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elcome toThe Shia Ithna'asheri Madressa
a teacher’s handbook2004
"...teach through actions ratherthan words..."Teach
by Actionsrather than Words
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Contents Page Introduction 2The Madressa Administration Team 4Communication 5Requirements of the Madressa Teacher 6Assessment 7Safety Issues 8Teaching Techniques 9How Children Learn 10Getting Things Learnt 13Asking Questions in Class 14Planning for Teaching 15Classroom Management 16Classroom Control 17Beginning the Lesson 19During the Lesson 20Ending the Lesson 21Student Discipline 22Assessment Methods 24Reports 26Useful Information for Use by teachers of Shia Ithna’Asheri Madressa, London, UK Madressa Calendar of Events – 2004 27Madressa Weekly Timetable – 2004 28Lesson Allocation Chart – 2004 29Teachers List – 2004 32Classroom Allocation – 2004 34New Teachers Enrolment Form 35Red Form 36
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Introduction Welcome to the Shia Ithna-asheri Madressa Staff Handbook.
The Vision… In the changing world we live in, we find many generation gaps building up between grandparents, parents, young adults, and children. The expectations of society and pressures of our peers are becoming very different with each succeeding generation. As the pace of life accelerates and the moral values of society decline, people are increasingly looking for comfort in the material world. Yet we know that the answer to our problems, to our hopes and to our life lies only with Allah. It is this understanding, this concept, and these values which encompass the mission statement of The Shia Ithna’asheri Madressa. Mission Statement
“To impart to our students, knowledge, understanding, and appreciation of Islam, in order that they may take a valuable place in society as responsible youth, focused teams, and committed parents.”
…and the Mission
Shia Ithna’asheri Madressa aims to provide its students a foundation in Qur’an, Islamic Law (Fiqh), Islamic History (Tareekh), and Islamic Conduct (Akhlaq). Shia Ithna’asheri Madressa’s focus is not only on the teaching of Islam, but in its practice and in its understanding. As Imam Ali (A.S) said, “Teach through Actions rather than Words!” In this booklet, we have endeavoured to include all the information that a teacher at the Madressa will need to effectively teach the children of our community. The aim of the Madressa is to teach a core syllabus of Islam based on the Shia Ithna-asheri faith. The Madressa agrees to take on this responsibility with a view that it is supplementing the individual efforts of both parents and children. You, the teacher, will play an important role in this effort. Teaching Religious Education to children is immensely rewarding, both in the satisfaction it gives to the teacher as well as in the eyes of Allah. At the same time, all of us are volunteers, and only a handful have professional teaching experience.
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Despite this, with care and planning, the voluntary teacher can achieve excellent results with the children. The Madressa itself will try to aid your task by providing adequate training, plenty of resources, a structured syllabus and a pleasant teaching environment. We appreciate that teaching at the Madressa can be a daunting task for new as well as experienced teachers. We hope that the information contained in this handbook will go some way to making that task a little easier. The handbook is based on the work done by several Madressas around the world, notably those in East Africa and North America, as well as ideas developed at our own Madressa over the years. Please read the handbook carefully – it contains details of the minimum standards that the Madressa wishes to set. We have all embarked together on a noble work to teach the religion of Allah to our children. We have to be mindful of the responsibility we have undertaken, and to achieve His pleasure by discharging this responsibility to the best of our abilities. We respectfully request that, after reading the handbook, if you feel that you will be unable to comply with these standards, you should reconsider your intention to teach at the Madressa. Do not hesitate to give us feedback, with suggestions, on information you would have wished us to include in this handbook. Wasalaam Administration Rabiul Awwal 1425/ May 2004
Shia Ithna-asheri Madressa Husaini Shia Islamic Centre
Wood Lane Stanmore Middlesex HA7 4LQ
United Kingdom Tel: 020 8416 0483
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The Madressa Administration Team For the smooth running of the Madressa, we have developed a structured administration team that has evolved over the years into the present arrangement.
The administration team is headed by the Principal. He is aided by his Vice Principal, Lady Co-ordinator, Secretary, Assistant Secretary, Administrative Secretary, Treasurer and the Heads of Department. There are presently 10 Heads of Department, one each in the Ladies and Gents for the 4 subjects, one Head for Classes 1-4, and one Head of the Special Class. Each teacher reports to his/her Head of Department for issues relating to the subject taught and for guidance in matters relating to that subject. The Head of Department forms a liaison between the administration and the teacher. For issues relating to discipline, and for an issue not directly related to the subject taught, the teacher should approach the Vice Principal in the Gents and the Lady Co-ordinator in the Ladies. The Administration Team for the year 2004 are as follows: Principal Hassanain Manji [email protected] Vice Principal Ali Asgher Sheriff [email protected] Lady Co-ordinator
Masuma Jaffer [email protected]
Treasurer Mahmood Dewji [email protected] Secretary Hasnain Merali [email protected] Admin. Secretary
Sayyeeda bai Datoo
HOD Class 1-4 Tahera bai Sheriff [email protected] HOD Fiqh Malika Chandoo [email protected] Fiqh Mustafa Walji [email protected] HOD Tareekh Taslim Kanji [email protected] HOD Tareekh Muhaddisa
Govani [email protected]
HOD Akhlaq Akil Kanani [email protected] HOD Akhlaq Tasleem Manji [email protected] HOD Qur’an Sajjad Tejani [email protected] HOD Qur’an Zohra Kermalli [email protected] HOD Special Class
Zehra bai Khaku [email protected]
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Communication The Administration Team maintains communication with the teachers by various means.
1. There is a Madressa Listbot, where all staff members are informed of any upcoming event by e-mail. Additionally, teachers should use this useful medium to discuss ideas, share experiences and air their views on any topic relevant to Madressa. All teachers should ensure that they are registered and inform the Office of any e-mail address changes. To send a message to: All teachers, email [email protected] All Head of Departments, email [email protected] The Admin team, email [email protected] Members of the Madressa who wish to take an ACTIVE part in the management and policy setting of the establishment, email [email protected]
2. There are regular Staff meetings, usually at the beginning of term.
These are very useful and advertised well in advance. Attendance at these meetings is part of Madressa routine, and teachers are requested to make every effort to do so.
3. There is a staffroom for the Gents and plans are underway to arrange a
staffroom for Ladies.
4. Teachers can also visit the Madressa Office in the annex for copies of timetables, circulars or to meet Administration members for any queries.
5. In addition to the above, a full contact list of members of staff is
available in this handbook and is also available on request from the Office or via e-mail.
6. The Madressa maintains its own website at www.madressa.net. The
site contains all the Madressa notes as well as several other items of interest to teachers. The page is accessed regularly from all over the world and you are requested to contribute ideas and material to add to the site.
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Requirements of the Madressa Teacher By joining the Madressa, the teacher undertakes to teach their chosen subject to the best of their ability, by following the laid down syllabus of the Madressa. There should be no deviation from the syllabus without the express permission of the Head of Department. Teachers should adhere to the highest code of conduct so as to set an example to the students both within the Madressa and outside. The Madressa’s motto is “Teach by Actions rather than Words”. Time Keeping and Attendance The Madressa runs from 10.00 am to 1.30 pm on Sundays as per our Calendar. Before undertaking to teach a class, teachers are requested to ensure that they will be able to attend throughout the year. Teachers must arrive in good time, preferably 9.45 am and be in class to receive the students. They should leave promptly at the end of the lesson, so that the next teacher has the full-allotted time. In cases of unavoidable absenteeism, the Head of Department should be informed well in advance so that adequate cover can be arranged. The Administration team should also be sent a copy email to inform them of the absence, sent to [email protected]
Teachers teaching in the last lesson should bring their children into the Wudhu area, mark the Salaat register and then hand them over to the Salaat teachers. All members of staff should try to be present for Salaatul Jamaat. Dress Etiquette Within the Madressa, teachers must adhere to the Islamic dress code. The male teachers should wear trousers and shirt (preferably with long sleeves), keep a beard and wear a cap. The female teachers must wear loose clothing, and ensure that they observe the correct Hijab as per the Sharia. Assignments, Coursework and Examination The teacher is responsible for assessing the students’ progress by means that will be discussed later. There is a strict timetable for setting and marking these assessments and teachers must be prepared to stick to this timetable. Teacher Discipline It is expected that teachers will be prepared to abide by the standards set by the Madressa. In the unlikely event that a teacher continually fails to meet the Madressa requirements, the Vice Principal and the Lady Co-ordinator will handle the matter.
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Assessment The Madressa requires teachers to assess the progress of the students on a continuous basis and submit the following three marks to be included in the report form at the end of the year. Tips on how to set these assessments will be discussed later in the handbook. Past papers and assignments are also available from the Administration team for further help. The dates for submitting the coursework and sitting the examinations are circulated at the beginning of the year and cannot be rescheduled. 1. Term work This mark is derived from set homework exercises or classroom tests. Term work carries 25% of the overall annual mark. Marks must be submitted to the Administration by the end of the second term. 2. Coursework This is set earlier in the year to be completed by students over the summer holidays. Please note the dates of giving out and expected return of the coursework on the timetable. There has been a new format of Coursework since 2003, and students are expected to memorise key facts, verses, etc. This is to be performed over the summer to be READY FOR TESTING on the first week back. The student will NOT NECESSARILY be tested on the first week, but any time in the first 5-6 weeks of the 3rd term. Coursework carries 30% of the overall annual marks. Marks must be submitted to the Administration as soon as possible. 3. Examination Madressa holds an annual end of year examination for all students. Papers should be given, in typed (computer) form, to the Head of Department three weeks before the examination date for review. Marks must be submitted to the Administration two weeks after the examination and papers returned to the students. In cases of oral examination, teachers must write on the paper the student’s answers for reference. The marking of the assessments has to follow this very strict timetable so that the Administration Team can carry out the task of collation and preparation of the report forms in good time for the prize giving in the month of Ramadhan.
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Safety Issues 1. First Aid
There are safety procedures in place in the event of any accident or emergency in the Madressa. In cases of minor accidents, please bring the child to the Madressa Office in the annexe, where there is a Medical Kit available. The following people are able to handle medical emergencies in the Madressa and administer First Aid. Mahmood Dewji Hassan-ain Manji Sadiqa Asgharali Masuma Jaffer Doctor Qamar Abbas 2. Special Medical Needs There are several children in the Madressa who suffer from medical conditions that may require quick attention by the teacher. These are children who suffer from insulin-dependant diabetes, asthma and severe nut allergies. If there is such a child in your class, you will be informed by the administration. Please ensure that you take some time and familiarise yourself with any action that may be required on your part if there was an emergency. 3. Fire The Madressa holds a Fire Drill once a year during class time. Each class will be visited by the Centre’s Fire Officer and informed about procedures for evacuation in the event of a fire. Please ensure that you and the students are aware of the Fire Exit route from your classroom. There is no smoking permitted within any of the buildings at the centre.
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Teaching Techniques We recognise that the majority of people who volunteer to teach at the Madressa have not been formally trained in teaching techniques. At the same time, with some training, Madressa teachers would much better understand their role. Therefore we consider teacher training as an important activity. In the past years, the Madressa organised a teacher-training program with West Herts College in Watford. Three sessions involving most of the teaching staff were completed. All teachers who have not yet been for training will be required to do so when the Madressa arranges such sessions the next time. It runs for 2-hour sessions per week over 6 weeks. Details of the experiences of those who have already been have been posted on our website www.madressa.net. All teachers are requested to read the contents of the website regarding teacher training. In this section of the handbook, we have very briefly outlined some basic practical strategies that would help teachers do a better job at the Madressa. The topics we have dealt with are:
1. How Children Learn 2. Getting Things Learned 3. Asking Questions in Class 4. Planning for Teaching 5. Classroom Management 6. Classroom Control 7. Beginning the Lesson 8. During the Lesson 9. Ending the Lesson 10. Student Discipline 11. Assessment Methods 12. Reports
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How Children Learn
It is necessary to understand how children learn at different ages so as to tailor the style of teaching to achieve the desired result. We can divide the children in Madressa into four broad age groups:
The Nursery Child (Age 4 – 5 years) The Primary Child (Age 6 – 8 years) The Junior Child (Age 9 – 12 years) The Young Teenager (Age 13 – 15 years)
1. The Nursery Child (4 – 5 years)
The general characteristics at this age are:
Restlessness: They are active without much purpose. The hate to be still and we should not expect them to be still. They learn best through play and activity and love frequent change. They cannot concentrate for more than 10 minutes on any one activity.
Imitation: They will learn by copying actions first and later attitudes. Teachers of this age group should be careful to form good examples in their words and deeds.
Curiosity: There is a divinely implanted hunger for knowledge in every child. They want to experience everything and given a chance, will ask dozens of questions, sometimes seemingly irrelevant to what you are trying to teach. Answer the questions patiently, and do not be put off your task.
Credulity: At this age the child believes everything an adult tells him. He has a wonderful gift of believing. Avoid misleading the child just to keep him quiet.
2. The Primary Child (6 – 8 years)
The characteristics of children are similar to the nursery age, but these children are more independent.
Restlessness: They are active, but with a greater purpose. They are easier to teach, and find pleasure in their accomplishments. Their concentration span is still low, perhaps 15 to 20 minutes. They are eager to learn and desire approval from the teacher. They are more aware of people.
Imitation: They imitate everybody and everything. They try to make the sound of a bee, or walk like father. Towards the end of this age group, they begin to imitate the doer, rather than the deeds. They may idolise the teacher.
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Curiosity: The questions from this age group flow endlessly. How? Why? Where? It is important to realise that they are not challenging the truth of what you are saying; it is just their way of trying to understand the world better.
Credulity: They cannot yet analyse or reason abstractly. They accept largely what they are told, but may ask, “Is it true?” Teachers must be consistent, truthful and open to this age group at all times.
3. The Junior Child (9 – 12 years)
This is the most interesting age to teach. Care with children at this age may be the solution to many problems of adolescence.
Physically: They are always on the move and full of energy. They are
always doing something, but their work is more focused. It is better to channel their restlessness into creative activity rather than stopping them from doing things.
Mentally an investigator:
They love details and facts. The teacher has to know his subject well. The child puts things to the test – classifying everything into true or false, fact or fiction. He collects things; cards, stickers, facts etc.
They require little effort to learn memorise things, so now is the time to fix in their minds what we want them to remember.
They are developing reasoning ability. They can think things through to arrive at conclusions. Encourage them to read.
Socially: Although at the beginning of this age group the child’s relationship with other children takes the form of competition, later they learn the meaning of team play. This is the age where habits are easily formed and we should take advantage of this time to teach good habits.
Spiritually: This is the beginning of the age of hero-worship. Boys will idolise men from real life and physical achievement, e.g. famous sportsmen. Girls may idolise men and women from films or books. Sometimes there may be a great change in the behaviour of a child and the explanation may simply be that they have found a new hero/heroine to emulate.
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4. The Young Teenager (13 – 15 years) The young teenagers are going through tremendous physical changes. Their emotions vary. They are harder to control. The opinions of their peers are important to them. They will frequently follow what friends say over the opinions of parents and teachers. They like adults who listen to them without judging them. They may not automatically respect adults. Generally, they are not as interested in formal religion as they used to be. Their attendance at Madressa may be patchy. They are less likely to participate in religious activity and dislike being preached at. This briefly outlines the development of the mental processes and personalities as children grow. It is important for the Madressa teacher to be aware of these changes and modify their teaching style to be effective in accomplishing their role.
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Getting Things Learnt To achieve a useful input from Madressa, the students must want to attend and be enthusiastic about what they do at the Madressa. Their interest will largely depend on the teacher. Hereunder, we list some dos and don’ts for teachers to keep in mind to ensure that the children are in the right frame of mind to learn. DO Make the class realise that it matters to you (and to them), whether they learn or not. Make sure what is to be learned is clearly presented. More details are discussed later in the handbook. Ask a series of the right kind of questions to ensure that learning is taking place. Get the students to repeat what you have said. (Suitable for young children who cannot read and write) Give praise when it is due, to motivate students to do better. Give periodic tests, especially quizzes, as these demand active recall by all the students. Set occasional homework. DON’T
Leave all the revision till the end of the year. Set difficult tests and exams where the majority of the class obtain a low mark.
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Asking Questions in Class The best way to find out whether your teaching is effective is to ask questions. This will assist in diagnosing areas of weakness and to apply remedial procedures. Questions can be written (tests, homework) or oral. Since written work takes time to do and assess, oral questions form the major basis to find out whether learning is taking place. DO Think carefully about what questions to ask, and how to ask them. Ask your question, pause while the class thinks, and then select a student to answer. Pose another question to expand the answer, if a partial answer is given. Encourage questions from the class. Make your questions brief and clear. Involve as many pupils as possible. Praise a good answer. DON’T Ask your students in a pre-arranged order, starting from the same pupil and going around the class. Make all the questions answerable by a “yes” or “no”. Ask questions to a few bright students and ignore the rest. Name the pupil you would like to answer before asking the question. Encourage chorus answering. Use sarcasm for a wrong answer. Allow students to answer without permission.
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Planning for Teaching Using the syllabus for the year, the teacher should first prepare a scheme of work for the year. This is partly done for you, because the syllabus is already divided into lessons. However you may want to have a rough plan ready as to when you will give tests, what resources and teaching aids you may need for certain lessons etc. The most important part of the preparation of the teacher is the Lesson Plan. This is a plan of how you will teach the lesson on the day. A typical lesson plan should include the following: 1. Objective This should be simple and specific. It should be measurable, that is, you should be able to find out if the objective has been achieved. A clear objective in mind will result in good teaching and a clear understanding by the student. The objective should always begin with, “At the end of the lesson, the student will be able to ….” 2. Teaching Aids If you are going to use charts, diagrams, etc, make sure you have planned them out before you put them on the board. Also ensure that you have the board markers beforehand. If you are going to use equipment like video/ TV, projectors or tape recorders, make sure to reserve them, at least a week in advance, so they can be set up in good time. 3. Teaching Method Decide which method of teaching you will use. For example, story telling, talking, dramatisation, etc. Choose the method that will best suit the lesson of the day and vary your methods to male your teaching interesting and lively. 4. Conclusion and Comment Make sure you have the time to present a brief summary and conclusion of the lesson to the students. Emphasise the main points and clarify any point that has not been well understood. After the lesson, analyse and evaluate your performance to see if objectives were met and whether you made any mistakes that could be improved upon next time. Also, if you realised that the notes for the lesson required some modification, make the necessary changes and inform your Head of Department. It might be an idea to tape your lesson once in a while.
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Classroom Management Good classroom management makes good classroom discipline and control easier to maintain. It is simply the process of keeping things neat, orderly and running efficiently. DO Cultivate in the students a love for order and pride in the state of their classroom. Teach the students to respect the rights of the classes working next to them and to keep their noise to minimum at all times. Train the students to enter and leave the classroom in a quiet and orderly manner. Train the students to respect classroom furniture and fittings. (No writing on desks, etc.) Put up new displays (pictures, posters, coursework) on the soft boards regularly. Ensure that there is proper lighting, heating and ventilation. DON’T Tolerate loud noise. Allow chatting in the classroom, except during group discussion. Allow eating/drinking in the classroom at any time.
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Classroom Control A good working relationship with a class doesn’t just happen; it takes time and effort from the teacher. You will gain respect by teaching effectively and by motivating the students. DO Speak clearly and at a level suitable for the class. Make your lessons interesting by being well prepared and organised. Introduce variety and novelty in your teaching. Too many lessons are humdrum repetitions of the same sort of stuff done in the same old way. Show that you are enthusiastic about what you teach – attitudes are contagious. Take time to learn the names of all the students and call them by their first names. Spend a moment with them whenever you encounter them outside Madressa. Train the students to stand and greet all teachers when they walk into the classroom. Make it clear early on what sort of behaviour you expect and why. Start the lesson on time. This will allow you to eliminate fooling around before it gets started. Involve the whole class in your lessons. Be aware of all individuals in the class and what they are up to. Cultivate a “wide-angle lens” and have “eyes in the back of your head”. Enforce whatever rules you have made. Classroom rules may be written on a chart. Ignore petty misbehaviour unless it affects others. Admit your (occasional!) mistakes. Try to reinforce new desired behaviour by rewarding it every time it occurs. When has been fairly well established, gradually reduce the frequency of rewards, although try not to stop it altogether.
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Classroom Control DON’T Look as if you are expecting trouble. Say you will do something and then not do it. Expect absolute silence for more than a short period of time. Lay down lots of petty or unreasonable rules. Threaten your class with higher authority, except as a last resort. Remain permanently behind the desk. Throw things in class, exercise books, board erasers, etc. Become too “chummy” with the students – friendly yes. Make mountains out of molehills – once you have said what you want to say, stop. Let yourself get over-involved with students who seem to be more interested and responsive.
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Beginning the Lesson A gloomy or disorganised start to lesson nearly always results in misbehaviour or lack of interest. The first five minutes are thus very important. DO Begin your class with a Du’a Mention the Islamic date and discuss briefly the important dates occurring in the week. Look confidently and pleasantly at the class. Summon their attention before you begin teaching, waiting in silence if necessary. Tell the class what the lesson will be about. Introduce the new work with some enthusiasm – you ay have taught it before, but to them it is new. DON’T Arrive late. Begin by criticising individuals or the whole class. Apologise for what you are about to do or teach. Shout – a quieter voice may be more effective. Appear disorganised – even if you are! Speak to individuals while expecting the others to do nothing. Spend the first five to ten minutes preparing yourself without giving the class something specific to do.
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During the Lesson Once you have got your lesson off to a good start, there are a few points to bear in mind as the lesson progresses. DO Try to run a happy “ship”. A little humour or fun once in a while seldom hurts. Look for successful efforts to compliment rather than failures of the students. Provide for individual differences in ability and learning styles. Be ready to adjust your lesson plan when it seems necessary – e.g. if for some reason, their mood is not what you expected. Avoid “tagging” your sentences unnecessarily with phrases like, “Do you understand”, “Do you follow me” etc. DON’T Go into so much detail that you confuse the students. You probably know a lot more about the subject, but it needs to be given to the student in small doses. Let yourself be drawn into a discussion and distracted from the subject at hand by an irrelevant comment from a student. Assume that what is a familiar idea or activity to you is easy for them.
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Ending the Lesson If the lesson ends in noise or confusion, that is what the class will remember when they next meet you. DO Talk to the whole class to round off a lesson. Make a summary of what has gone on, if your lesson requires this treatment. Make a note of unfinished work and anything you must remember for next time, while it is still fresh in your mind. Sometimes tell the students what will happen next time, to motivate them to return. Make any announcements at the end of the lesson so that the students remember the information. Put back any furniture you have rearranged. Clean the board. Check the classroom is reasonably clean. If it is the last lesson, close windows, switch off lights and escort the students to the Wudhu area. DON’T Walk out, ignoring the class, or ignore them as they leave. Ask the class to remind you to do something the next time – it is your job. Finish the class early and let everyone out – it disturbs the lessons for other teachers. Leave the room in a mess.
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Student Discipline Most matters relating to student discipline can be resolved easily by the teacher by using a reasonable and fair approach. Sometimes, a teacher may want to refer the child to higher authority, but this should only be resorted to after several attempts to correct misbehaviour have not worked. Madressa has a specific “Learning Support Department”. Often discipline is the symptom of another problem such as:
• The student trying to get attention • The student being unable to cope with the work set • The student coming from a background where they have not been
taught the fundamentals, and are finding themselves too far behind The learning support department is a group of teacher / volunteers who spend a time with the student on a 1:1 basis and Mentor the student to bring them up to speed, or try to determine the root cause of a problem. If you feel a student in your class needs additional support, please email [email protected] Corporal punishment is not acceptable at the Madressa. Amongst the few acceptable forms of caution are making students stand for a part of the lesson, writing lines and detention during break-time. These measures must be used sparingly as well. The Madressa has adopted the idea of a “Red Form” – a copy of this is included in the Handbook. In summary a Red Form is issued to students after the teacher has exhausted his/her own efforts to discipline/control the child. Rather then sending the student outside – they should be issued with the Red Form and sent to the Madressa Office (Ladies/Gents) to be dealt with by the Deputy Principal or the Lady Coordinator. If a student received 3 red forms in a year – their parents are called in for discussion. Very occasionally, parents need to be involved and, in all such cases, the Administration team must be informed before the teacher approaches the parents.
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Here are some ideas: DO Take it easy – don’t get excited. In cases of dispute, listen to both sides and then try asking the students what they think should be done about it. Before issuing punishment, try to find out if the discipline problem has external causes, e.g. problems at school or at home. Be reasonable in issuing punishments. Criticise the behaviour of the child, not the child itself. You may say, “that was a silly thing to do”, and not, “You are a stupid and lazy child.” DON’T Punish the whole class for the misbehaviour of a few. (Unless the whole class has had a passive or active involvement in the misdemeanour) Use sarcasm, ridicule or harsh punishment. Embarrass a child in public. Isolate the child from the class – experience has shown that that does not serve as a deterrent. Use academic marks as punishment.
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Assessment methods The final mark for a student’s performance is based on Term Work, Coursework and Examination. . We are considering adding practical assessments to this such as the Salaat Assesment etc.
Term Work This can be in the form of a class test to be given in the first term. Alternatively, an average of the homework exercises can form the basis of the mark. This mark must be made available to the Head of Department by the end of the summer term. Coursework Year 2003 was made a year of Memorisation of Key Elements through the summer coursework, with future years having various flavours such as creative writing / drawing, practical tests and memorisation. The student is expected to learn the topics described and to commit them to memory. The aim of the Coursework is to embed in students’ mind key facts and verses that are important for them to know at various stages of their education. The Coursework will be assessed as one Coursework – all in one go on two occasions. The student should be assessed at the start of the 3rd Term and then later on in the term. The average of both marks should be used as the final combined Coursework mark. The aim of the coursework is to encourage children to contribute to their religious education. Teachers should keep in mind this objective when setting and marking the coursework. The coursework should not be so time consuming that it becomes a chore for the student – work that would take an hour to produce is usually enough. Teachers should also monitor the progress of the work during term time to ensure that the student has understood the task clearly.
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Examination The examination at the end of the year allows the teacher to assess how much the student has learned that year. The exam can be oral, written or practical. (Oral tests are usually reserved only for younger classes) Elements of practical worship are best examined with a practical examination, such as Wudhu or Salaat. For oral or written examination, the best method is to use objective questions covering a wide range of topics. This style of questioning requires the student to provide short answers or to select an answer from a choice. Research has shown that students respond better to this style of questioning than essay type. Moreover, it allows the teacher to cover many topics rather than just sampling the student’s ability. Marking is quick, accurate and fair. Types of objective questions are: 1. True and False 2. Multiple Choice 3. Short Answer 4. Completing blanks 5. Matching Columns 6. Arranging in order, etc. Past papers will provide teachers with examples that they can use.
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Reports The teacher is responsible for preparing two reports about the students. One report is presented orally to the parents at Parents Day, halfway during the Madressa year. The other is a brief written report that is put on the Report Form at the end of the year. DO Make brief notes on each student’s progress throughout the year – do not leave it to the last minute and prepare a vague report that is based on a dim memory of your opinion of the student. Base your reports on factual evidence as far as possible. Refer to any previous report you have made on the same student, if possible. Distinguish between effort, progress and standard of the students. Suggest how the student’s work can be improved. Keep a record of the student’s grades, comments, etc, for future use. Present your criticism in a diplomatic way – students and especially parents are sensitive to tactless criticism. Have something positive to say about every student. Check the Madressa website for tips on report writing. DON’T Be overly critical. Be influenced by what another teacher has written. Produce stereotype meaningless phrases like, “Can do better”, “Could work harder” etc.
Useful Information
For Teachers
Of
Shia Ithna’Asheri
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London
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04-Jul-04
21T2
0
Sun
11-Jan-04
1T1
Sun
11-Jul-04
22T2
1
Sun
18-Jan-04
2T2
Dah
wul
Arz
Sun
18-Jul-04
23T2
2
Sun
25-Jan-04
3T3
Sun
25-Jul-04
24Sp
orts
Day
+BB
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un01-Feb-04
4T4
Waf
aat H
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Sun
01-Aug-04
SH
Sun
08-Feb-04
5T5
Sun
08-Aug-04
SH
Sun
15-Feb-04
6T6
Sun
15-Aug-04
SH
Sun
22-Feb-04
Muh
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m1/
Mhm
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SH
Mad
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un29-Feb-04
Muh
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m8/
Mhm
Sun
22-Aug-04
SH
Sun
07-Mar-04
7T7
Sun
29-Aug-04
SH
Sun
14-Mar-04
8T8
Sun
05-Sep-04
25T2
3
Sun
21-Mar-04
9T9
Sun
12-Sep-04
26T2
4W
afaa
t of H
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bu T
alib
Sun
28-Mar-04
10T1
0S
un19-Sep-04
27T2
5W
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Sun
04-Apr-04
Ash
reS
un26-Sep-04
28T2
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Sun
11-Apr-04
Ash
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40th
day
of I
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un03-Oct-04
29T2
7
Sun
18-Apr-04
11T1
1S
un10-Oct-04
30T2
8
Sun
25-Apr-04
12T1
2S
un17-Oct-04
Ram
adha
n2/
Rm
nS
un02-May-04
13T1
3S
un24-Oct-04
Ram
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Rm
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un09-May-04
14T1
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un31-Oct-04
Ram
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15T1
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Ram
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Ram
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Sun
30-May-04
Hol
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un21-Nov-04
31T2
9
Sun
06-Jun-04
17T1
6S
un28-Nov-04
32Ex
am1
Sun
13-Jun-04
18T1
7S
un05-Dec-04
32Ex
am2
Sun
20-Jun-04
19T1
81/
JA1
Sun
12-Dec-04
33T3
0
Sun
27-Jun-04
20T1
9S
un19-Dec-04
SH
The Shia Ithna'asheri Madressa - Timetable - Year 2004
Lesson 1: 10.00-10.40 Lesson 2: 10.40-11.15 Lesson 3: 11.40-12.15 Lesson 4: 12.15-12.50Qur'an Dinyat Dinyat
Alia Dhanji / Tahera Valli Tahera Pirmohamed / Tahera Valli Tahera Pirmohamed / Tahera Valli / Asmina KassamQur'an Dinyat Dinyat
Tahera Dhanji / Salika Sheriff Rumeena Jaffer Salika Sheriff Rumeena Jaffer / Salika SheriffTareekh Akhlaq Fiqh Qur'an
Nazma Merali / Fatema Sheriff Nazma Merali / Fatema Sheriff Mansura Somji / Fatema Sheriff Shagufta Dhalla / Fatema SheriffTareekh Akhlaq Qur'an Fiqh
Seema Naqvi / Meenaz Abbas Seema Naqvi / Meenaz Abbas Shagufta Dhalla Dilruba Hussein Mansura Somji / Dilruba HusseinFiqh Qur'an Tareekh Akhlaq
Shabneez Datoo / Zainab Khaki Shabneez Datoo / Zainab Khaki Zehra Bhimji / Zainab Khaki Zehra Bhimji / Zainab KhakiFiqh Qur'an Akhlaq Tareekh
Mehtab Habib / Roshina Karmali Kaniz Merali / Roshina Karmali Roshina Karmali / Mehtab Habib Roshina Karmali / Mehtab HabibQur'an Fiqh Akhlaq Tareekh
Kazinbai Merali / Zehra Keshvani Selina Ahmed / Zehra Keshvani Sanjida Merali / Zehra Keshvani Sanjida Merali / Zehra KeshvaniQur'an Tareekh Akhlaq Fiqh
Masuma Daya / Sabira Valli Tahera Dhanji / Sabira Valli Zehra Karim / Sabira Valli Selina Ahmed / Sabira ValliFiqh Tareekh Akhlaq Qur'an
Zohair Esmail Zulfikar Sumar Ali Kazmi Akil Kanani
Akhlaq Qur'an Tareekh FiqhZainab Dossa Fatema Kanji Merzia Kassam / Zohra Kassam Fatimabai Virani
Akhlaq Qur'an Fiqh TareekhLailabai Walji Zainab Dossa Fehmida Merali Sabira Sumar
Fiqh Akhlaq Qur'an Tareekh SAminabai Rahim Sabira Moledina B Zohra Kermali Tahera Lakha
Tareekh Akhlaq Fiqh Qur'an AFatema Kanani Fatema Bharwani / Tasleem Manji R Sadiqa Asgharali Aminabai Rahim
Tareekh Akhlaq Qur'an Fiqh LAkila Manji Alia Dhanji E Fatimabai Virani Maimunabai Azeem
Fiqh Tareekh Akhlaq Qur'an ATehseen Mustafa Fatema Kanani A Benazir Merali Shabnam Valji
Qur'an Akhlaq Tareekh Fiqh AFatema Kanji Tehseen Mustafa K Tahera Lakha Malika Chandoo
12A Fiqh Quran Akhlaq Aqaaid T13A Sadiqa Asgharali Fatimabai Virani Tasleem Manji Masuma Jaffer / Sadiqa Asgharali
Akhlaq Qur'an Fiqh TareekhZulfikar Sumar Nisar Visram Aarifhussein Abdulla Jamil Merali
Qur'an Akhlaq Tareekh FiqhShabbir Merali Mustafa Walji Qamar Abbas Fazleabbas Kanji
Tareekh Qur'an Fiqh AkhlaqFazleabbas Kanji Fazleabbas Okera Jawad Merali Suhail Valji
Qur'an Fiqh Akhlaq TareekhMohamedbashir Walji Nisarhusein Jafferali Sajjad Tejani Aarifhussein Abdulla
Tareekh Fiqh Qur'an AkhlaqNisar Visram Mohamedbashir Walji Suhail Valji Ali Kazmi
Fiqh Qur'an Akhlaq TareekhSadiq Datoo Sajjad Manji Zohair Esmail Nisarhusein JafferaliTareekh Qur'an Fiqh Akhlaq
Sajjad Manji Sajjad Tejani Aliasgher Sheriff Hassanain ManjiInternal Project / Speaker External Speaker
various organised by Zeeshan Kanji various organised by Zeeshan KanjiGCSE support / Teacher Training Islamic Lifestyle - Youth Focus
various Abbas JafferQur'an Tareekh Fiqh Akhlaq
Zehrabai Khaku Zehrabai Khaku Siddikabai Jaffer Mahmood Khaku
HOD Akhlaq Fiqh Tareekh QuranGents - Akil Kanani Mustafa Walji Taslim Kanji Sajjad Tejani
Ladies - Tasleem Manji Malika Chandoo Muhaddisa Govani Zohra Kermalli
Head of Class 1-4 : Taherabai Sherriff Special Class : Zehrabai KhakuLadies Coordinator : Masumabai Jaffer Learning Support : Mustafa Moledina
13B
SC
9B
10B
11B
12B
5B
6B
7B
8B
8A
9A
10A
11A
4B
5A
6A
7A
3A
3B
3B2
4A
1A
1B
2A
2B
No Surname Firstname Lesson 1 Lesson 2 Lesson 3 Lesson 41 Abbas Meenaz 2B 2B2 Ahmed Selina 3B2 4A3 Aliraza Minaz4 Asgharali Sadiqa 12A / 13A 8A 12A / 13A5 Azeem Maimuna 9A6 Bharwani Fatema 8A7 Bhimji Zehra 3A 3A8 Chandoo Malika 11A9 Datoo Sayyeda10 Datoo Shabneez 3A 3A11 Daya Masuma 4A12 Dhalla Shagufta 2B 2A13 Dhalla Shenaz14 Dhanji Alia 1A 9A15 Dhanji Tahera 1B 4A16 Dossa Zainab 5A 6A17 Giga Taslim18 Govani Muhaddisa19 Gulamali Zainab20 Hussein Mehtab Habib 3B1 3B1 3B121 Hussein Dilruba 2B 2B22 Jaffer Siddika SC23 Jaffer Masuma 12A / 13A24 Jaffer Rumeena 1B 1B 1B25 Jagani Zehra26 Janmohamed Fatema27 Kanani Fatema M 8A 10A28 Kanji Fatema 11A 5A29 Kanji Hasina30 Karim Zehra 4A31 Karmali Roshina 3B1 3B1 3B1 3B132 Kassam Asmina 1A 1A33 Kassam Marzia 5A34 Kassam Zohra 5A35 Kermalli Zohra 7A36 Keshvani Zehra 3B2 3B2 3B2 3B237 Khaki Zainab 3A 3A 3A 3A38 Khaku Tahera39 Khaku Zehrabai SC SC40 Lakha Tahera 11A 7A41 Manji Akila 9A42 Manji Tasleem 8A 12A / 13A43 Merali Benazir 10A44 Merali Fehmida 6A45 Merali Kaniz 3B2 3B146 Merali Nazma 2A 2A
Lesson Allocation Chart - Female Teachers
No Surname Firstname Lesson 1 Lesson 2 Lesson 3 Lesson 447 Merali Sanjida 3B2 3B248 Moledina Nazneen49 Moledina Sabira 7A50 Mustafa Tehseen 10A 11A51 Naqvi Seema 2B 2B52 Pirmohamed Tahera 1A 1A 1A53 Rahim Amina 7A 8A54 Sheikh Farah55 Sheriff Fatema 2A 2A 2A 2A56 Sheriff Salika 1B 1B 1B 1B57 Sheriff Tahera58 Somji Mansura 2A 2B59 Sumar Sabira 6A60 Tejani Nargis61 Valji Shabnam 10A62 Valli Tahera 1A 1A 1A 1A63 Valli Sabira 4A 4A 4A 4A64 Virani Fatima 12A / 13A 9A 5A65 Walji Lailabai 6A66 Walji Zainab67 Walji Sakina
Lesson Allocation Chart - Female Teachers
No Surname Firstname Lesson 1 Lesson 2 Lesson 3 Lesson 41 Abbas Qamar 6B2 Abdulla Aarifhussein 5B 8B3 Datoo Alihussein4 Datoo Sadiq 10B5 Dewji Mahmood6 Esmail Zoheirali 4B 10B7 Jaffer Abbas8 Jafferali Nisarhusein9 Jaffer Abbas 13B 13B10 Jafferali Gulamabbas11 Jafferali Nisarhusein 8B 10B12 Kanani Akil 4B13 Kanani Murtaza14 Kanji Fazleabbbas 7B 6B15 Kanji Taslim16 Kanji Zeeshan17 Kassam Mohamed Iqbal18 Kazimi Ali 4B 9B19 Khaku Mahmood SC20 Ladak Bilal21 Manji Hassanain 11B22 Manji Sajjad 11B 10B23 Manji Sarfaraz24 Merali Jamil 5B25 Merali Jawad 7B26 Merali Shabbir 6B27 Okera Fazleabbbas 7B28 Padhani Shabir29 Sheriff Aliasgher 11B30 Sumar Zulfikar 5B 4B31 Tejani Sajjad 11B 8B32 Valji Suhail 9B 7B33 Visram Nisar 9B 5B34 Walji Mohammed Bashir 8B 9B35 Walji Mustafa 6B
Lesson Allocation Chart For Male Teachers
No Surname Name Telephone E-mail1 Abbas Qamar 01279 433 390 [email protected] Abdulla Aarifhussein 01895 472990 [email protected] 3 Datoo Alihueeein 0208 954 7989 [email protected] Datoo Sadiq 0208 959 6841 [email protected] Dewji Mahmood 01923 823 232 [email protected] Esmail Zoheirali 0208 866 0839 [email protected] Jaffer Abbas 020 8248 1209 [email protected] 9 Jafferali Nisarhusein 01923 232924 [email protected] 7 Jaffer Abbas 0208 248 1209 [email protected] Jafferali Gulamabbas 01923 232924 [email protected] Jafferali Nisarhusein 01923 232924 [email protected] Kanani Akil 020 8909 3907 [email protected] 11 Kanani Murtaza 020 8907 3784 [email protected] 12 Kanji Fazleabbbas 020 8868 4634 [email protected] 13 Kanji Taslim 020 8868 4634 [email protected] Kanji Zeeshan 01923 822936 [email protected] Kassam Mohamed Iqbal 020 8907 5878 [email protected] Kazimi Ali 0208 458 3479 [email protected] Khaku Mahmood 020 8952 1266 [email protected] Ladak Bilal 01908 526 464 [email protected] Manji Hassanain 020 8723 9167 [email protected] Manji Sajjad 01245 265 335 [email protected] Manji Sarfaraz 01923 661055 [email protected] Merali Jamil 01923 827 170 [email protected] Merali Jawad 01923 827 170 [email protected] Merali Shabbir 0208 9548349 [email protected] Okera Fazleabbbas 01923 820 435 [email protected] Padhani Shabir 020 8561 0020 [email protected] Sheriff Aliasgher 01462 435 990 [email protected] Sumar Zulfikar 020 8204 3958 [email protected] Tejani Sajjad 01923 251 093 [email protected] Valji Suhail 020 8950 0636 [email protected] Visram Nisar 01923 822 397 [email protected] Walji Mohammed Bashir 020 8904 0442 [email protected] Walji Mustafa 020 8959 4550 [email protected]
No Surname Name Telephone E-mail1 Ahmed Selina 0208 407 1149 [email protected] Aliraza Minaz 0208 424 9873 [email protected] Asgharali Sadiqa 0208 723 2413 [email protected] Azeem Maimuna 0208 954 6705 [email protected] Bharwani Fatema 01923 661 955 [email protected] Bhimji Zehra 0208 930-4261 [email protected] 7 Chandoo Malika 0208 200-8058 [email protected] 8 Datoo Sayyeda 01895 473678 [email protected] 9 Datoo Shabneez 0208 959-6841 [email protected] Daya Masuma 0208 922 6433 [email protected] Dhalla Shagufta 0208 907-4328 [email protected] 12 Dhalla Shenaz 0208 421-4682 [email protected] 13 Dhanji Alia 0208 952-1011 [email protected] Dhanji Tahera 0208 952 1011 [email protected] Dossa Zainab 0208 429-2720 [email protected] Giga Taslim 0208 959 6923 [email protected] Govani Muhaddisa 01923 256624 [email protected] Gulamali Zainab 01992 760124 [email protected]
Male Teacher / Helper - Name, Telephone Number & Email Address
Female Teacher / Helper - Name, Telephone Number & Email Address
19 Hussein Mehtab Habib 0208 930 4733 [email protected] Hussein Dilruba 0208 422 3761 [email protected] Jaffer Siddika 0208 537-9364 [email protected] Jaffer Masuma 0208 200 5267 [email protected] Jaffer Rumeena 020 8357 8216 [email protected] Jagani Zehra 0208 248 6086 [email protected] Janmohamed Fatema 0208 933 1827 [email protected] Kanani Fatema M 0208 907 3784 [email protected] Kanji Fatema 01923 841594 [email protected] Kanji Hasina 0208 868-4634 [email protected] Karim zehra 01245 356 783 [email protected] Karmali Roshina 0208 863 4724 [email protected] Kassam Asmina 01923 222234 [email protected] Kassam Marzia 0208 954-9110 [email protected] Kassam Zohra 0208 954 9110 [email protected] Kermalli Zohra 0208 570 0994 [email protected] Keshvani Zehra 01923 400 928 [email protected] Khaki Zainab 07946 389 877 [email protected] Khaku Tahera 0208 952 1266 [email protected] Khaku Zehrabai 0208 952-1266 [email protected] Lakha Tahera 0208 954 2355 [email protected] Manji Akila 01245 265335 [email protected] Manji Tasleem 01923 661055 [email protected] Merali Benazir 01923 827170 [email protected] Merali Fehmida 01923 827170 [email protected] Merali Kaniz 0208 9548349 [email protected] Merali Nazma 01923 828655 [email protected] Merali Sanjida 01923 824172 [email protected] Moledina Nazneen 0208 907 9013 [email protected] Moledina Sabira 0208 907 7428 [email protected] Mustafa Tehseen 0208 954 1979 [email protected] Naqvi Seema 0208 446-7401 [email protected] Pirmohamed Tahera 0208 537 9458 [email protected] Rahim Amina 0208 420-4804 [email protected] Sheikh Farah 01279 324624 [email protected] Sheriff Fatema 07729 480819 [email protected] Sheriff Salika 0208 537 9458 [email protected] Sheriff Tahera 01462 435990 [email protected] Somji Mansura 0208 933 1872 [email protected] Sumar Sabira 0208 204 3958 [email protected] Tejani Nargis 01923 251 093 [email protected] Valji Shabnam 01245 344541 [email protected] Valli Tahera 0208 424 2189 [email protected] Valli Sabira 0208 424 2189 [email protected] Virani Fatima 0208 4160493 [email protected] Walji Lailabai 0208 954 197966 Walji Zainab 0208 904-0442 [email protected] Walji Sakina 01923 828 176
Female Teacher / Helper - Name, Telephone Number & Email Address
Class Room Location Class Room Location
1A 218 main building, 1st floor. up the stairs, and 2nd area on the left of the far corridor 7A 110 ladies ziyarat area on the ground floor
1B 219 main building, 1st floor. up the stairs, and 3rd area on the left of the far corridor 7B 108 main building gents ground floor. room at the back bordered by the green benches against the back
2A 231 main building - up the central stairs, down to the end of the corridor and 2nd room to your left. 8A 111
2B 231 main building - up the central stairs, down to the end of the corridor and 2nd room to your left. 8B 001 main building - basement. down the side stairs, turn left, follow the corridor -
room is on the left
3A 222 main building - up the central stairs, down to the end of the corridor and first room to your left. 9A 130
3B1 216 main building, 1st floor. up the central stairs to the top, straight through the landing, turn left, and 2nd room to your right. 9B 258
3B2 215 main building, 1st floor. up the central stairs to the top, straight through the landing, turn left, and 3rd room to your right. 10A
4A 217 main building, 1st floor. up the stairs and straight ahead by the stairs. 10B 160
4B 213 main building, 1st floor. up the stairs and 2nd door on your left. (ELC ladies) 11A 109 ladies baytus salaat area
5A 205 1st floor main building. use the side stairs and then take a left, first room on the left. 11B 256 annexe : 1st floor hall at the top of the stairs.
5B 308 main building - 2nd floor. use the side stairs to the top, end of the corridor, turn left, room is on the right. 12A 212
6A 214 main building, 1st floor. up the central stairs to the top, straight through the landing, turn left, and 4th room to your right. (at the back) 12B 257 annexe : 1st floor - room at the back at the top of the stairs
6B 304 main building - 2nd floor. use the side stairs to the top, turn right, 2nd room on the right
SP Class 203 1st floor main building. use the side stairs and then take a left, first room on the
right.
Class Location & Information 2004
Collection Information
children should be collected from their class. Fathers should use the side stairs at the ladies entrance to the hall, while all ladies should access the class through the central stair case in the ladies section. children should only be collected by their parents, unless alternative arrangements have been made in writing.students should be collected from the back door of the ladies hall, through the ladies entrance. children will not be sent out. children should only be collected by their parents, unless alternative arrangements have been made in writing.parents should arrange where to collect the students, from either : main hall, or have children meet them by the front sections : girls should congregate by the ladies car park, or on the rear terrace. Please note : there should be no collection from outside the Centre or from the rugby car park as this is unsafe for children and the traffic flow.parents should arrange where to collect the students, from either : main hall, or have children meet them by the front sections : girls should congregate by the ladies car park, or on the rear terrace. Please note : there should be no collection from outside the Centre or from the rugby car park as this is unsafe for children and the traffic flow.
1A, 1B, 2A, 2B
3A, 3B, 4A, 4B
5A - 12A
5B - 12B
The Shia Ithna'asheri MadressaTeacher / Volunteer Enrollment Formplease note - we ask about your Education and Current occupation, so that we can tap in to the future talent we already have within our volunteer base. All information provided is strictly voluntary and will be kept confidential. If you don't want to provide extra details - no problem.
please complete in block capitalsFirst Name Record #
to be allocated bymadressa admin staff
Surname ( Home
Address ( Emergency
Occupation
Post Code Male / Female Qualifications
email address
Are you offering your services as a : (TEACHER)/(ADMIN)/(CAR PARK)/(OTHER VOLUNTEER)
Yes No Further details
Have you had any teaching experience before
Are you able to help to improve current notes
Are you able to help to create puzzles, and class quizesMadressa runs for about 34 Sundays from Jan - Dec each year. It is important that you attend regularly, and make arrangements for any time you are away - can you commit tothis?
Is there another area in Madressa you feel you can help.
Teachers / Volunteers Signature Date:
Madressa Administration Use OnlyApproached Madressa / Reccomended by / Other
Entered into Madressa Database System
Class / Department allocation
Form seen by : Secretary
Principal (all volunteers)
Lady Coordinator (Ladies only)
Head of Department (relevant only)
Comment
Red Form - (for discipline purposes)
Name of Student
Subject : Class
Student # (available from the manual)
Date
Name of Teacher
Description of Problem :
Resolution / Actioned
For Admin Use
Entered
Occurence
Dealth With
How and when to use the Red Form.
The idea of the red form is as a DETERRENT and not a PUNISHMENT. The idea is that once the student has been disciplined using a Red Form, they will think twice before stepping out of line again.
The red form should be used to highlight problems of discipline, absence, lateness and general misconduct, incorrect application of Hijab, foul language, negative attitude etc.
If a student is misbehaving in the class, then first use your NORMAL approach to deal with them. If they still persist, then you can WARN them with the use of the Red Form. If this has no effect, then and only then should you use the Red Form. Please do not use the form in a casual or relaxed way, as if it is used too easiliy, the impact will be diluted.
Firstly, fill in the form with all the details, and send the student to the class room with the form, where he will be seen by a senior member of staff, or the person in charge of discipline. The student will be dealt with, and then will be sent back to the class room.
If a student receives 3 forms over a period, then the students parents will be called into Madressa to discuss the issue. The form can even lead to suspension in serious cases, where a child refuses to confirm to Madressa rules.