not believe that it
is necessary to verify knowledge or experience of faith.
FinallyUnderstanding provides important ways of
knowing.

Question no 4

What is the concept of curiculum? Given your

reflections on psychological foundations ofCurriculum.
Answer
➢
Definitions of Curriculum

A brief answer is hard to give as curriculum can be both

written and unwritten. Essentially, curriculum is what the
school is attempting to teach, which might include social
behaviors as well as content and thinking skills.
THE INFLUENCE OF PHILOSOPHY TO CURRICULUM
Educators, curriculum makers, and teachers must have
espoused a philosophy or philosophies deemed
necessary for planning, implementing, and evaluating a

20
 Allama iqbal Open University

school curriculum. The philosophy they have embraced

will help them achieve the following:
Define the school’s purpose,
Identify the essential subjects to be taught,
Design the learning students must have,
Develop approaches or methodologies on how
students can gain the knowledge, skills, and attitude,
Produce the instructional materials,
Identify the methods and strategies to be used, and
Determine how teachers will evaluate students.
➢
HISTORY AND ITS INFLUENCE TO CURRICULUM

The history of one’s country can affect its educational

system and the curriculum. If we trace the curriculum’s
formal beginning, we get back in time to Franklin
Bobbit’s book entitled “The Curriculum,” published in
1918.From Bobbit’s time to Tyler, many developments
in the purposes, principles, and contents of the
curriculum took place. Please read the Six Famous
Curriculum Theorists and their Contributions to
Education for more information.

21
 Allama iqbal Open University

The following are some psychological theories in

learning that served as major foundations of curriculum
development:
1. BEHAVIORISM

Education in the 20th century was dominated by

behaviorism. The mastery of the subject is given
more emphasis. So, learning is organized in a step-by-
step process. Using drills and repetition are common.
For this reason, many educational psychologists viewed it
as mechanical and routine. Though many are skeptical
about this theory, we can’t deny the influences it had on
our educational system.
2. COGNITIVISM
Cognitive theorists focus on how individuals process
information, monitor and manage their thinking. The
basic questions cognitive psychologists zero in on are:
Humanism is taken from Gestalt’s theory, Abraham
Maslow’s theory, and Carl Rogers’ theor. This group
of psychologists is concerned with the development
of human potential.
In this theory, the curriculum is after the process, not the
product; focuses on personal needs, not on the subject;

22
 Allama iqbal Open University

and clarifying psychological meanings and environmental

situations. In short, curriculum views founded on
humanism posit that learners are human beings who are
affected by their biology, culture, and environment. They
are neither machines nor animals.Along this line,
curriculum developers must craft a more advanced,
more comprehensive curriculum that promotes human
potential. Teachers educate not only the minds, but the
hearts as well.
Here is a three-minute video that explains further
the humanist’s point of view.
. SOCIOLOGY AND CURRICULUM
Among the major foundations of curriculum
development, the sociological theory emphasizes the
influence of society on education. It is founded on the
belief that there is a mutual and encompassing
relationship between society and curriculum because it
exists within the societal context. Though schools are
foral institutions that educate the people, other units
of society educate or influence the way people think,
such as families and friends, and communities.

23
 Allama iqbal Open University

Since society is dynamic, many developments are

difficult to cope with and adjust to. But the schools are
made to address and understand the changes not only in
one’s country but in the world as well.

Question no 5

Discuss teacher student relationship in Pakistan at

secondary level. Give suggestions to modify .This
relatioship for better achievement of educational
objectives.
Answer
Improving students’ relationships with teachers has
important, positive and long-lasting implications for both
students’ academic and social development. Solely
improving students’ relationships with their teachers will
not produce gains in achievement. However, those
students who have close, positive and supportive
relationships with their teachers will attain higher levels
of achievement than those students with more conflict in
their relationships.

24
 Allama iqbal Open University

Picture a student who feels a strong personal connection

to her teacher, talks with her teacher frequently, and
receives more constructive guidance and praise rather
than just criticism from her teacher. The student is likely
to trust her teacher more, show more engagement in
learning, behave better in class and achieve at higher
levels academically. Positive teacher-student
relationships draw students into the process of learning
and promote their desire to learn (assuming that the
content material of the class is engaging, age-appropriate
and well matched to the student’s skills).
➢
Social and Emotional Learning – Aperture Education

Most of us remember a teacher who went above and

beyond to engage us in learning. That teacher likely
connected with us and made us excited to learn.
As an educator, one of the strongest impressions you
can make on students is how you make them feel. When
students feel you care about them and want what is best
for them, they are more likely to engage, work hard, and
cooperate. The opposite is also true: When students lack
strong, supportive relationships with their teachers it
impacts their academic achievement, increases their

25
 Allama iqbal Open University

likelihood to engage in disruptive behavior, and

even factors into their decisions to drop out.
One of the most effective ways to increase student
engagement and achievement is by building strong
relationships with your students. And strong
relationships are more important than ever after a
year when we’ve all felt disconnected and have been
physically distant from one another.
Here are six social and emotional learning (SEL)
strategies to build strong teacher-student relationships.
➢
Show students you care.

An unfortunate trend among students — especially

among those who make the decision to drop out of
school is the belief that their teachers do not care about
them. A first step in creating strong teacher-student
relationships is to communicate your feelings in a way
that gets through to students and lets them know you
care about them.
Here are a few ways to show students you care
about them:
Be mindful of how you talk to students, especially
in front of their peers.

26
 Allama iqbal Open University

Make a list of your students and rank how well you think
you know them. Make a point of learning more about
the students who are at the bottom of your list — often
these students can benefit the most from extra
attention.
Say hello and goodbye to each student every day.
Ask students about their lives outside of school. Host
regular morning meetings where you invite students to
share about themselves or any problems they are having.
Listen to students and ask them questions to show
you are interested in them. You can do this in class
discussions, or through individual or small group
meetings.
Pay extra attention to students who display
high emotions, disrupt class, or seem
withdrawn.
➢
Develop mutual trust.

Mutual trust is important in any relationship. With

students, educators often need to take the lead in
building trust. One way to start building trust is to share
about your own life. You don’t have to get too personal,
but telling students about yourself outside of school or
sharing how you overcame an obstacle will help them

27
 Allama iqbal Open University

see you as a real person, and they might feel like you
value them because you opened up.
Giving students opportunities to make choices can go a
long way in building trust. As often as possible, offer
students choices. This could be in their assignments,
how they demonstrate specific skills or knowledge,
setting class rules/consequences, etc.
You can also build trust by asking students about the
challenges and hardships they are facing and helping
them take action to resolve or reduce those problems.
For example, you might offer extra one-on-one support,
direct students to needed resources (i.e. free school
lunches or tutoring services), and/or connect students
with counselors and social workers.
Another way to build trust is to advocate for your
students and consistently act in their best interests.
This could mean sitting in on a disciplinary meeting to
show support or collaborating with other educators on
interventions like restorative justice circles.
➢
Consider students’ perspectives.

Just as we teach students empathy and encourage them

to consider the perspectives of others, try to put yourself
in your students’ shoes to understand their experiences.

28
 Allama iqbal Open University

Students may be dealing with hardships in their home

or personal lives that you may not be aware of. Is the
student bullying others because she was bullied? Is the
student habitually late because he works to support his
family? Is the student unable to concentrate in class
because she doesn’t have enough money for food?
Putting yourself in students’ shoes can help you
understand the root cause of an issue or problem
behavior so you can better address their needs.
To help consider students’ perspectives, ask
these questions
What might be going on outside the classroom that
is causing the problematic behavior?
How often does the student receive positive or
negative feedback?
Does it seem like the student believes you care about
him or her?
How does the student feel about you?
The answers might surprise you! You also can try
explicitly asking the student what he or she likes
or dislikes about class, teachers, and the school
environment.

29
 Allama iqbal Open University

➢
Practice constructive discipline.

Believe it or not, correcting behavior can be an

opportunity to strengthen relationships with your
students. The number one rule when it comes to
discipline is to be respectful. Losing your temper and
reacting with sarcasm, scolding, or anger can harm your
relationship with a student. Instead, take a deep breath
and administer a consequence that is fair and
meaningful. Show that you respect and care for the
student and communicate in a way that preserves the
student’s dignity.
Be mindful of equity in your discipline and corrective
behavior. Research shows that students of color receive
significantly higher rates of disciplinary action. Take
steps to reduce unconscious bias and make sure all
students are being treated fairly. Here is a quick tip sheet
to help you begin this process. You can then dig deeper
by watching our webinar, Promoting Educational Equity
Through SEL Assessment.
➢
Offer words of encouragement.

Words of encouragement can go a long way in

developing trust, mutual respect, and a strong teacher-

30
 Allama iqbal Open University

student relationship. Consider this example from our

webinar, Implementing and Sustaining SEL in Alternative
Settings with New Visions AIM 1&2. In the webinar, a
teacher shared a story about a student with a reputation
for being a troublemaker. Every day the teacher would
go out of her way to write an encouraging note for the
student. One day she forgot her notepad, and the
student came up to her, nearly in tears, asking where his
note was. He said his mom was so proud of the notes
and would post them on the refrigerator. The teacher
realized that the notes meant a great deal to the
student as well. The student started opening up to the
teacher and respecting her rules. He also became less
disruptive and would make an effort in her class.
➢
Get to know students’ families.

Introducing yourself to students’ parents or caregivers, if

you have not already, can encourage effective
communication and can be particularly helpful with
students who disrupt class or seem withdrawn.
Connecting with families can help build strong teacher-
student relationships because your efforts show
students that you care enough about them to take
interest in their home and family lives.

31
 Allama iqbal Open University

Additionally, when you are in close communication with

students’ families, you can alert one another if
something is going on with a student that should be
addressed. If something is affecting the student at home,
you can talk with the student, offer support, and
connect the student to outside resources.
Strong relationships are an important cornerstone of
any SEL program and can improve student engagement
and achievement. Take an active role in connecting with
students to show them you care and are committed to
their success. When students believe you care about
them, they are more likely to enjoy school, perform well,
and follow class rules and policies.

THE End

32