Primary Classroom Solutions

 Different Islamic Knowledge Levels

Chorus learning 

Younger children need to move a lot, they are very playful, reading and writing will vary to large degree. You may have fluent readers, emergent readers and non-readers, and the same with writing. To combat different abilities various learning strategies can be used to teach and reinforce concepts.

Chorus recitation is very beneficial if used consistently for short time periods each class. For example if teaching the tashahhud recitation (choose shortest easiest version), chorus recitation allows the competent children to enjoy reciting enthusiastically, the emergent learners to improve, and the beginners to hear and learn. To keep it beneficial for all repeat together every class, 3 to 5 times. Consistency for shorter times allows constant reinforcement over months without children getting bored.  While the children are reciting observe who is confident, who is not and individual assistance can be provided as required.  

Chorus learning creates inclusion, sense of belonging, and weaker students are not embarrassed or stressed to perform alone.

Resource Variety 

Puzzles, worksheets, and visual reminders through charts or books can be used to both introduce and reinforce learning. Different levels of difficulty can be provided to accommodate student variation in ability and knowledge with a variety of available puzzles, worksheet activities and books so weaker students are not frustrated and stronger students are challenged.   

 Working Together 

For inclusion and to build student to student relationships puzzles and activities  can be completed in pairs or small groups. Large puzzles can even be completed with the whole class. Working together respectfully builds connections within students. Pairing students who normally don’t mix opens the opportunity for new connections and friendships. Instructions must include proper manners and etiquette about working with others to prevent problems and hurt feelings. Groups need to be monitored by teachers listening in and observing that all students are participating, on task and having good manners. Positive words of encouragement : “Zainab’s handwriting is beautiful!” announced out loud inspires others to improve their handwriting because they also want to be noticed. 

Groups can be managed in different ways, sometimes stronger and weaker students can be paired to allow for peer assistance, other times similar leveled students can be paired to provide challenge and growth. 

 

Behavioral Intervention

Prevention

Younger students cannot be expected to concentrate or sit for long periods of time. Planning lessons with multiple short tasks that all work towards a lesson goal are very helpful in managing playfulness and behavior issues. Standing at the front and talking should be kept to a minimum. Group work can be challenging at this age, pair work is often more manageable, activity centers can work well to keep children engaged.  They do require planning, and resources, and constant teacher monitoring to be successful. The time investment does pay off with more learning and less disciplinary problems. 

Children who are engaged will not even ask to go the washroom unless they really need to, bored children will ask just to go to washroom for a walk. This is a measure you can use to know how engaging your lesson is. If many children are constantly asking to use the washroom, you need to improve. 

 

Example of multiple short tasks with one learning goal.

The goal; learning how to make wudu’, 

Wudu’ should be taught sequentially, starting with washroom etiquette over a period of time and repeated constantly, especially, if new students are added during the year. Preparing learning material well, allows it to be used repeatedly.

You can start with Question and Answer about what wudu is, what breaks wudu; of course keep it age appropriate to what is relevant to them, menstruation, intimate relations etc does not need to be mentioned at this age. Again you will have children who know and children who don't about wudu’. Please don’t assume that a child who has memorized a lot of Quran also knows tahahar. 

 

After that you can pair children to do quick lists or drawings if they can’t write of the things that break wudu’ remind them to be respectful in the drawings but don't be too critical if they get silly, gentle reminders with stern voice is usually all that’s required.

After which you gather the whole class and do mock / role play of wudu’. You lead by calling out: “First we enter the washroom. With what foot? What do we say?” Pay attention to who knows and who doesn't for future support, continue until you complete a mock wudu’ including the etiquette of leaving the washroom. 

Finally reinforcement activity centers can be set up with Wudu’ books, coloring pages and puzzles. Children can work individually or in pairs or small groups, you can allow them freedom to explore the activity tables at will or you can set time limits and circulate accordingly. Of course it depends on your management style and students’ ability to stay on task with minimal supervision as you circulate and monitor. You can work with children who need extra support during this time. 

Once a complete Wudu lesson has been taught it can be quickly repeated over several weeks in choral revisions. You can also ask volunteers to show how to make wudu’ and other students observe and note anything forgotten, respectfully of course.

Students who are off task

First remind, but no more than three reminders (warnings) should be given, otherwise reminders become meaningless. Second get physically closer, either by you standing near them or bring them closer to you. Third, have the student stand or sit separate from the class, until they agree they can participate properly.

Use positive language, there is no need to blame or shame. “Maryam, please sit on the side quietly until you’re ready to participate in the activity.” If Maryam doesn’t move, get closer to her, kneel down face to face, and repeat the request calmly. If she still doesn’t move which is extremely unlikely, ignore her, move other students away from her. “Students, Maryam needs a few minutes to herself, please come and work over here.”  

If after all this, you still a have student disturbing class, you can communicate the problem to your supervisor or principal, and discuss solutions with parents or guardians, with the administration’s support.