[ M.U.D.I.R ]

Kemahiran Berkomunikasi

2011-06-10T15:08:00.000+08:00

Guru mesti mahir berkomunikasi.

Kemahiran komunikasa merupakan syarat asas guru, kerana dia sentiasa berfikir cara terbaik untuk menyampaikan ilmu kepada muridnya. Pendapatnya, pemikirannya serta harapannya mestilah disampaikan dengan jelas kepada murid supaya murid dapat menerima segala yang diajarkan kepada mereka dengan berkesan. Kemahiran komunikasi sama pentingnya dengan kemahiran dan pengetahuan ilmu yang akan disampaikan kepada murid. Komunikasi berkesan menghasilkan kefahaman dan kejelasan pada murid.

Guru seharusnya tahu terdapat perbezaan antara muridnya. Hanya melalui kemahiran komunikasi lah beliau dapat menyampaikan pengajarannya dengan baik kepada berbagai tahap murid dalam kelasnya.

Diantara kemahiran yang perlu ada:

1. Motivasi positif – kemahiran yang diperlukan untuk sentiasa menarik minat murid kepada subjek yang diajarnya serta menghilangkan rasa susah akan subjek itu dalam perasaan murid.

2. Menggunakan bahasa badan yang sesuai untuk memberi perhatian pada murid supaya sentiasa berminat dalam pembelajarannya. Murid mesti sentiasa berminat pada pelajaran guru dengan melihat dan mendengar nya. Jangan murid pula hilang minat pada pelajaran bila melihat guru mengajar. Gunakan bahasa isyarat selain komunikasi verbal dan juga nada suara yang sesuai.

3. Gurun mesti bertindaj serta merta untuk menghalangi gangguan kelasnya. Gunakan hubungan mata, lepas tu hampiri murid. Jika maasih tak berekesan dekati dan beri peringatan pada murid.

4. Guru juga mesti mampu melahirkan suasana perbincangan dan pertukaran pendapat antara guru dan murid serta murid dan murid. Ini seharusnya berlaku tanpa menggangu keharmonian pembelajaran dalam kelas.

5. Guru juga seharusnya meningkatkan kemahirannya menggunakan sebarang alat bantu mengajar terkini, terutamanya alatan computer dan elektronik yang ada. Guru seharusnya mencari banyak bahan yang boleh diperolehi dari khazanah internet dan murid kini berada dalam generasi internet.

6. Guru juga mesti menggunakan kemahiranmya untuk memastikan kelas sentiasa ceria.

7. Guru sentiasa memantau kelas dan bergerak keliling kelas untuk memastikan pembelajaran sedang berlaku.

Bina Keyakinan Murid

2011-06-02T11:45:00.001+08:00

Guru seharusnya membantu membina keyakinan diri murid

Guru selalunya berhadapan dengan situasi murid terlalu merendah diri serta kurang keyakinan untuk cemerlang dalam pembelajaran mereka. Jadi guru sepatutnya menjadi manusia yang sentiasa memberi keyakinan diri pada pelajar serta keyakinan bahawa mereka mampu mencapai kejayaan jika mereka berusaha bersungguh- sungguh dalam bidang yang mereka ceburi. Guru seharusnya cuba mendalami kenapa perasaan itu timbul dalam diri pelajar mereka .

Antara sebab, mungkin:

1. 1.Dikelilingi oeh kawan-kawan yang pandai.

Jika kawan – kawan keliling mereka mendapa 8 dan 9 A dalam PMR umpamanya, dan mereka hanya mendapt 6A, mungkin mereka rasa rendah diri dalam kelas. Kalau tanya berapa A dalam PMr, mereka akan jawab 6 A je. Padahal 6A tu mungkin top 40% daripada jumlah pelajar yang mengambil PMR pada tahun tu.

2. 2.Mempunyai abang atau kakak yang cemerlang

Mereka yang mempunyai abang atau kakak yang cemerlang dan selalu disebut-sebut pencapaian abang/kakak mereka oleh ibubapa atau kaum keluarga mereka akan menyebabkan mereka tertekan menghadapi pembelajaran. Ibubapa diingatkan untuk menangani isu ini dengan baik kerana kebiasaannya ibubapa hanya lah ingin member inspirasi kepada anaknya untuk mengikuti abang/kakak supaya mampu perolehi kejayaan/kecemerlangan juga. Namun kekadang ianya menjadi tekanan yang kuat kepada pelajar ini kerana menyangkan ekspetasi ibubapa mereka yang terlalu tinggi untulk mereka. Ibubapa seharus ingat bahawa sudah ada kes pelajar membunuh diri apabila pencapaian peperiksaan tidak cemerlang.

Guru-guru seharusnya melihat pencapaian pelajarnya sehingga kini dan sentiasa memberi sokongan untuk sentiasa berusaha meningkatkan diri. Selalulah beri pujian pada pelajar mereka jika ada perkembangan positif.

Jadi, guru mesti lah sentiasa memberi semangat, sokongan , dorongan dan kepercayaan kepada pelajar mereka untuk mencapai kecemerlangan.

Sambutan Hari Guru SMIAAG

2011-05-27T15:14:00.002+08:00

Alhamdulillah hari ini, hari terakhir semester ini , diadakan sambutan hari guru peringkat sekolah. Alhamdulillah saya telah pun diminta untuk menyampaikan ucapan perasmiannya. dalam ucapan itu , antara lain saya telah mengingatkan murid :
1. SMIAAG telah melahirkan ramai yang berjaya dalam akademik dan akhlak. Ramai yang menjadi doktor, jurutera, arkitek, akauntan, peguam dan bermacam lagi karier yang telah diceburi oleh bekas murid SMIAAG. Begitu juga ramai yang menjadi nuqabah usrah dan memegang jawatan dalam persatuan dan ngo dakwah. Semuanya bermula dengan komitmen dan pengorbanan insan yang di panggil cik gu di sekolah.
2. Saya juga menjelaskan, setelah 25 tahun berada dalam arena pendidikan, Al Amin terus mendapat saingan dengan sekolah- sekolah ala Al Amin yang 'mushrooming' di merata negeri. Namun saya mengingatkan murid bahawa saya tidaklah gentar sangat dengan cabaran ini, walaupun mungkin ada sekolah baru yang mempunyai infra dan fasiliti yang jauh lebih baik daripada SMIAAG. Ini adalah kerana saya mempunyai satu asset hebat yang tidak di punyai oleh kebanyakan orang/ sekolah lain ia itu GURU GURU SMIAAG. Mereka ini satu kumpulan manusia yang unik, yang telah menunjukkan semangat, komitmen, kesungguhan dan pengorabanan dalam menjayakan misi dan visi sekolah.
3. Murid seharusnya ingat pengorbanan guru ini, dan sentiasa berusaha membalas pengorbana ini telah mengikuti pembelajaran dengan baik dan selalu berbincang dengan guru jika ada masalah.

SELAMAT HARU GURU

School Head

2010-10-11T08:54:00.001+08:00

Satu artikel dari thestaronline dan patut menjadi rujukan kepada guru-gurudan juga murid.

Sunday October 10, 2010

Be kind to school heads

TEACHER TALK
By NITHYA SIDHHU

School principals can be quite demanding, but teachers must be more tolerant and appreciative of their many responsibilities.

MY FATHER often said that a man should be respected for who he is, but if that is not possible, then the man should be at least respected for the position he holds.

When you judge a school principal, for instance, do you look at him and focus on his shortcomings and worry endlessly about what he can do to or for you?

Or, do you keep an open mind, focus on your teaching and realise that ultimately your professional success is in your own hands and the way you look at life?

The school principal’s personality and the way he manages the school can sometimes be annoying.

I would even agree that there are cases when teachers are justified when they claim that they have been victims of unfair practices.

Be cool

In such cases, frustration may set in but, above and beyond all this, teachers must be cool and pragmatic.

It is the head of the school they’re talking about and let’s not forget, he’s the one who signs on the dotted line for every document they present to him — be it an application for leave, promotion, transfer, confirmation, or claims.

Throughout my teaching career, I have been guided by my father’s words. As such, I have not tried to antagonise anyone especially the school principal.

The appointment of a new principal to a particular school is often based on a combination of factors that range from hard work, experience and knowledge to purely good fortune and in some instances their “connections’’.

The principal is then expected to do the job of managing a school to the best of his abilities. Some are true leaders – setting the tone and direction of the school, while others are mere managers.

There will be the odd few who will choose to listen to biased information offered by some teachers who want to be in their good books.

But, the majority, I believe, will try their best to distribute fair and equitable duties to all the teachers and listen to their needs.

Having worked under 13 principals, I know I am right when I say that the human side of management is only practised by those who know the significance of acknowledgment and appreciation in boosting employee morale.

As for allowing upward communication and leaving the doors open to consultative, participative and innovative management practices, the realm of excellent principals.

But, I know no principal can placate his teachers all the time. Look at the United States President, Barack Obama – has he been able to please every American yet with his policies?

Or, our former Prime Minister, Tun Dr Mahathir Mohamad — despite receiving rave reviews as a visionary leader, does everyone in Malaysia today rave about him?

Similarly, given the vagaries of human nature, no principal will ever manage to achieve an ideal state of management.

But ask me whether I’d like to occupy such a hot seat myself and I’ll honestly say “No” as it involves huge responsibilities and I will not be able to take the stress.

My eldest sister, a retired school principal said that the responsibilities she shouldered as a school head was akin to the job of a chief executive officer of a large corporation.

Multi-tasking

It required many skills and multi-tasking and having to put on a brave front, smile in the face of adversity, remain positive and keep the school moving forward, she shared.

To her, the biggest hurdle was to handle the ego of some teachers, who often felt they were right and wanted their views to be taken into consideration.

My sister took it in her stride and took time to recognise achievements big and small, especially in her last school where many students were academically weak.

Also, she made it a a point to deal with the countless problems that teachers, students and staff members had, with diplomacy and tact.

However her greatest achievement was when difficult teachers became more receptive of school policies and activities and when students worked towards improving their self image and that of the school.

It was enlightening to me as a teacher, because I began to see the bigger picture and appreciate the problems of the school principal.

Teachers should instead of asking what the school can do for them, should instead ask if they could contribute in some way towards the overall improvement of the school.

By doing so, they would certainly become better teachers and would be able to build an honest, friendly and strong relationship with their colleagues and students.

PMR

2010-10-06T09:42:00.002+08:00

Salam

Hari ini hari kedua pelajar menduduki PMR. Semalam kertas Bahasa Melayu dan Pendidikan Islam. Hari ini kertas Bahasa Inggeris dan Geografi. Marilah kita sama-sama mendoakan kejayaan pelajar-pelajar kita ini dalam peperiksaan mereka. Alhamdulillah mereka nampaknya telah berusaha bersungguh-sungguh dalam persediaan menghadapi peperiksaan ini, semoga Allah mengurniakan kejayaan untuk mereka dan mereka akan terus mempertingkatkan diri dalam usaha mencapai wawasan pelajar soleh wa musleh.

Mohon Sumbangan Projek Surau Saujana Impian

2010-10-05T11:46:00.002+08:00

SUMBANGAN ANDA DIPERLUKAN
BAGI MEMBIAYAI KOS PEMBINAAN
BANGUNAN BARU SEKOLAH AGAMA,
RUMAH IMAM DAN KEDAI MINI
SURAU SAUJANA IMPIAN KAJANG, SELANGOR

MUKADDIMAH
السلام عليكم
Alhamdulillah, hasrat ahli kariah Surau Saujana Impian untuk memiliki sebuah bangunan baru surau yang lebih selesa dan indah telah menjadi kenyataan sejak lebih 3tahun yang lalu.
Walaubagaimanapun, keperluan kepada sebuah bangunan baru Sekolah Agama serta Rumah Imam dan Kedai Mini amat diperlukan demi untuk merealisasikan hasrat menjadikan Kompleks Surau Saujana Impian ini lengkap dengan prasarana yang diperlukan untuk menjadikannya “one stop center” yang menawarkan segala keperluan ahli kariah setempat.
Demi untuk mencapai hasrat murni ini ianya amat memerlukan sumbangan anda, muslimin dan mulimat ahli kariah sekalian kerana buat masa ini Sekolah Agama Surau Saujana Impian menumpang di surau lama yang telah uzur dan memerlukan pembaik pulihan serta kurang sesuai untuk digunakan sebagai bangunan Sekolah.
Disamping sebuah sekolah pihak Surau Saujana Impian juga bercadang membina 2 (dua) unit Rumah Imam dan 4 (empat) unit Kedai Mini bagi memenuhi keperluan semasa ahli kariah Saujana Impian serta kawasan sekitarnya. Seperti yang dimaklumkan sebelum ini, kos pembinaan bangunan baru Sekolah Agama Surau Saujana Impian ini adalah dijangkakan melebihi RM 300,000.00. Manakala kos 4 unit Kedai Mini serta 2 unit Rumah Imam adalah dijangkakan sekitar RM150,000. Sebahagian besar bahan binaan dari bangunan lama surau (kini Sekolah Agama Surau Saujana Impian) akan digunakan untuk mengurangkan kos pembinaan Sekolah,Rumah Imam serta Kedai Mini.
Setakat hari ini, pihak Jawatankuasa Surau Saujana Impian / Jawatankuasa Pembinaan Sekolah Agama, Rumah Imam dan Kedai Mini hanya berjaya mengumpul sumbangan dalam bentuk wang tunai lebihkurang RM 90,000.00 sahaja.
Oleh itu pihak Jawatankuasa Pembinaan Sekolah Agama, Rumah Imam dan Kedai Mini serta Jawatankuasa Surau Saujana Impian merayu kepada semua muslimin dan muslimat sekalian untuk turut serta menghulurkan sumbangan samada dalam bentuk wang ringgit mahupun sumbangan bahan binaan demi untuk merealisasikan pembinaan Sekolah Agama Surau Saujana Impian serta Rumah Imam dan Kedai Mini.
KAEDAH SUMBANGAN
 Sumbangan Wang Tunai atau Cek Secara Terus Ke Tabung Wang Pembinaan Bangunan Sekolah Agama,Rumah Imam dan Kedai Mini Surau Saujana Impian.
 Sumbangan Bahan Binaan atau Menaja Bahan-bahan Binaan seperti:-
a. Bahan Binaan – Batu-bata, simen, pasir, konkrit, besi dsb.
b. Kemasan Bangunan - Kemasan Bumbung, Jubin Lantai, dsb.
c. Peralatan Sekolah - Meja dan Kerusi serta lain-lain kelengkapan.
CARA MENYAMPAIKAN SUMBANGAN
 Hubungi terus mana-mana Ahli Jawatankuasa Surau Saujana Impian
 Masukkan sumbangan wang atau cek ke akaun berikut:
No akaun : 12-092-01-000474-4
BANK ISLAM (M) BERHAD
atas nama Surau Saujana Impian
 Kirimkan sumbangan berbentuk Cek atau Bank Draft ke alamat berikut:
Tn Hj Mohamed Ibrahim Haji Hussain
(Pengerusi Jawatankuasa Pembinaan Bangunan Baru Sekolah Agama,Rumah Imam dan Kedai Mini Surau Saujana Impian)
41, Jalan Pinggiran Saujana 2,
Taman Pinggiran Saujana,
43000 Kajang, Selangor.
KETERANGAN LANJUT
Sila hubungi nama-nama berikut
1) Hj Ibrahim Hussain
Pengerusi SSI
013-3365715
2) Hj.Zabidi Tasir
Setiausaha SSI
013-3808091
3) Hj. Zamzuri Said
Bendahari SSI
019-2622148
4) Ust.Imran Habil
Ketua Imam SSI
019-2754995
5) Hj.Kamali Adimin
AJK SSI
019-3810861
6) Hj.Abd Manaf
AJK SSI
012-3339375
7) En.Mohd.Yusof
AJK SSI
0123195319
8) Ust.Faisal
Pengurus SSI
013-2085715
9) Hj.Zainurin
Ketua Jururunding Projek Sekolah Agama, Rumah Imam dan Kedai Mini Surau Saujana Impian
019-6521774

Lessons in rejection

2010-04-26T14:59:00.003+08:00

salam
satu artikel dari the star online yang perlu dibaca oleh murid yang menungggu keputusan permohonan melanjutkan pelajaran

Lessons in rejection

By RICHARD LIM
educate@thestar.com.my

There’s a sense of dejection when students are not accepted by their dream varsity but it can propel students to define their own strengths and talents.

IT’S that time of year again when university admissions become an insistent theme for prospective public university undergraduates.

In a mixture of great fear and extraordinary hope, the dreams of many students are on the line and thoughts of “Will I? Won’t I”, will be something many undergrads will have to grapple with – at least for a while more.

And while some will inevitably be accepted by their preferred varsity to read their desired course, others will experience contrasting fortunes. It will be a case of “either or” for many, and if getting rejected at one’s preferred university is bad enough, the inability to study one’s preferred course is a double whammy.

The verdict comes in multiple forms and the size of the university envelope was often the clearest giveaway.

Thick envelops normally bring good news – along with brochures and forms – while thin slips indicate otherwise.

The envelope is slowly but surely making way for online application checks but that is the only change and come June, thousands of applicants will be grappling with the age-old problem of rejection.

Rahmah Hussain, the director of the ministry’s Students Admission Division (UPU), says that the root problem is the limited number of places in public universities to cater to everyone!

“Students may apply for as many as eight universities or programmes,” she says. “They have 20 public universities to choose from and they have to strategise their selection.

“Requirements are getting tougher – especially for more established universities – and there is a high cutoff point.”

Monitoring admissions to 19 universities – Universiti Sains Malaysia handles its own applications as the nation’s first apex university – UPU statistics often show an overwhelming number of applications for universities in the Klang Valley.

Their choice, says Rahmah, is understandable as three research universities – Universiti Malaya, Universiti Kebangsaan Malaysia and Universiti Putra Malaysia – are in the area while the close proximity of Kuala Lumpur is an enticing lure.

However, these universities are gradually reducing their undergraduate intake to cater more to postgraduate studies.

“The basic premise is that there are limited seats and fulfilling the minimum entry requirements does not guarantee one a place,” she adds.

“Selection is done on the basis of meritocracy, 90% academic marks and 10% co-curriculum marks, and the process is automated – there is no bias. The computerised system considers general and special requirements for courses offered by various universities and students are selected.”

Acknowledging that there was bound to be disappointment – especially amongst Medicine, Pharmacy, Dentistry and Law applicants – Rahmah advises students to accept the offers given to them as these are based on their choices.

“Of course, dissatisfied applicants can appeal and they will be considered but I hope they understand our position. We are still a developing nation with 20 public universities – unlike some European countries. However, there are 47 private universities and university colleges in Malaysia. Students can also apply to these institutions.

“For students who want to be eligible to appeal, they must first reject the offer given ... please note that choices are limited to two and only a limited number of courses are listed.

Rethinking the unthinkable

Picking up from where Rahmah left off, International Medical University psychologist Alexius Cheang Weng Onn opines that rejection may represent a seismic shift in both expectations and, ultimately, confidence.

The coping mechanisms of each individual differ greatly when “failure” is concerned and while some pick themselves up in no time, others are out for the count.

And often, being rejected by your preferred university is not half as bad as being prevented from pursuing the course of your choice.

“The after effects are there for all to see,” he says. “They come in the form of failures, dropouts, unhappiness and stress.

And Cheang can relate as he was in a second choice world himself – the only difference being it was his own volition. More importantly, he managed to nip the problem in the bud.

A former athlete, Cheang signed up for a degree in Physical Therapy when he was studying in the United States. However, he discovered that it was not his “calling” and switched majors to Psychology.

Armed with renewed motivation, Cheang went on to record a CGPA of 3.96 in his degree programme and 3.9 for his Master’s – also in Psychology.

“Speaking from hindsight, finding the right fit is very important for any student,” he adds. “It is self actualisation and there is no greater reward than fulfilling one’s potential.

“I did very badly in my SPM exam and I was forced to go abroad because there was no way for me to enter any local university. Of course I was disappointed but I knew I could do better and I did so under a different system.”

From his counselling experience, Cheang adds that rejection is hard to deal with as students often feel that they are letting their loved ones down and not just themselves. And this added burden drives one further down the road of despair.

With that, the rate of recovery has a direct correlation with the unconditional love and empathy shown by one’s support group.

This is evident in the life of Warren Buffett – a renowned investor with a net worth of US$47bil (RM150bil), who was rejected in an admissions interview by the Harvard Business School at age 19.

Encumbered by “feelings of dread” and a fear of disappointing his father, Buffett made a swift turnaround when his father responded with “only an unconditional love and belief” in him.

Urging rejected applicants to keep their resolve, Cheang adds that recalibrating one’s perspective is of utmost importance.

“Think of it this way: Education is never a waste,” he says. “Who knows? You may end up liking the course you were offered.

“And if you do not, pick up transferrable skills from the degree programme.

“A student may dislike accounting but he or she may become a detail-oriented person as a result. Develop skills along the way and use that knowledge to find the right fit when you graduate.

“After all, many people change careers three or four times in their life, so in this case, it does not really matter what kind of degree you have.”

Although he agrees wholeheartedly with Cheang now, there was a time when Daud (not his real name) would disagree vehemently.

Accepted by his preferred institution, Daud – who was clueless when it came to course selection – was offered a place to study Electrical and Electronic Engineering.

He duly accepted and what happened next was quite unexpected. Failing to grasp the subject matter, Daud ended up quitting his course, calling it the “worst one year of his life.”

Despite his best efforts Daud could not relate to the course as it was too theoretical.

“In hindsight, it was my mistake as I thought I could do well as I always fiddled with gadgets when I was younger. I was naïve and instead of practical application, I ended up struggling with diagrams, formulas and circuit boards.

Fortunately, Daud was offered an apprenticeship by an airline company and today, he makes a decent living servicing Fokker 50s and Boeing 737s.

And although one may have to grapple with the unhappiness of rejection or inadequacy, university could be the place where one acquires that light bulb moment.

Jann Wenner is one classic example. Rejected by Harvard in 1964, Wenner went on to the University of California Berkeley, but dropped out three years later to start a rock-music biweekly called Rolling Stone.

Today, his brainchild has won numerous awards, boasts of 12 million readers globally and is regarded as the definitive source for music information and pop-culture trends.

Getting back up

Unlike Daud, Daren Yoong was rejected by his preferred university.

An Accounting and Finance undergraduate at a local private university college, Yoong was hoping to transfer his credits to the London School of Economics and Political Science.

And although things went awry, Yoong was not down for long.

“I guess I did not want it too badly,” he mused.

“Anyway, it solved a potential problem as finance would have been a big concern for my parents if I had studied in Britain.

“Naturally, I did not take it well at first as I felt like a loser. Putting it in a more politically correct way, I knew I would not be getting the best out there.”

Describing the post-rejection hangover as an “edge you can’t scratch”, Yoong says that the nagging thoughts only affected him when he entertained them.

Dispensing the lachrymose reflections, Yoong recalibrated his perspective, questioned his goals and focused on the next best thing – graduating.

He duly delivered by obtaining a second-class upper with a CGPA of 3.3, graduating in the top 10% of his class in 2005.

After a year’s search for the right company to match his dreams of a regional career, Yoong decided to be a financial analyst at a multinational IT consulting corporation.

Responsible for improving year-to -year financials, Yoong performed well and he swiftly moved across the Causeway to play a similar role at consumer goods company Proctor & Gamble.

Although he excelled again, Yoong felt that he had to learn more about the business and engineered a lateral movement from finance to brand management.

However, the only regional vacancy was in Thailand and Yoong decided to take a pay cut in order to acquire invaluable experience.

Today, he is an ASEAN Assistant Brand Manager, working with a multifunctional team to run sale analyses, initiative planning, consumer/shopper understanding and communication strategy for various consumer brands.

“I guess I’m doing okay for someone who was rejected by their preferred university,” he laughs.

“I’m 26, my quality of life is pretty good and money is not a concern. I can’t complain too much, can I?”

A firm believer in lifelong education, Yoong intends to further his academic qualifications by taking up an MBA in the future.

His earlier rejection has not stopped him from dreaming big as he plans to apply to the Harvard Business School or the Chicago Graduate School of Business.

In hindsight, Yoong now takes heart that graduating from a good university or possessing strong qualifications like an MBA are not all that matter, and he advises rejected applicants not to feel disheartened.

“Company interviews show that those with less ideal beginnings have more drive and this is essential in any business and more importantly, life,” he says.

A time to reflect

2010-03-23T14:53:00.001+08:00

Satu artikel menarik dari the star online untuk para guru:

A time to reflect

Teacher Talk by MALLIKA VASUGI

As if a record of their lesson plans aren’t enough, teachers are unsure of instructions that require them to provide extra details.

WRITING our daily lesson plans in our teacher’s record book is something that comes with the job and has never been that much of an issue with most teachers.

Unless of course it is already Friday, the day your record book is due to be sent up for checking by the principal and because you have been so busy with other duties you have not had the time to complete it.

And believe me, writing lesson plans for an entire week can be rather painful especially when you are writing it “backwards” meaning that instead of planning for the next day’s lesson, you are trying very hard to remember what it is you actually did with a particular Form 2 class on Tuesday.

Of course there are teachers, even highly competent ones, who dismiss the teaching preparation and record as “a book of lies” because they claim that what is written is hardly ever what really is carried out in the classroom anyway, unless there are rumours of some nazir (teaching inspectorate) wandering around the neighbourhood.

And if you are thinking of shortcuts it could be rather embarrassing if your principal were to call you up and say that while he appreciates your efforts at energy conservation, “recycling” of lesson plans of the previous weeks, are not quite the way to go.

Most of us have already discovered that it really helps when we write our lesson plans according to schedule, as it actually makes our teaching much easier, which is what it was intended for in the first place.

After all, it is nothing compared to the tedious, multiple-page-long lesson plans we had to do when we were teachers in training. Once in a while when we happen to glance at the laborious efforts and the finely detailed teaching plans of the trainee-teachers in our midst we smile to ourselves thinking about our own “trainee” days, and what a relief it was that our lesson plans need not be recorded in such detail.

Different views

Even so, there are differences in teachers’ perceptions about what qualifies as a sufficiently detailed lesson plan.

There are those who believe in writing the briefest of brief outlines, as long as it complies with the standard requirements and there are others who are much more meticulous.

And then of course, as my friend Ravee says, there are teachers who place great importance on the “aesthetic value”of their record books.

“Not only were there coloured illustrations and inspirational verses on every page,” said Ravee recalling the books he’d seen, “ they had gift wraps and fancy labels stuck on them.

You wouldn’t believe that it was a teacher’s record book. It looked more like one of those wedding hantaran (gifts).”

“Something to think about,” mused Lynn,” if you’re going to marry a teacher what better wedding gift to present your intended, than an already complete, beautifully decorated record book. Your new husband would be eternally grateful for all the hours and hours of writing and planning that you have saved him.”

Although we all laughed at that, it did seem a little like being unclear of the concept. The teaching plans are supposed to facilitate your actual teaching, make it easier, not more difficult. That’s what planning is all about.

“I have even heard,” continued Ravee, “about school administrators who award prizes for the ‘best’ teacher’s record book. While their intentions may have been good, I can’t help feeling that they are somewhat misguided.”

Jill said that she would go for the “English Rose” theme. “Pink lace and ribbons, cushioned panels with tapestry and slots for photographs of me and my family. And every Friday before I send it in, I will spray it with a whiff of Lavender Delight. Imagine a lavender-and-roses perfumed record book. Bound to get first prize.”

Unclear instructions

On a more serious note, while teachers generally have no problems writing out and listing down their thoughts of their planned lessons in the two areas — “objectives” and “activities” — they are unsure as to what they need to write for in “reflections”.

“Aren’t “reflections” supposed to be a form of personal feedback?” asked one teacher who was a little unhappy about the instructions she had received.

“Isn’t this where we write about how the lesson went, whether anything ought to be changed or reinforced…but they tell me that I have to make some kind of quantitative statement there … using numbers or percentages, like 75% of the students understood the concept or 25 students could answer 10 questions correctly. Come on … how on earth are we able to determine that at the end of every lesson?”

“Sometimes the evaluation exercises are given as homework assignments.,” said another obviously disgruntled teacher. “So what do I write then?

“Be clairvoyant, and make some percentage predictions? Since all they want are numbers, maybe I should just give them some numbers.” Perhaps somewhere along the way from the true purpose of teaching “reflections” and its implementation, something got lost in translation.

It’s the only explanation that makes sense when we are sometimes asked to perform certain tasks that do not benefit either students or teachers, apart from adding on to the thickness of files for documentation.

There is a place for quantitative measurements under “reflections”, there is no doubt about that. But to make it the chief tool of evaluating how every lesson progressed, would somehow strip it of its essence and leave us with only husks.

SPM 2009

2010-03-11T21:49:00.007+08:00

Alhamdulillah keputusan SPM 2009 telah diumumkan pagi tadi. Tahniah kepada semua pelajar terutamanya yang telah mencapai kecemerlangang dalam peperiksaan tersebut. Semoga bekalan yang diterima di SMIAA akan membantu kehidupan mereka diperingkat IPT yang lebih mencabar.

Mengambil keputusan

Senyum selepas keputusan

Bersama pelajar terbaik dan keluarga

2010-03-05T15:04:00.002+08:00

salam
Petikan Utusan online dibawah memaklumkan tarikh keputusan SPM 2009. Marilah sama-sama kita doakan semoga generasi ke 15 SMIAA akan menyerlahkan kecemerlangan mereka.

Keputusan SPM, STAM 11 Mac

KUALA LUMPUR 4 Mac - Keputusan peperiksaan Sijil Pelajaran Malaysia (SPM) dan Sijil Tinggi Agama Malaysia (STAM) 2009 akan diumumkan pada 11 Mac ini.

Ketua Pengarah Kementerian Pelajaran, Tan Sri Alimuddin Mat Dom berkata, calon-calon kedua-dua peperiksaan tersebut boleh mendapatkan keputusan berkenaan di sekolah masing-masing mulai pukul 10 pagi.

"Calon persendirian pula akan mendapat keputusan mereka melalui pos yang akan dihantar oleh Jabatan Pelajaran Negeri," katanya dalam satu kenyataan di sini hari ini.

Beliau berkata, analisis keputusan peperiksaan tersebut juga akan dibentangkan pada hari yang sama di Kementerian Pelajaran.

Sejumlah 465,853 calon mengambil SPM dan 6,920 lagi menduduki STAM tahun lalu.

2010-01-04T16:36:00.002+08:00

Alhamdulillah, hari ini adalah hari permulaan sekolah untuk tahun 2010. Guru mula sibuk kembali mendidik anak murid setelah bercuti seketika.
Di sertakan artikel dari beritaharian online untuk peringatan kepada semua guru-guru kita.

Guru abai tanggungjawab calar imej profesion perguruan

BEBERAPA persatuan guru mengakui wujud kes terpencil guru lebih mengutamakan 'kerja luar' berbanding tugas hakiki mereka di sekolah kerana mengejar pendapatan lumayan.

Pada masa sama mereka mencadangkan guru terbabit sedar tanggungjawab dan amanah diberikan, jika tidak pun terus melepaskan jawatan bagi menjaga nama baik profesion keguruan dan masa depan anak didik.

Setiausaha Agung Kesatuan Perkhidmatan Perguruan Kebangsaan, Loke Yim Pheng, berkata tindakan segelintir guru yang lebih rajin mencari pendapatan tambahan itu umpama ‘nila setitik rosak susu sebelanga‘.

“Ia boleh mencalarkan imej golongan pendidik kerana kebanyakan guru komited menjalankan tanggungjawab masing-masing.

“Tidak dinafikan, di kalangan lebih 300,000 guru seluruh negara ada kes terpencil guru menjalankan kerja luar hingga hilang tumpuan terhadap tugas mengajar dan mereka ini perlu ada kesedaran untuk keluar daripada profesion perguruan.

“Hak guru mencari pendapatan tambahan tidak boleh disekat, malah ada membuktikan mereka mampu mengimbangi tuntutan kedua-dua tanggungjawab dengan baik,” katanya kepada Berita Harian.

Buat masa ini, Loke berkata, memadai jika pentadbir sekolah diberi kuasa memantau dan mengambil tindakan terhadap guru yang lebih mengutamakan kerja luar.

Mengenai cadangan pelaksanaan semula sijil kelayakan mengajar, katanya, ia memerlukan kajian jangka panjang terutama dari aspek pelaksanaan dan perundangan.

bagaimanapun, Gabungan Majlis Guru Besar Malaysia menyokong penuh cadangan pewujudan semula pensijilan itu sebagai mekanisme mengembalikan guru kepada tugas hakiki mereka iaitu mengajar.

Yang Dipertuanya, Ruslan Madon, berkata langkah itu membantu usaha pentadbir sekolah memantau guru yang sibuk dengan kerja luar hingga mengganggu tugas mengajar.

“Walaupun tiada halangan guru menjana pendapatan tambahan termasuk menerusi perniagaan jualan langsung dan MLM, kita tidak menggalakkan mereka berbuat demikian jika gagal memanfaatkan masa antara pengajaran dan kerja luar.

“Jika ingin dilaksanakan, kami cadang ia diperbaharui tiga tahun sekali supaya tidak memberi tekanan kepada pendidik dan membolehkan penilaian lebih adil serta menyeluruh dilaksanakan,” katanya.

10 matapelajaran untuk SPM

2009-12-08T07:35:00.003+08:00

Alhamdulillah kini sudah boleh 11 matapelajaran dengan tambahan Bahasa Arab untuk SPM. Sebenarnya saya dan guru-guru sedang pening memikirkan masalah 10 matapelajaran ni, sekarang dah lega.

Garis Panduan Mata Pelajaran Tambahan SPM

KUALA LUMPUR, 7 Dis (Bernama) -- Mata pelajaran tambahan peperiksaan Sijil Pelajaran Malaysia (SPM) akan diambil kira dalam penganugerahan Biasiswa Nasional tajaan kerajaan sekiranya ianya termasuk dalam 10 mata pelajaran maksimum yang diambil oleh calon, kata Ketua Pengarah Pelajaran Tan Sri Alimuddin Mohd Dom Isnin.

Bahasa Arab juga termasuk dalam senarai mata pelajaran tambahan selain daripada Bahasa Cina atau Tamil dan Kesusasteraan Cina dan Tamil.

Mata pelajaran tambahan tidak boleh diganti dengan mata pelajaran lain.

"Mata pelajaran tambahan yang dinyatakan di atas akan hanya diambil kira dengan pengiraan mata, bagi tujuan kemasukan ke kursus-kursus Pengajian Bahasa Tamil atau Bahasa Cina atau Bahasa Arab atau kursus-kursus berkaitan di institusi pengajian tinggi awam (IPTA)," kata beliau dalam satu kenyataan.

Alimuddin berkata keputusan kedua-dua mata pelajaran tambahan tersebut akan dicatatkan pada sijil SPM yang sama dan juga boleh digunakan bagi menyertai latihan penguruan bagi pelantikan guru Bahasa Cina, Bahasa Tamil atau Bahasa Arab.

Jemaah Menteri minggu lepas bersetuju selepas menerima rayuan supaya membenarkan calon SPM mengambil dua lagi mata pelajaran tambahan kepada maksimum 10 mata pelajaran.

Keputusan keseluruhan SPM bagaimanapun dihadkan kepada 10 mata pelajaran utama.

"Dengan formula 10+2 ini, tidak timbul lagi masalah pelajar yang tidak dibenarkan mengambil mata pelajaran Bahasa Cina, Bahasa Tamil, Kesusasteraan Cina dan Kesusasteraan Tamil.

"Mereka boleh mengambil mana-mana satu atau dua mata pelajaran tambahan ini tertakluk kepada syarat-syarat yang ditetapkan di atas," kata Alimuddin.

Kelonggaran itu boleh diguna pakai untuk pelajar semua aliran.

Alimuddin berkata syarat-syarat lain pengambilan mata pelajaran dalam peperiksaan SPM, termasuk syarat mata pelajaran teras dan mata pelajaran elektif sedia ada, juga kekal.

Kata beliau pelajar aliran agama sains juga boleh mengambil mana-mana 10 mata pelajaran dan satu mata pelajaran tambahan iaitu Bahasa Arab walaupun selepas 2010.

Kumpulan yang mewakili sekolah agama dalam beberapa pertemuan dengan Kementerian Pelajaran telah menyatakan 11 mata pelajaran telah mencukupi, kata Alimuddin.

-- BERNAMA

2009-11-29T07:49:00.005+08:00

Artikel dari mstar online

Fadhilat Dan Hikmah Korban

Hadith :

Rasulullah s.a.w bersabda yang maksudnya:” Aku diperintahkan dengan menyembelih korban itu dan ia adalah sunat ke atas kamu” Riwayat at- Tirmidzi

Huraian:

i) Qurban atau Udhiah bermaksud menyembelih haiwan yang tertentu jenisnya daripada ternakan yang dikategorikan sebagai al-an'am iaitu unta, lembu (termasuk kerbau), biri-biri dan kambing pada Hari Nahar atau Hari Raya Haji (10 Zulhijjah) dan pada hari-hari Tasyrik (11,12 dan 13 Zulhijjah) kerana bertaqarrub (mendekatkan diri) kepada Allah.

ii) Antara hikmah korban adalah:

a) Memperingati peristiwa ketaatan Nabi Ibrahim a.s yang sanggup menyahut perintah Allah Ta'ala untuk mengorbankan anaknya Nabi Ismail a.s.

b) Melahirkan tanda bersyukur kepada Allah terhadap nikmat-nikmatnya yang melimpah-ruah.

c) Menanamkan perasaan kasih-sayang antara si kaya dengan si miskin.

iii) Fadhilat yang diperolehi daripada ibadah korban amat besar. Antaranya ialah:

a) Menambah amal kebajikan- Sabda Rasulullah s.a.w: Maksudnya: "Korban itu bagi tuannya dengan setiap bulunya adalah kebajikan".(Tirmidzi, Ibnu Majah dan al-Hakim)

b) Sebagai penebus dosa- Sabda Rasulullah s.a.w kepada Sayyidatina Fatimah:Maksudnya: "Hai Fatimah,berdirilah di sisi korbanmu dan saksikanlah ia, sesungguhnya titisan darahnya yang pertama itu pengampunan bagimu atas dosa-dosamu yang telah lalu".(al-Bazzar dan Ibnu Hibban)

c) Mendapat tempat yang mulia di sisi Allah- Sabda Rasulullah s.a.w: Maksudnya: "Wahai manusia, sembelihlah korban dengan mengharapkan pahala daripada Allah dengan darahnya, bahawa sesungguhnya darah korban itu jika ia tumpah ke bumi maka ia akan mengambil tempat yang mulia di sisi Allah Azza Wajalla."

Sumber : Jabatan Kemajuan Islam Malaysia

Khatib sedang berkhutbah raya di surau saujana impian

Sebahagian jemaah sedang khusuk mendengar khutbah

Lembu kumpulan 5 yang akan di korbankan

Proses melapah dimulakan

SPM

2009-11-20T22:17:00.007+08:00

Alhamdulillah, hari ini adalah hari ketiga SPM. Hanya 5 orang murid sahaja yang ambil kertas hari ni, EST. Sehingga kini, selain EST, kertas Bahasa Melayu, English dan Sejarah telah diambil. Marilah kita sama-sama doakan semoga banin dan banat Al Amin akan terus mencapai kecemerlangan dalam SPM tahun ini.

Berdoa sebelum masuk dewan peperiksaan

Perbincangan terakhir dengan guru sebelum periksa

Tiga orang wakil banin mengambil peperiksaan diblok pentadbiran

Banin lain ambil periksa di blok zawiah

Tiga banat yang confident (maaf English word, sebab nak ambil paper English)

2009-11-01T21:33:00.001+08:00

Satu artikel manarik daripada the star online untuk tatapan dan renungan guru-guru

Sunday November 1, 2009

Don’t lose sight of objectives

Teacher Talk
By NITHYA SIDHHU

There is a tendency for many of us to take things for granted and become complacent, but we need to fight this to stay ahead.

A FEW months ago, I went for an endoscopy, a process which took only a few minutes, but one for which sedation was required.

I was “out” for more than 45 minutes and when I came to my senses, I found myself, not in the room where the procedure was conducted, but in a bed in an adjoining ward.

It struck me then that anything could have happened to me during that period! Except for some soreness in my throat where the tube had been inserted and the doctor’s assurance, I had little proof that the procedure had been done on me!

The good thing about sedation is it makes you immune to pain. The doctor can work on you without your conscious mind watching and your reflexes rebelling against the discomfort of a tube being inserted down your gullet.

When I went back to school, it occurred to me that the situation we find ourselves in when we are surrounded by the familiar is almost akin to that of sedation.

We come to the same school every day, deal with almost the same issues, walk the same corridors and live with our senses completely adjusted to all that is common to that school.

Over time, we become almost “sedated” in our environment.

We cease to see ourselves for what we truly are, we may not be able to diagnose the reasons behind our weaknesses, and we fail to realise that we are in the comfort zone.

Our complacency so rules the day that we do not even realise that we are going about our duties in an almost sedated state.

Don’t believe me? Try calling a stranger to the school. I am sure that this person will objectively note all that which we have become inured to.

This individual will probably be able to point out to us all the things that do not ring right to him, and perhaps, even suggest changes for the betterment of the school.

He is able to do so because he “sees” objectively what we have lost sight of, because of our familiarity with the subject.

Thinking along these lines, it is therefore a good thing for teachers to leave the school every now and then; to go for refresher courses, or visit a different school, socialise with teachers from other schools, or, even venture on a genuine benchmarking exercise.

We can best discover the weaknesses in our backyard if we first take a look at what other schools are doing and the areas they excel in.

If you think this is unnecessary, let me remind you of the downside of sedation – it makes us lose sight of the inherent cracks that exist in our comfort zones.

On a trip taken to another school or establishment, in treading the new and unfamiliar territory, the “waking up” effect takes place — there is an impinging on our consciousness that things could be better - that work, space and other matters, could be organised in a more efficient way.

Go, see how other schools run their discipline committees, organise their laboratories, manage their resources, command the attention of their students, train their staff, inspire learning, work as a team, handle problems, maintain their standards, raise teacher morale and chart progress.

Without knowing what works and what doesn’t, without comparing notes and without seeing how others live and cope, how can we jump-start an action plan to attain the best for our own school?

Until we see it being done, we will not know how complacent we have become with our own situation.

Living like a frog under a coconut shell is like living under the effects of sedation. If we are sedated for a short time, that is fine. But if we do not know what’s happening to us, doesn’t that render us comatose? Go figure.

Percubaan SPM

2009-10-16T22:22:00.007+08:00

Alhamdulillah hari ini, slip keputusan Percubaan SPM diserahkan pada ibubapa pada jam 2.45ptg - 4.00 ptg. Taklimat analisis pencapaian di sampaikan kepada ibubapa. InsyaAllah sekolah akan terus berusaha dan berdoa semoga sasaran pencapaian akan dapat dicapai.

Pengetua sedang menyampaikan taklimat

Keputusan percubaan dibandingkan dengan tahun-tahun lepas

Sebahagian ibubapa yang hadir

Antara banin dan banat yang hadir

ENAM PERKARA YANG DIRAHSIAKAN ALLAH

2009-10-14T23:40:00.007+08:00

(Umar Al Khatab r.a)

Sekolah buka semula

2009-10-14T08:48:00.009+08:00

salam
Hari ini kembali bersekolah setelah bercuti semasa peperiksaan PMR. PMR telah habis semalam. Sama-samalah kita doakan semoga murid Al Amin akan mencapai kecemerlangan dalam peperiksaan tersebut. Mereka akan menduduki PMRI pula minggu depan.
Semalam juga saya mengendalikan taklimat skim perkhidmatan pusat pendidikan al amin untuk guru-guru baru. Alhamdulillah, ianya berjalan dengan lancar dan harapan saya semoga guru-guru faham skim perkhidmatan mereka supaya perjalanan perkhidmatan mereka berjalan dengan baik serta memahami dan tahu mengendalikan diri serta sanggup menghadapi cabaran dalam ruang lingkup perkhidmatan mereka.

Peserta yang mengikuti taklimat

PMR

2009-10-09T08:34:00.010+08:00

Hari ini 9 Oktober ada satu kertas PMR sahaja , Geografi pada jam 8.00pg hingga 9.25pg.

Pelajar banin membuat persiapan terakhir.

Pelajar banat membuat persiapan terakhir.

Berdoa sebelum masuk dewan peperiksaan

Beratur ? sebelum masuk dewan

Beberapa orang ibu yang menghantar anak-anak

Adab murid

2009-10-06T23:54:00.003+08:00

Tadi di sekolah seorang murid sekolah rendah semasa rehat di kerumuni kawannya. Beliau membawa bekal, mee goreng untuk di makan semasa rehat. Namun lebih kurang 7 orang kawannya turut mengambil sedikit seorang, sebenarnya ada yang ambil agak banyak sehingga tinggal sedikit sahaja untuk murid itu makan. Kesian murid tu kerana mungkin dia tidak membawa duit untuk berbelanja di kantin. Murid sepatutnya di ajar adab berkawan dan menghormati barangan kawan dan tidak menggunakan peluang sehingga kawan teraniaya. Pengajaran ini sepatutnya di lakukan oleh ibu bapa, bukan hanya guru di sekolah. Ibubapa mesti sentiasa memastikan anak sentiasa beradab dalam semua suasana dan tempat.

Tengah hari tadi saya juga menegur seorang murid tingkatan dua kerana berlaku kasar dan biadab dengan guru.

Kepada semua murid tingkatan tiga saya doakan semoga cemerlang dalam PMR yang akan diduduki esok. Semoga Allah memudahkan peperiksaan, memberi kesihatan yang baik dan ketenangan dalam menghadapi peperiksaan.

Puasa Sunat Bulan Syawal

2009-09-23T15:29:00.002+08:00

Alhamdulillah kita telah berada 4 hari di bulan syawal tahun ini. Saya ingin mengajak semua pengunjung untuk sama-sama berusaha melaksanakn puasa sunat 6 hari bulan syawal ini. Sesiapa yang telah mula berpuasa sunat, tahniah diucapakan, yang belum bolehlah merancang untuk memastikan kita dapat selesaikan puasa sunat bulan ni.

KEUTAMAAN PUASA ENAM HARI DI BULAN SYAWAL

Abu Ayyub Al-Anshari radhiallahu 'anhu meriwayatkan, Nabi shallallahu 'alaihi wasallam bersabda :

"Barangsiapa berpuasa penuh di bulan Ramadhan lalu menyambungnya dengan (puasa) enam hari di bulan Syawal, maka (pahalanya) seperti ia berpuasa selama satu tahun . (HR. Muslim).

Imam Ahmad dan An-Nasa'i, meriwayatkan dari Tsauban, Nabi shallallahu 'alaihi wasalllam bersabda:

"Puasa Ramadhan (ganjarannya) sebanding dengan (puasa) sepuluh bulan, sedangkan puasa enam hari (di bulan Syawal, pahalanya) sebanding dengan (puasa) dua bulan, maka itulah bagaikan berpuasa selama setahun penuh." ( Hadits riwayat Ibnu Khuzaimah dan Ibnu Hibban dalam "Shahih" mereka.)

Dari Abu Hurairah radhiallahu 'anhu, Nabi shallallahu 'alaihi wasallam bersabda:

"Barangsiapa berpuasa Ramadham lantas disambung dengan enam hari di bulan Syawal, maka ia bagaikan telah berpuasa selama setahun. " (HR. Al-Bazzar) (Al Mundziri berkata: "Salah satu sanad yang befiau miliki adalah shahih.")

The Schools We Mean to Be

2009-09-05T12:39:00.004+08:00

Sebuah artikel yang menarik untuk dikongsikan.

Richard Weissbourd

Parents and teachers together are powerful vehicles for driving the moral growth of adults and students.

It is the spring of my son's sophomore year in high school, and my wife and I find ourselves hustling from classroom to classroom for our parent-teacher conferences, trying to protect our allotted 15 minutes with each of his five teachers. With three children, we are veterans of this dance, but this evening I find myself battling desolation. It's not that my son is struggling in school or suffering a serious problem; it's that the two teachers we have met thus far have taken us through the same dreary ritual. The teacher begins the session by pulling out a sheet of paper. She recites my son's test scores or grades and then makes a comment about his being distracted at times and not listening. That "not listening" hangs in the air. I find myself bristling. Is it a euphemism of some kind? Does she find my child difficult? She then tells us that he is "a good kid."

I don't sense that either of these teachers truly knows my son or wonders about what my wife and I are hoping for and fretting about or what we think will help him learn. I know that he doesn't like one of these teachers and that, in his opinion, one of these classes is "hell." Yet neither teacher seems to be aware of how he experiences her class.

Then we meet with a third teacher. She starts off the session by telling us how much she enjoys having our son in her class. She describes his willingness to risk being "dumb" by asking questions for the whole class. She tells us when and how he is confident and when and how he is tentative. She describes his easy relationships with a wide range of classmates and his desire to be helpful. She also talks about his being distracted at times. Yet one of her explanations for this behavior—that any kind of repetitive task is hard for him—helps me understand something about my son that has been opaque to me. She tells us that he never interrupts her or is rude.

She asks us how we think he is doing and if we have any concerns, and she listens carefully to our thoughts. I feel that we are in a common project together, one that is academic but also moral—the project of raising a whole person and a good person. I have to resist the temptation to envelop her in a bear hug.

Cultivating Character

U.S. public schools were originally conceived not solely as an engine of academic success. They were intended chiefly to cultivate in students a certain ideal of character (Hunter, 2000; Katz, 1995). Public schools were charged with the responsibility of taking rising waves of poor urban and immigrant children and molding them into responsible, upright citizens.

Today, the expectation that schools will cultivate character and social responsibility is again widespread. Legions of U.S. schools have invested in packaged character-education programs of one kind or another that tout such values as discipline, self-control, responsibility for others, and fairness. Numerous programs focus specifically on generating in students a sense of social responsibility.

Students should clearly know values, and these programs can sometimes curb troubling behaviors or broaden students' sense of social responsibility. But there is another stark truth: Schools have been trying variations of these programs for decades, and rarely do these programs fundamentally change students' moral capacities.

That's because these programs typically have no effect on what matters most. What's at the heart of children's moral development is not the capacity of teachers or other adults to teach values or social responsibility; rather, it's the nature of the relationships that schools establish. Yet these relationships get short shrift in character-education programs.

Parents and Teachers Together

Character-education programs also rarely give any significant attention to the school relationship that can be the most important in determining students' moral prospects—the relationship between parents and teachers. Although many factors affect students' moral development—peers, genetic influences, television, and other media—there's no question that parents play the primary role in either nurturing—or undermining— children's capacities for kindness, honesty, courage, and moral reasoning as well as their notions of justice and their sense of responsibility for others. Effective efforts to instill ethical abilities and social responsibility in students must be deeply interwoven with the work of engaging parents meaningfully.

Yet it's still the exceptional school that enables parents to feel integral to the school community and that nurtures close teacher-parent ties. Further, many schools, especially in middle- and upper-class communities, are dealing with micromanaging, aggressive parents who sometimes act selfishly and disrespectfully themselves in their interactions with school staff. Daunted by the task of influencing parents, many schools have opted instead to simply keep them at bay.

In an era when schools are under the gun to improve student performance, administrators are understandably looking for quick fixes and shortcuts. Yet there are no straightforward or easy ways for schools to develop powerful moral capacities in students, and students tend to sniff out exactly how half-baked most character-education programs are.

If we are serious about promoting students' moral development in schools, it's crucial to focus both on adult development—on the mentoring and moral capacities of teachers and parents—and on how teachers and parents can work together more constructively. Why do these relationships so commonly go awry? How can schools constructively work with aggressive and demanding parents? We need to make schools places where we adults—both teachers and parents—are not simply, as educators Harvard Knowles and David Weber (1981) put it, more adept than students "at manipulating the rhetoric of morality" (p. 87). Instead, schools should encourage adults to examine their own values, moral abilities, and attitudes; reflect on the school as a moral environment; and strive together to ensure that students grow up to be good people in the world.

Moral Mentors

Parents and teachers can clearly be more effective if they agree on what values are important to promote and on how to promote them. Yet the best parent-teacher relationships are not just about promoting generic values. In the strongest relationships, parents and teachers mentor each other and achieve something wonderful—a kind of pure focus, uncluttered by their own issues and agendas, on the interests of a child, as the third teacher did at our son's parent-teacher conference.

In the best relationships, both parents and teachers can be vulnerable and self-aware, thinking together about how they might better handle a child's trouble, and pooling their knowledge to understand the many interacting factors that may undermine a child's capacity for caring or responsibility.

Seven-year-old Anna, for example, can act arrogant and entitled with other students, partly because from an early age her parents, as they recognize, have catered to her every need. It's vital for her parents and teacher, putting together their different perspectives, to think through how they might help Anna become more attuned and attentive to other people both inside and outside of school.

Fifteen-year-old Fred acts surly and superior with his teacher: He is reeling from his parents' divorce and is ashamed of and enraged at his father, who has just left his mother for a much younger woman. According to his mother, two of his teachers, who don't know about the divorce, have simply stamped him as a "child with an attitude" and are far too quick to punish him. Fred also feels that his mother now relies on him to be a kind of partner to her, a role he resents. Whether Fred emerges from this experience more or less able to control destructive feelings and more or less respectful of adults will depend on his teachers' and parents' ability to think through the roots of his defiance, including their own roles, and develop strategies for constructively engaging him.

It's not just teacher-parent contacts that can affect students' moral growth. As I will take up later, schools can engage parents in a moral community that pushes parents to look beyond their own children and that bolsters parents' moral and mentoring capacities.

What Gets in the Way?

Many factors can undermine parent-teacher relationships. Many teachers fail to form real alliances with parents because they fear that getting below the surface will stir up conflict. The great educator John Dewey was a fierce enemy of the politeness and formalism (Lawrence-Lightfoot, 2003) that can stifle the parent-teacher relationship. Some teachers, especially high school teachers, don't see it as their job to work closely with parents to understand a student, and many teachers are so stressed and overextended that they fall back on reciting test scores, as did the first two teachers at my son's parent-teacher conferences.

Other teachers worry a great deal about disappointing parents. "Parent-teacher conferences are by far the most stressful times of the year for me," a warm, intelligent teacher, who is also a parent, told me. "Parents are handing over responsibility for their child's learning to me. And it's terrifying to think that I might fail or even be perceived as failing."

Further, the reasons that parent-teacher contacts do not go well can starkly differ between poor and middle- and upper-class communities. Low-income parents are often suspicious of schools—they frequently have bad memories of their own time as students—and they commonly have little experience advocating for their children in school. The challenge in low-income communities is often to help parents overcome these suspicions and barriers, whereas the challenge in well-off communities is often to keep overbearing parents from disrupting school functioning.

High-End, High-Maintenance

I first became attuned to the pervasiveness of this problem in better-off communities talking to David, a tall, slightly mischievous man who had been a beloved teacher in a junior high school in a middle-class Boston suburb for more than 20 years. He recently decided to leave the profession because he couldn't deal with parents anymore. He told me that one parent who was upset about his daughter's grades wanted to read every student's paper in the class to see whether the teacher had fairly graded his daughter. Another parent, whose son was outright rude, encouraged his son to ignore David's attempts to discipline him. A third parent asked him to overlook her daughter's plagiarism. The worst, though, were parents who "were always seeking an advantage for their child"—parents who wanted him to give their child "extra attention" or who pushed the school to provide more enrichment classes for their intelligent child. "A lot of parents are just advocating for their kid," he said, "and they don't care about how they might be hurting other kids."

Other teachers have expressed their concern about parents who want to have their fingers in every aspect of the classroom experience. One suburban teacher told me that she will never forgive a parent who got on her knees and sniffed the classroom rug to see if it was producing odors that might bother her child. Psychologist and school consultant Michael Thompson says that sometimes what teachers want is for children to have a "parentectomy" (1996).

However, it's not just the difficult, micromanaging parents who create unreasonable burdens on teachers. Many other parents cause difficulties in subtle, unintended ways. I know I have experienced a kind of tunnel vision when it comes to my children and have lost sight of teachers' perspectives. I recently heard a teacher complain about parents who try to talk to her when they drop off their child in the morning, a crucial period for her in preparing for class. I felt the sting of recognition—I had done this more than once. Some parents try to befriend teachers as a way of currying favor for their child or hang around the classroom, scrutinizing teachers and peppering them with suggestions.

In affluent communities especially, teachers can feel that they are under the parents' microscope. Teachers frequently believe that these adults who are judging them not only are biased toward their own child and but also are unaware of the demands and purposes of a teacher's work. It's no wonder that many schools try to keep parents at arm's length.

A Common Moral Project

Hard as it is for any teacher or administrator to deal with difficult parents, no school serious about moral development can simply keep them at bay—because the children of these parents are likely to be at greatest moral risk. Schools do not have to set out to fundamentally change these parents. But they can provide teachers with ongoing support and guidance in working with them, including helping teachers to avoid easy finger pointing and scape-goating and to manage class biases. For example, it can be helpful for teachers to see that some parents who come across as arrogant and entitled may be fearful, isolated human beings who are terrified of handing over their child to a stranger or of losing control over their child.

Schools, whether rich or poor, can engage parents in a moral community that creates moral expectations for parents and pushes them to look beyond their own children. That means, in part, finding multiple ways to engage parents—as classroom volunteers, on parent councils, as members of teams devoted to particular projects. And it means that schools need to clearly articulate their moral goals and expectations for both parents and students through moral charters—clear, visible statements of a school's values. More important, these charters cannot just collect dust or become part of the scenery, their typical fate. They need to live and breathe not only in classrooms, but also in every aspect of school life.

My children attended a public elementary school that brought both parents and students into a kind of moral community. Our interactions with teachers, school events, posters on walls, and communications from our principal all expressed a set of moral commitments:

That both parents and students are members of a community and have responsibility for all members of that community.
That every student has intellectual and personal contributions to make to the learning of the whole community.
That the school has the responsibility to recognize and support those contributions.
That school is preparation not only for a career, but also for many facets of citizenship.
That diversity is of high value and that the community will engage and test diverse opinions.
That students must learn to identify and address social inequities and injustice.

Our parent-teacher conferences often did not focus solely on our own child, but on how our child might be helpful to other children in the classroom, as well as on schoolwide concerns and the possible roles parents could play in helping deal with those concerns. Homework was often about issues of equity and fairness, and sometimes students were asked to engage their parents as part of this homework. Teachers regularly expressed their commitment to all students in the building—not just to the students in their classroom—and went out of their way both to work with students who were marginalized and struggling and to engage those students' parents.

Recently this school had to merge with another school that has large numbers of students who are academically struggling, a challenge most schools would be skittish about. This school staff openly embraced the challenge and encouraged parents to embrace it as well.

What Schools Can Do

Schools and parents can do specific, concrete things to create the conditions that make strong relationships possible. In parent-teacher conferences, for instance, parents might start the session by reporting something positive that their child has said about the teacher—something parents rarely do. When teachers, for their part, start a parent-teacher conference by identifying a distinct strength of a child—and explain how that strength expresses itself in a classroom, as that third teacher did with my wife and me—they can set a parent-teacher conference on a wholly different path than if they recite test scores or immediately zero in on problems. It also helps if teachers use "we" with parents (Lawrence-Lightfoot, 2003). In moving a child forward or responding to a child's difficulty, rather than asking "What are you going to do?" or "What am I going to do?" why not ask "What are we going to do?" so that you can establish a constructive alliance.

Schools also need to have students read about and interact with moral exemplars, men and women of strong conviction who are working to improve the world. Schools should not only provide community-service opportunities that enable students to work with moral leaders but also routinely invite such leaders into school to address students. In addition, students should have opportunities to reflect on values and mull over moral dilemmas and questions, especially those that emerge from their daily experiences. At Cambridge Rindge and Latin High School in Massachusetts, for example, a group of students creates dramatic presentations annually that explore community-wide social and ethical concerns, such as whether a student should snitch on a good friend who is stealing from the store where he works.

The Child Development Project, based in Oakland, California, and Open Circle, based outside of Boston, Massachusetts, also guide teachers in creating a democratic community. Students do structured exercises that help them take the perspectives of other students—in Open Circle, for example, students take others' points of view in deciding when teasing is and is not harmful—and they have opportunities to create rules for the community, solve classroom problems, and determine sanctions. Students are far more likely to embrace a rule or value when, instead of having an adult dictate that rule or value, they come to it through their most prized capacity— their ability to think. Well-structured community-service programs and opportunities for older students to mentor younger students can also bolster key moral qualities.

It's also crucial that teachers regularly reflect and get feedback from one another about their relationships with students. Students don't absorb the values and moral commitments of teachers they don't respect, and large numbers of students don't trust and respect their teachers. Teachers need to be able to talk with other teachers and administrators about why certain students don't respect or trust them and about what they might do to repair these relationships.

At the same time, teachers, like other adults, need to work on developing their own moral and mentoring capacities. It never dawns on most teachers— or on most adults—to work on these qualities. There's a widespread belief in our culture that our moral qualities are fixed as adults. Yet research shows that some adults morally regress whereas other adults develop much stronger moral capacities. It's vital for teachers to see appreciating and caring for others, acting with fairness and integrity, and formulating mature and resilient ideals as evolving and subtle moral capacities.

Much of this work will be difficult, especially in the many schools where preparing students for high-stakes tests is gobbling up teachers' energy and time. But we know too well the dismal outcomes of the usual character-education bromides. What's more, the things that are most crucial to supporting students' moral development—developing strong connections between teachers and parents and strengthening teacher-student ties—are also crucial to students' academic development. And unlike so many other character-education efforts, this work gives students a real shot at developing the capacities they need to become kind and responsible adults.

References

Hunter, J. D. (2000). The death of character: Moral education in an age without good or evil. New York: Basic Books.

Katz, M. B. (1995). Improving poor people: The welfare state, the "underclass," and urban schools as history. Princeton, NJ: Princeton University Press.

Knowles, H. V., & Weber, D. (1981). The residential school as a moral environment. In C. L. Terry (Ed.), Knowledge without goodness is dangerous: Moral education in boarding schools. Exeter, NH: Phillips Exeter Academy Press.

Lawrence-Lightfoot, S. (2003). The essential conversation: What parents and teachers can learn from each other. New York: Random House.

Thompson M. (1996). The fear equation. Independent School, 55(3).

Richard Weissbourd is Lecturer in education at the Harvard Graduate School of Education and at the Kennedy School of Government. He is the author of The Parents We Mean To Be: How Well-Intentioned Adults Undermine Children's Moral and Emotional Development (Houghton Mifflin Harcourt, 2009).

ENGLISH.......OH! ENGLISH.............

2009-08-23T12:53:00.001+08:00

SATU GURAUAN SAHAJA.....

2009-08-23T12:49:00.001+08:00

MARHABAN YA RAMADHAN

2009-08-23T00:17:00.002+08:00

10 POHON RAMADHAN

2009-08-21T22:59:00.005+08:00

dakwatuna.com - Ibarat sebuah tanaman, maka amaliyah Ramadhan adalah pohonnya. Mediumnya adalah bulan Ramadhan. Pohon apa yang kita tanam di medium Ramadhan, itulah yang akan kita petik, itulah yang akan kita nikmati. Karena “siapa menanam dia yang menuai”.

Pertanyaannya; Pohon apa saja yang perlu kita tanam di bulan suci ini?

Paling tidak ada 10 pohon Ramadhan yang mesti kita tanam di medium bulan Ramadhan ini:

Pohon pertama, shaum. Tidak sekedar menahan hal yang membatalkan shaum –makan, minum dan berhubungan biologis- dari terbit fajar sampai terbenamnya matahari saja. Karena, kalau hanya sekedar menahan yang demikian, boleh jadi anak kecil, usia SD bisa melakukannya. Betapa anak-anak kita sudah belajar shaum semenjak dibangku sekolah bukan?

Nah, kalau demikian, apa bedanya shaumnya kita dengan mereka?

Harus ada nilai lebih, yaitu menjaga dari yang membatalkan nilai dan pahala shaum.

Apa yang membatalkan nilai shaum. Di antaranya bohong, ghibah, namimah, mengumpat, hasud dan penyakit hati lainnya. Dengan demikian, mata, telinga, lisan, tangan, kaki dan anggota badan kita ikut serta shaum.

“Betapa banyak orang yang shaum, tidak mendapatkan sesuatu kecuali hanya rasa lapar dan dahaga semata.” Begitu penegasan Rasulullah saw.

Pohon kedua, sahur. Sahur tidak pengganti sarapan pagi, bukan juga penambah makan malam. Namun sahur yang penuh berkah, yang dilakukan diakhir jelang waktu fajar. Di sinilah waktu-waktu yang sangat mahal, doa dikabulkan, permintaan dipenuhi. Sehingga ketika melaksanakan sahur tidak tidak sambil nonton hiburan, tayangan yang melenakan, oleh media elektronik. Sibukkan diri dan keluarga kita dengan mensyukuri nikmat Allah dengan bersama-sama melaksanakan sunnah sahur ini dengan penuh hikmat dan kekeluargaan.

“Sahurlah, karena dalam sahur itu ada keberkahan.” Begitu sabda Rasulullah saw. mengajarkan.

Pohon ketiga, ifthar. Buka puasa. Sunnah buka puasa itu disegerakan. Ketika dengar kumandang adzan Maghrib, segera lakukan buka puasa. Jangan tunda, jangan sok kuat, nanti bakda tarawih saja, bukan.

Dengan apa kita ifthar? Sunnahnya dengan ruthab atau kurma muda. Berapa biji? Bilangan ganjil satu atau tiga biji. Kalau tidak ada, seteguk air putih. Itu yang dilakukan Rasulullah saw. bukan dengan memakan aneka hidangan, ragam makanan, bukan. Dan Rasulullah saw. pun baru makan besar setelah shalat tarawih.

Ifthar bukan ajang balas dendam, seharian manahan lapar, ketika bedug Maghrib, seakan ingin melampiaskan rasa laparnya dengan memakan semua yang ada. Perilaku ini tentu tidak akan membawa dampak perubahan dalam kehidupan pelakunya. Justeru dengan berlapar-lapar sambil merenungkan hikmah shaum dan menjadi bukti kesyukuran adalah sebagian dari target berpuasa. Sehingga dengan sadar dan hikmat kita berdoa saat berbuka:

“Yaa Allah, kepada-Mu aku shaum, dengan rizki-Mu aku berbuka, telah hilang rasa haus-dahagaku, kerongkongan telah basah, karena itu tetapkan pahala bagiku, insya Allah.”

Pohon keempat, tarawih. Tarawih berasal dari akar kata “raaha-yaruuhu-raahatan-watarwiihatan- yang artinya rehat, istirahat, santai. Sehingga shalat tarawih adalah shalat yang dilaksanakan dengan thuma’ninah, santai, khusyu’ dan penuh penghayatan, bukan hanya sekedar mengejar target bilangan rekaatnya saja, mau delapan, dua puluh, empat puluh, silahkan dikerjakan, asal memperhatikan rukun, wajib, dan sunnah shalat.

Kalau kita disuruh memilih, apakah shalat tarawih di masjid yang dalamnya dibaca “idzaa jaa’a nashrullahi wal fathu” atau shalat tarawih di masjid yang baca “idzaa jaa’akal munaafiquna qaaluu nasyhadu innaka larasuuluh…” Pilih mana?

Kita tidak dalam posisi membandingkan surat yang dibaca, semua adalah surat dalam Al-Qur’an, namun kita ingin membandingkan sikap kita, apa kita pilih yang panjang-panjang namun khusyu’ atau pilih yang pendek-pendek namun secepat kilat.

Umat muslim harus berani mengevaluasi diri dalam hal pelaksanaan shalat tarawih ini. Sebab, sudah kesekian kali kita melaksanakan shalat tarawih dalam hidup kita, namun kita belum bisa meresapi, merenungkan dan mendapatkan manisnya shalat, bermunajat kepada Allah swt. secara langsung.

Bukankah Rasulullah saw. meneladankan kepada kita, bahwa beliau shalat tarawih, di reka’at pertama setelah beliau membaca surat Al-Fatihah, beliau membaca surat Al-Baqarah sampai selesai, para sahabat mengira beliau akan ruku’, namun beliau melanjutkan membaca surat An-Nisa’ sampai selesai, para sahabat kembali mengira beliau akan ruku’, namun kembali beliau membaca surat Ali-Imran sampai selesai, baru beliau ruku’. Sedangkan ruku’, i’tidal dan sujud beliau lamanya seperti beliau berdiri rekaat pertama. Subhanallah!

Tentu kita tidak sekuat Rasulullah saw. namun yang kita teladani dari beliau adalah pelaksanaannya, dengan cara yang thuma’ninah, khusyu’ dan penuh tadabbur.

Pohon kelima, tilawatul Qur’an. Membaca Al-Qur’an. Atau yang populer adalah tadarus Al-Qur’an. Tadarus tidak hanya dilakukan di bulan suci ini, juga dilakukan setiap hari di luar Ramadhan, namun pada bulan suci ini tadarus lebih dikuatkan, ditambahkan kuantitas dan kualitasnya. Setiap malam, Rasulullah saw. bergantian bertadarus dan mengkhatamkan Al-Qur’an dengan malaikat Jibril.

Imam Malik, ketika memasuki bulan suci Ramadhan meninggalkan semua aktivitas keilmuan atau memberi fatwa. Semua ia tinggalkan hanya untuk mengisi waktu Ramadhannya dengan tadarus.

Imam Asy-Syafi’i, si-empunya madzhab yang diikuti di negeri ini, ketika masuk bulan Ramadhan ia mengkhatamkan Al-Qur’an sehari dua kali, sehingga beliau khatam Al-Qur’an 60 kali selama sebulan penuh. Subhanallah!

Kita tidak perlu mendebat, apakah itu mungkin? Bagaimana caranya beliau bisa melakukan hal itu? Esensi yang jauh lebih penting adalah, semangat dan mujahadah yang kuat itulah yang mesti kita miliki dalam berinteraksi dengan Al-Qur’an.

Pohon keenam, ith’aamul ifthor. Memberi berbuka puasa. Jangan diremehkan memberi berbuka puasa kepada orang yang berpuasa, baik langsung maupun lewat masjid. Walau hanya satu butir kurma, satu teguk air, makanan, minuman dan lainnya. Sebab, nilai dan pahalanya sama seperti orang yang berpuasa yang kita kasih berbuka itu. Di negara-negara Timur-Tengah, tradisi dan sunnah memberi buka puasa ini sangat kental. Hampir-hampir setiap rumah membuka pintu selebar-lebarnya bagi para kerabat, musafir, tetangga, sahabat, untuk berbuka bersama dengan mereka.

Kita jadikan memberi buka bersama ini sebagai sarana menebar kepedulian, kekeluargaan, keakraban, dengan sesama, lebih lagi sebagai sarana fastabiqul khairat.

Pohon ketujuh, i’tikaf. Melaksanakan i’tikaf 10 hari akhir Ramadhan. Inilah amalan sunnah muakkadah yang tidak pernah ditinggalkan Rasulullah saw. semasa hidupnya. Lebih dari 8 atau 9 kali beliau beri’tikaf di bulan suci ini, bahkan di tahun di mana beliau meninggal, beliau beri’tikaf 20 hari akhir Ramadhan. Beliau membangunkan istri-sitrinya, kerabatnya untuk menghidupkan malam-malam mulia dan mahal ini. (baca i’tikaf)

Pohon kedelapan, taharri lailatail qadar. Memburu lailatul qadar. Usia rata-rata umat Muhammad adalah 60 tahun, jika lebih, itu kira-kira bonus dari Allah swt. Namun usia yang relatif pendek itu bisa menyamai nilai dan makna usia umat-umat terdahulu yang bilangan umur mereka ratusan bahkan ribuan tahun. Bagaimana caranya? Ya, dengan cara memburu lailatul qadar, sebab orang yang meraih lailatul qadar dalam kondisi beribadah kepada Allah swt., berarti ia telah berbuat kebaikan sepanjang 1000 bulan atau 84 tahun 3 bulan penuh. Jika kita meraih lailatul qadar sekali, dua kali, tiga kali, dan seterusnya, maka nilai usia dan ibadah kita bisa menyamai umat-umat terdahulu.

Rahasia inilah yang di yaumil akhir kelak, umat Muhammad saw. dibangkitan dari alam kubur terlebih dahulu, dihisab terlebih dahulu, dimasukkan ke surga terlebih dahulu, dan juga dimasukkan ke neraka terlebih dahulu, waliyadzu billah.

“Pada bulan ini ada satu malam yang lebih baik dari seribu bulan, siapa yang terhalang dari kebaikannya berarti ia telah benar-benar terhalang dari kebaikan.” (H.R. Ahmad)

Pohon kesembilan, umroh. Melaksanakan ibadah umroh dibulan suci Ramadhan, terutama 10 akhir Ramadhan. Sebab melaksanakan umroh di bulan suci ini seperti malaksanakan ibadah haji atau ibadah haji bersama Rasulullah saw.

“Umrah di bulan Ramadhan sebanding dengan haji.” Dalam riwayat yang lain: “Sebanding haji bersamaku.” (HR. Bukhari dan Muslim)

Pohon kesepuluh, menunaikan ZISWAF, yaitu mengeluarkan zakat, infaq, sedekah dan wakaf. ZISWAF adalah merupakan ibadah maaliyah ijtima’iyyah, ibadah yang terkait dengan harta dan berdampak pada manfaat sosial. Mengeluarkan ZISWAF tidak hanya bulan suci Ramadhan, kecuali zakat fitrah yang memang harus dikeluarkan sebelum shalat iedul fitri, sedangkan zakat-zakat yang lain, sedekah dan infaq dilakukan kapan saja dan di mana saja, namun karena bulan Ramadhan menjanjikan kebaikan berlipat, biasanya kesempatan ini tidak disia-siakan umat muslim, sehingga umat muslim berbondong-bondong menunjukkan kepeduliannya dengan berZISWAF. Tentu dilakukan dengan baik, benar dan tidak memakan korban. Lebih baik lagi jika disalurkan lewat Lembaga Amil Zakat yang memang mengelola dana-dana umat ini sepanjang hari, tidak hanya tahunan.

Berbicara tentang potensi ZISWAF di negeri ini sangatlah besar jumlah, setiap tahunnya potensi ZISWAF itu 19, 3 Trilyun Rupiah. Subhanallah, dana yang tidak sedikit yang jika bisa digali, diberdayakan, maka ekonomi umat Islam akan lebih baik.

Inilah 10 pohon Ramadhan, “Siapa menanamnya ia akan menuai”, biidznillah. Allahu a’lam

2009-08-21T22:44:00.001+08:00

8 KEMULIAAN RAMADHAN

dakwatuna.com – Rasulullah saw. memberikan sambutannya menjelang Bulan Suci Ramadhan. “Wahai segenap manusia, telah datang kepada kalian bulan yang agung penuh berkah bulan yang di dalamnya terdapat satu malam yang nilainya lebih baik dari seribu bulan. Allah menjadikan puasa di siang harinya sebagai kewajiban, dan qiyam di malam harinya sebagai sunnah. Barangsiapa menunaikan ibadah yang difardukan, maka pekerjaan itu setara dengan orang mengerjakan 70 kewajiban.

Ramadhan merupakan bulan kesabaran dan balasan kesabaran adalah surga. Ramadhan merupakan bulan santunan, bulan yang dimana Allah melapangkan rezeki setiap hamba-Nya. Barangsiapa yang memberikan hidangan berbuka puasa bagi orang yang berpuasa, maka akan diampuni dosanya, dan dibebaskan dari belenggu neraka, serta mendapatkan pahala setimpal dengan orang yang berpuasa tanpa mengurangi pahala orang berpuasa tersebut.” (HR Khuzaimah)

Sambutan Nabi Muhammad saw. ini merupakan teladan bagi umatnya dalam menghadapi datangnya Bulan Ramadhan. Sambutan hangat penuh kegembiraan yang Beliau sampaikan menunjukkan perlunya tarhib Ramadhan seperti khutbah Nabi ini ditradisikan kaum muslimin. Jika ada satu momen dimana kepala negara menyampaikan pidatonya tentulah momen tersebut bukan momen biasa. Itu sebuah program superpenting dengan momen paling istimewa. Demikian pula dengan bulan Ramadhan yang penuh dengan keunggulan dan kemuliaan.

Dari hadits tersebut, Nabi kita menyebutkan 8 keistimewaan Ramadhan dibandingkan bulan-bulan lainnya, yaitu:

1. Syahrun Azhim (Bulan Yang Agung)

Azhim adalah nama dan sifat Allah Ta’ala. Namun juga digunakan untuk menunjukkan kekaguman terhadap kebesaran dan kemuliaan sesuatu. Sesuatu yang diagungkan Nabi tentulah memiliki nilai yang jauh lebih besar dan sangat mulia dengan sesuatu yang diagungkan oleh manusia biasa. Alasan mengagungkan bulan Ramadhan adalah karena Allah juga mengagungkan bulan ini. Firman Allah, “Waman yu’azhim sya’iirillah fa-innahha mintaqwal quluub, barangsiapa mengagungkan syiar-syiar agama Allah, maka itu datang dari hati yang bertakwa.”

Diagungkan Allah karena pada bulan inilah Allah mewajibkan puasa sebagai salah satu dari lima rukun Islam. Allah Yang Maha Pemurah Penyayang menetapkan dan mensucikan bulan ini kemudian memberikan segala kemurahan, kasih sayang, dan kemudahan bagi hamba-hamba yang ingin mendekatkan diri kepada-Nya.

2. Syahrul Mubarak

Bulan ini penuh berkah, berdayaguna dan berhasil guna, bermanfaat secara maksimal. Detik demi detik di Bulan Suci ini bagaikan rangkaian berlian yang sangat berharga bagi orang beriman. Pasalnya semua perbuatan kita di saat berpuasa menjadi ibadah berpahala yang balasannya langsung dari Allah. Amal baik sekecil apapun nilainya
dilipatgandakan sehingga kita menjadi puas dalam melakukannya.

Keberkahan Ramadhan oleh Nabi kita secara garis besar dibagi 3, yaitu 10 malam periode pertama penuh rahmat Allah, 10 berikutnya diisi dengan ampunan (maghfirah), sedangkan di 10 malam terakhir merupakan pembebas manusia dari api neraka. Keberkahan yang Allah berikan ini akan optimal jika kita mengelola waktu pendekatan diri kepada Allah sebagaimana arahan Rasulullah saw.

3. Syahru Nuzulil Qur’an

Allah mengistimewakan Ramadhan sekaligus menyediakan target terbesar, yaitu menjadikan Al-Qur’an sebagai pedoman hidup. Simaklah firman Allah dalam rangkaian ayat puasa, “Bulan Ramadhan adalah bulan yang di dalamnya diturunkan Al-Qur’an sebagai petunjuk bagi manusia, penjelasan bagi petunjuk, dan furqan
(pembeda).” (Al-Baqarah: 185)

Ayat di atas menjelaskan bahwa target utama amaliyah Ramadhan membentuk insan takwa yang menjadikan Kitabullah sebagai manhajul hayat (pedoman hidup). Dapat dikatakan bahwa Ramadhan tidak dapat dipisahkan dengan Al-Qur’an. Rasulullah saw. mendapatkan wahyu pertama pada bulan Ramadhan dan di setiap bulan Ramadhan Malaikat Jibril datang sampai dua kali untuk menguji hafalan dan pemahaman Rasulullah saw. terhadap Al-Qur’an. Bagi ummat Muhammad, ada jaminan bahwa Al-Qur’an kembali nuzul ke dalam jiwa mereka manakala mengikuti program Ramadhan dengan benar.

4. Syahrus Shiyam

Pada Bulan Ramadhan dari awal hingga akhir kita menegakkan satu dari 5 rukun (tiang) Islam yang sangat penting, yaitu shaum (puasa). Kewajiban puasa sebagaimana kewajiban ibadah shalat 5 waktu. Maka sebulan penuh seorang muslim mengkonsentrasikan diri untuk ibadah sebagaimana dia mendirikan shalat Subuh atau Maghrib yang memakan waktu beberapa menit saja. Puasa Ramadhan dilakukan tiap hari dari terbit fajar hingga terbenam matahari (Magrib). Tidak cukup menilai dari yang membatalkannya seperti makan dan minum atau berhubungan suami-istri di siang hari saja, tetapi wajib membangun akhlaqul karimah, meninggalkan perbuatan maksiat dan yang makruh (yang dibenci Allah).

5. Syahrul Qiyam

Bulan Ramadhan menggairahkan umat Islam untuk menjalankan amalan orang-orang saleh seperti sholat tahajjud dan membaca Al-Qur’an dengan benar di dalam shalat malamnya. Di Bulan Ramadhan Kitabullah mengisyaratkan bahwa untuk mendapatkan ketinggian derajatnya setiap mukmin sangat dianjurkan shalat tarawih dan witir agar di luar Ramadhan dia bisa terbiasa mengamalkan qiyamullail.

6. Syahrus Sabr (bulan sabar)

Bulan Ramadhan melatih jiwa muslim untuk senantiasa sabar tidak mengeluh dan tahan uji. Sabar adalah kekuatan jiwa dari segala bentuk kelemahan mental, spiritual dan operasional. Orang bersabar akan bersama Allah sedangkan balasan orang-orang yang sabar adalah surga.

Sabar lahir bersama dengan segala bentuk kerja besar yang beresiko seperti dalam dakwah dan jihad fi sabilillah. Ramadhan melatih muslim beramal islami dalam berjamaah untuk meninggikan kalimat Allah.

7. Syahrul Musawwah (Bulan Santunan)

Ramadhan menjadi bulan santunan manakala orang-orang beriman sadar sepenuhnya bahwa puasanya mendidik mereka untuk memiliki empati kepada fakir miskin karena merasakan lapar dan haus sebagaimana yang mereka rasakan. Karena itu kaum muslimin selayaknya menjadi pemurah dan dermawan. Memberi dan berbagi harus menjadi watak yang ditanamkan.

Segala amal yang berkaitan dengan amwal (harta) seperti zakat fitrah sedekah, infak, wakaf, dan sebagainya, bahkan zakat harta pun sebaiknya dilakukan di bulan yang mulia ini. Memberi meskipun kecil, bernilai besar di sisi Allah. Siapa yang memberi makan minum pada orang yang berpuasa meskipun hanya seteguk air, berpahala puasa seperti yang diperoleh orang yang berpuasa.

8. Syahrul Yuzdaadu fiihi Rizqul Mu’min

Bulan ini rezeki orang-orang beriman bertambah karena segala kemudahan dibuka oleh Allah seluas-luasnya. Para pedagang akan beruntung, orang yang jadi pegawai dapat kelebihan pendapatan dan sebagainya. Namun rezeki terbesar adalah hidayah Allah kemudian hikmah dan ilmu yang begitu mudah diperoleh di bulan mulia ini.

ahlan wa sahlan rammadhan

2009-08-19T09:13:00.000+08:00

2009-07-28T12:29:00.000+08:00

salam
satu artikel yang menarik dari star online. Semoga kita berusaha melahirkan penulis dari kalangan pelajar SMIAA. Dah ada pun buku hasil tulisan murid SMIAA.

Sunday July 26, 2009
Writers in their own right
Young Chinese authors who write on a wide range of issues affecting teens are becoming overnight sensations in their homeland.
BY her own admission, 19-year-old Jiang Fangzhou is a typically insecure Chinese teen with little experience in the world. But that hasn’t stopped her from becoming a successful writer.
She began writing at the age of seven, published her first book at nine and has churned out several more novels since.
As precocious as she is, Jiang is hardly unique in China, where a wave of fresh-faced authors have found incredible success amongst young readers who have been drawn to their depictions of teen angst in China’s fast-changing society.
“People need to have the right values, morals and standards which are usually instilled in them at a very young age. However, many people seem to lack these basics.
“I am often looking at how people must maintain high standards and values. This is what I also try to convey in my books ... about what is good and bad,” said Jiang, who just completed her freshman year at Beijing’s Tsinghua university.
Chinese writers are categorised according to the year or decade they were born in, and the “post-1980” and even “post-1990” authors are increasingly dominating the best-seller lists.
One author, Guo Jingming, who recently turned 26, is considered China’s highest-selling writer through his often dark tales of teen suicide, violence and decadent lifestyles.
His works accounted for 20% of literary book sales in 2008, according to a survey by Chinese book market research firm OpenBook. His success has inspired even more younger writers.
“These writers are expressing their values, feelings and thoughts on a variety of subjects. “They must be heard, their views cannot be dismissed,” said Ma Xiangwu, a People’s University Literature professor.
A recent college graduate Wang Xiaoguo, who expressed frustration with a bleak job market and the pressure from his parents to marry, said the views of younger writers give a voice to people like him.
“They are different from anything else out there. They are the writings of our generation, expressing some of the feelings young people have,” said Wang, 23, while browsing at a Beijing bookstore.
But as publishers rush to cash in, a debate has arisen over the literary merit of works by such inexperienced writers.
Many critics dismiss them as a by-product of a commercialised era in which the Internet has made it vastly more easy for mediocre writers to get noticed.
No one is as critical as Jiang as she sits in her spartan dorm room at the university leafing through several of her novels, fairy tales and fantasy books dealing with adolescent angst.
“My biggest worry is about today’s readers. If they are always fed on something bad, how will they know what is good and what is bad? There is no standard,” said Jiang, who has endured charges that her photogenic looks fuelled her success.
Her own angst might be related to stress from her childhood in central Hubei province.
She began writing at the age of seven after her schoolteacher mother - whose own dreams of being a writer didn’t pan out - told her the police take away any child who does not publish a book in primary school.
“Every time I hear a car in front of our house I get really scared,” she said.
She has since become a mirror image of the anxious young reader she writes for.
Countless hours spent writing have left her unable to easily mix with her peers, she said, and the thought of romantic love terrifies her.
Meanwhile, due to her age, Jiang’s parents keep her in the dark about her literary earnings, although the family recently bought a new house and car.
In perhaps the ultimate rebuke to writers of her generation, Jiang never reads any living author, preferring books whose quality has been proven over time.
Ma said it remains to be seen whether the works of today’s young writers will have any staying power, but he adds that every generation will have writers who tap the prevailing zeitgeist.
“These novels are a kind of fast food, and people sometimes do need fast food too,” he said. — AFP

2009-07-16T18:33:00.000+08:00

Saya amat bersetuju dengan tajuk ini dari thestar online. Kita mesti banyak membaca. Kawan-kawan yang terror English, semuanya kaki baca

Sunday July 12, 2009

Reading maketh a man

By ALYCIA LIM

READING the newspaper is a habit that all students should cultivate, if they want to improve their language skills. This was why Goethe Institut Malaysia has sponsored a total of 10,000 copies of The Star’s NiE (Newspaper- in-Education) to 14 secondary schools, from May 20 until Nov 4.

Its director Dr Volker Wolf told students of Sekolah Berasrama Penuh Integrasi Gombak (SBPI) that reading the newspaper was the best way to improve in a language.

“Reading may not be a habit with many of our youngsters today, but it will become so if they start reading regularly,” he said during the mock voucher presentation ceremony at the school.

He added that the best way to learn a language was from newspapers because the sentences in most of the articles were constructed in a simple manner, making them a much easier read compared to reading literature books.

“It is also best for new learners of a language to refer to a dictionary while reading as it will help them improve their vocabulary,” said Dr Wolf.

He added that newspapers, regardless of what language they were in, were also a good way to get youngsters involved in voicing their thoughts.

“Students can start by writing to the media should they have issues to bring up, as this is one way of improving their language and literacy skills over time.”

Debat Antarabangsa MUSLEH 2009

2009-07-14T22:09:00.000+08:00

Tahniah kepada semua pendebat SMIAAG!

SMIAAG ungguli Debat MUSLEH 2009

(Juara Debat Bahasa Melayu, SMIAAG bergambar bersama Datuk Zamani dan Pengerusi MUSLEH, Ust Megat Mohamed Amin)

Kuala Lumpur, 12 Julai – Sekolah Menengah Islam Al-Amin Gombak (SMIAAG) muncul juara Kejohanan Debat Antarabangsa Pelajar MUSLEH 2009 kategori Bahasa Melayu setelah menewaskan Sekolah Menengah Islam Hidayah Johor Bahru (SMIH JB) pada perlawanan akhir yang diadakan di Hotel Putra di sini hari ini.

Dengan usul yang dibahaskan bertajuk “Pemansuhan PPSMI Adalah Wajar”, para pendebat SMIAAG yang bertindak sebagai kerajaan yang terdiri daripada Khalilah Alhuda Kamilen, Nurazlina Azizi, Nur Diyana Nas Tamimi dan Nabil Afham M Fuad telah berjaya menarik perhatian juri, seterusnya membawa pulang Piala Pusingan Kejohanan, trofi serta wang kemenangan berjumlah RM500.00.

Tambah manis bagi SMIAAG apabila pendebatnya Khalilah Alhuda telah dipilih sebagai pendebat terbaik dalam perlawanan akhir tersebut.

Dalam kategori Bahasa Inggeris, SMIAAG sekadar menjadi naib juara setelah tumpas kepada SRI Ayesha Islamic School pada perlawanan akhir dengan usul “Indonesia Should Not Stop Sending Their Maid to Malaysia”.

Selaku naib juara, SMIAAG yang terdiri daripada Tengku Amirah Tengku Johari, Affan Torla, Adibah Bahiah Awang dan Ali Uthman meraih wang kemenangan berjumlah RM300.00 serta trofi.

Namun, kehampaan SMIAAG sedikit terubat apabila pendebatnya Adibah Bahiah diumumkan sebagai pendebat terbaik perlawanan akhir.

2009-05-17T09:55:00.000+08:00

Esok 18 Mei 2009, murid tingkatan 4 dan 5 akan memulakan peperiksaan semester 1 selama 2 minggu. Tingktan 1,2 dan 3 lewat sikit kerana matapelajaran kurang sikit. Kepada semua murid saya yang di kasihi selamat menjalani peperiksaan, cemerlang InsyaAllah.
Kepada semua guru-guru Selamat Hari Guru terutamanya yang berada di SMIAA. Tanpa guru tak taulah apa akan jadi pada manusia. Misi untuk melahirkan pelajar soleh wa musleh hanyalah angan-angan jika tiada komitmen guru yang berjuang untuk misi tu. Alhamdulillah di SMIAA, semua anggota komited untuk menjayakan misi ini.

2009-05-01T09:42:00.000+08:00

Sekolah memulakan bulan Mei 2009 selepas bercuti sehari pada Jumaat 1 Mei 2009. Saya harap murid-murid saya telah menggunakan masa cuti dengan sebaik mungkin, terutamanya mereka di tingkatan 3 dan tingkatan 5. Dengarnya banyak studi group diadakan. Itu satu usaha yang baik. Kena berdisiplin, jangan banyak bincang benda lain, tumpu pada matapelajaran yg di bincangkan dan ada tolong menolong, bantu membantu antara ahli. InsyaAllah akan dapat keberkatan jika ada keikhlasan.
Sekolah pun sekarang ni rasanya banyak kes hubungan banin/banat yang agak terlebih. Sudah ada kes keluar banin/banat, baru dapat laporan ada yang pergi tengok wayang bersama. Katanya banyak berlaku kes murid tingkatan 3. Tingkatan lain ada juga tapi tak menonjol sangat. Ada ibubapa menyatakan sms anak yg dibaca berkaitan isu ni agak geli, eeee
Agaknya apakah hukuman terbaik untuk kes-kes ini supaya selepas di hukum perkara ni tak berlaku lagi atau isu ini boleh di hapuskan di SMIAA.
Program besar , TESPER dan Takrim telah berlalu. Guru sedang menyiapkan peperiksaan semester 1. Saya doakan murid -murid telah bersedia untuk menghadapi peperiksaan yang akan di mulakan pada 18 Mei ini.

Berucap semasa hari Takrim

2009-03-21T09:47:00.000+08:00

Alhamdulillah kita sampai ke penghujung cuti selama seminggu ini. Isnin ini sekolah akan bermula. Saya doakan cuti ini telah dimanfaatkan sepenuhnya oleh murid serta guru Al Amin.
Kali ni saya nak cerita sikit pasal sikap. Kalau dalam posting lepas saya telah ceritakan pasal bekas pelajar saya yang sedang buat PhD di UIA, kali ini nak cerita juga pasal bekas pelajar di Politeknik Kuching pula. Pelajar ni berasal dari Semanjung, tahun pertama kursus sijil kejuruteraan jentera. Selepas keputusan peperiksaan akhir tahun 1 keluar, dia datang jumpa saya. dan menyatakan kekecewaannya kerana telah gagal , dan kena buat peperiksaan ulangan pada penghujung cuti nanti. Dia menyatakan bahawa dia berdegil kerana telah dinasihatkan oleh kawannya bahawa kursus kejuruteraan ini susah. Saya pun tanyalah kenapa kawannya kata susah. Katanya kawannya dari Politeknik Ipoh dan telah gagal juga, Puas saya menenangkan dan cuba menyakinkannya untuk terus mencuba kerana ramai juga yang gagal pada awalnya telah berjaya. Malah saya katakan ada yang gagal lebih teruk pun akhirnya berjaya. Namun nasihat saya tidak di 'makan'nya kerana beliau tidak datang semasa peperiksaan ulangan. Saya agak kecewa dengan sikapnya yang percaya pada kawannya. Kenapa dia tidak cari beratus lagi pelajar Politeknik Ipoh yang berjaya. Malah kawan sekelasnya yang gagal lebih teruk darinya datang dan lulus peperiksaan ulangan itu dan akhirnya sambung lagi belajar sehingga mendapat Sijil Kejuruteraan Jentera.
Jadi bila kita menghadapapi musibah/masalah jangan dengar nasihat negatif dari seorang saje. Banyak bertanya dan minta pendapat supaya kita mempunyai cukup maklumat untuk membuat tindakan seterusnya.
Kalau kita rasa sesuatu matapelajaran tu susah, ingatlah mungkin ramai orang lain juga rasa susah dan ramai pula yang rasa susah itu akhirnya mencapai kecemerlangan dalam peperiksaan mereka. Jadi - berusaha , berdoa dan bertawakal. InsyaAllah mampu cemerlang.

2009-03-16T21:23:00.001+08:00

Minggu cuti sudah bermula. Alhamdulillah bolehlah relak sikit. Keputusan SPM telah keluar. Tahniah kepada murid, guru, kelab kelas, PIBG dan ibu bapa atas kecemerlangan yang di capai. SPM 2008 tahun ini mencatat peningkatan dari tahun-tahun sebelumnya. Sekarang murid mestilah membuat pilihan terbaik untuk menyambung pelajaran. Dua perkara penting - kursus apa dan di mana. Telitilah keputusan yang didapati, bincang dengan ibubapa, saudara mara serta kawan dan buat keputusan terbaik. Cita-cita boleh tercapai dengan berbagai laluan - ijazah terus, atau diploma lepas tu ijazah atau kalau masih tak confident boleh ambil sijil dulu, lepas tu diploma dan ijazah pula.
Saya pernah terjumpa bekas pelajar saya di Politeknik (POLISAS) di pasar malam depan sekolah. Dia memaklumkan pada saya yang dia sedang buat PhD Engineering di UIA. Sambil senyum saya katakan "Wah hebat betul, lecturer awak dulu (saya lah tu) Master Engineering pun tak ada, murid dia sedang buat PhD"
Saya doakan semoga semua akan memperolehi yang terbaik.
Uji cekap pun dah tamat. Us Shahrul kata ada budak yang agak manja sikit.
Selamat bercuti kepada semua murid, terutamanya murid Al Amin (ketiga-tiga Al Aminlah tu). Gunakan masa cuti dengan baik. Tentu boleh tahajjud panjang sikit sebab kalu mengantuk pagi, bolehlah sambung tidur sikit lagi.

Hujung Februari

2009-02-26T16:10:00.000+08:00

Hari ini Khamis 26 Februari 2009. Bulan ini tinggal 2 hari saja lagi. Lepas tu kita akan berada dalam bulan Mac pula. Terasa masa berlalu dengan begitu cepat sekali. Ini sebagai peringatan kepada kita bahawa semakin hari umur akan berkurangan, maka bersedialah kita. Alhamdulillah di Al Amin kita selalu menekan perkara ini supaya murid-murid akan mengambil pengiktibaran akan keadaan sekeliling dan menjalankan kehidupan sebagai hamba Allah yang patuh kepada arahanNya dan sentiasa berusaha menjauhi segala laranganNya.
Juga peringatan bagi murid tingkatan 3 dan 5 yang akan menghadapi PMR dan SPM tahun ini. Masa seharusnya di jaga dengan baik.
Sukan telah habis dan tahniah kepada rumah Fatah yamg menjadi juara tahun ini. Rumah lain - cuba lagi di tahun hadapan

Olahragawati 2009

Olahgarawan 2009

Gambar di atas dari koleksi Hj Dashuki.

TESPER

2009-02-13T22:15:00.000+08:00

Majlis penutup temasya sukan dan permainan akan di adakan pada Ahad 15 Februari 2009. Tahniah kepada semua yang berjaya dan yang tak berjaya cuba lagi tahun hadapan. Prestasi pencapaian tahun ini juga sepatutnya menjadi renungan dan pengiktibaran kepada murid dan guru terlibat supaya mampu menghasilkan peningkatan dan memperbaiki kelemahan ditahun hadapan dalam sukan-sukan yang akan dilibatkan di peringkat MSSD dan seterusnya.
Terima kasih dan tahniah kepada semua, murid dan guru yang telah terlibat dan berusaha menjayakan program TESPER tahun ni.

Kedudkan murid terkini

2009-01-22T22:12:00.000+08:00

Hari ini ada dua kumpulan yang melawat sekolah, dari Universiti Islam Yala, Thailand dan juga seorang usahawan pendidikan dari Dubai bersama kawannya. InsyaAllah daripada lawatan seperti ini akan merapatkan lagi hubungan serta dapat berbincang dan bertukar pendapat dala usaha melahirkan misi kita.
Murid disekolah pula telah memulakan latihan sukan dan InsyaAllah tahun ini kita akan menyertai MSSD dalam bolasepak, bola jaring, bola keranjang, ping pong, golf dan catur. Semoga murid Al Amin akan menyertai pertandingan dengan penuh semangat serta meningkatkan prestasi tahun lepas dan menunjukkan semangat kesukanan dan akhlak Islamiah dalam pertandingan yang akan di adakan sama ada di peringkat sekolah atau peringkat MSSD.
Kelab kelas tingkatan 1, 3 dan 5 telah dirasmikan. Malah murid tingkatan 3 telah ada program Sabtu lepas.
Kedudukan murid terkini:
Tingkatan 1 - 135
Tingkatan 2 - 125
Tingkatan 3 - 139
Tingkatan 4 - 112
Tingkatan 5 - 106
Kini buat pertama kalinya murid Al Amin telah melebihi 600 orang. Ini akan terus menambahkan cabaran pada pihak sekolah dalam usaha membentuk pelajar soleh wa musleh. Sama-samalah kita doakan semoga Allah akan terus memberi keberkatan serta memudahkan kita dalam melaksanakan tanggungjawab di Al Amin.

2009-01-12T22:48:00.000+08:00

Hari ini 12 Januari 2009, hari permulaan Tingkatan 4. Sebanyak 3 kelas tingkatan 4 dengan 37 orang setiap kelas . Pecahan pakej adalah 62 orang pakej 1 (agak ramai), 13 orang pakej 2, 25 orang pakej 3 dan 8 orang pakej 4 dan 3 orang lagi belum dapat putuskan pakej yang akan di ambil. Pagi tadi dalam taklimat tingkatan 4, pelajar diingatkan untuk menumpukan pada pelajaran kerana ianya amat mencabar dan pelajar tidak tenggelam dalam aktiviti- aktiviti berterusan tingkatan 4. Pelajar seharusnya pandai mengurus masa supaya tidak tertekan. Telah ada kes pelajar tak tidur menyiapkan kerja rumah yang telah di beri minggu lepas, tapi tak buat-buat sampai minit terakhir dan takut guru marah pagi esok.
Nampaknya mereka ni bersemangat sekali dengan wafdul amin kerana telah ada kertas kerja wafdul amin pada hari pertama persekolahan.
Sama-samalah kita doakan semoga generasi ini akan melalui tingkatn 4 dengan penuh iltizam dan dapat berperanan sebagai pelajar soleh wa musleh.

2009-01-05T13:54:00.000+08:00

Alhamdulillah hari ni hari pertama sekolah untuk sesi 2009. Dalam perhimpunan pertama sesi ini, saya telah mengingat pelajar tentang misi serta visi Al Amin. Saya juga menjelaskan bahawa ternyatanya visis untuk Menjadi Institusi Pendidikan Islam Bersepadu Terpilih adalah kerana prestasi pelajarnya. Ibubapa menilai produknya ia itu pelajar SMIAA sehingga kini kebanyakan ibubapa yang ada anak di sekolah ini akan terus memasukkana anak yang lain ke sini. Tahiah kepada semua pelajar Al Amin dari dulu hingga sekarang. Saya juga mengingatkan pelajar bahawa semua program yang dilakukan adalah untuk memenuhi Misi melahirkan pelajar soleh wa musleh. Empat aspek penting yang ditekankan :
1. Akademik - sasaran untuk PMR dan SPM yang akan di usahakan di semua tingkatan berkaitan.
2. AlQuran - penekanan akan diteruskan. sesiapa yang tidak melepasi kelayakan akan melalui kelas tambahan/ pemulihan untuk memastikan tahap tercapai.
3. Syaksiah melalui program tarbiyyah dan pelaksanaa peraturan sekolah. Pertambahan bilangan pelajar akan menjadai satu cabaran untuk unit Tarbiyyah dan hal ehwal murid dalam menangani isu disiplin. Semoga surau baru yang indah itu dapay membantu dalam melaksanakan banyak program tarbiyyah dan HEM.
4. Jatidiri melalui perkhemahan- perkhemahan, wafdul amin serta tamrin dan mukhayyam yang dilaksanakan sepenjang tahun.
Saya juga memperkenalkan 6 orang guru baru serta mengumumkan ahli JPS sesi 2009.

Suaikenal murid Tingkatan 1 2009

2009-01-02T23:37:00.000+08:00

Alhamdulillah, pagi tadi saya telah memberi ucapan ringkas dalam program suaikenal Tingkatan 1, 2009. Nampaknya semua begitu ceria untuk memulakan sesi persekolahan. Sama-samalah kita doakan generasi ke 19 ini akan melalui persekolahan mereka dengan penuh bersemangat dan akan sentiasa berusaha untuk mencapai status pelajar soleh wa musleh.
Generasi 19! Oh dah lama ye, kerana saya adalah diantara orang yang membantu membuat kertas kerja penubuhan sekolah lebih dari 25 tahun lalu.
Dan tahun ni ada seorang lagi anak saudara saya masuk tingkatan 1. Mungkin nanti boleh buat persatuan anak saudara Pengetua.

Hari Keputusan PMR

2008-12-30T21:18:00.000+08:00

Alhamdulillah, hari ni 30 Disember 2008, keputusan PMR diumumkan. Ibubapa dan pelajar telah mula berada disekolah sejak jam 10 pg walaupun dimaklumkan bahawa keputusan boleh didapati jam 11.00 pg. Walaubagaimana pun, jam 11.00 masih belum siap susunan , jam 11.40pg baru boleh diserahkan kepada ibubapa. Kena pohon maaf kerana proses menyusun ambil masa sikit. Berbagai ragam murid tadi, ada yang tersenyum lebar, ada yang senyum tak jadi, ada yang bersedih je. Kita kena lah bersyukur dengan keputusan yang didapati dan jadikannya sebagai inspirasi untuk meneruskan perjuangan di tingkatan 4 nanti. Kena ingat, semasa tingkatan 4 nanti, padang dah lain, peraturan dah bertukar dan murid kena pandai menyesuaikan diri, kalau tak mungkin rebah atau tumbang sebelum perlawanan habis. Kalau tak percaya tanyalah abang dan kakak di tingkatan 4 sekarang.
Tahniah diucapkan kepada guru, ibubapa, terutamanya Pengerusi dan Ajk-Ajk kelab kelas tingkatan 3 atas segala usaha yang telah dicurahkan.

Oh ya! Tahniah kepada anak saudara saya kerana telah mendapat 8A. Beliau tak dapat A dalam Bahasa Arab. Keputusan Bahasa Arabnya sama seperti kakak sepupunya (batch ke4) 12 tahun yang lepas.

Salam Pengenalan

2008-12-29T12:23:00.000+08:00

Alhamdulillah blog ini telah di mulakan hari ini 1 Muharram 1430. InsyaAllah blog ini akan digunakan untuk perbincangan sekitar isu pendidikan dan pembentukan pelajar.
Terima kasih diucapkan kepada Solehah Badrol atas bantuan menyiapkan blog ini kerana kebetulan hari ni saya sibuk dengan urusan lain. Maklumlah esok keputusan PMR akan diumumkan dan anak saudara saya sedang tension takut tak dapat 9A. Saya confident dia boleh dapat 9A.

[ M.U.D.I.R ]

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