1.OVERALL DEMEANOUR
1.1 The Muallim/ah should serve as the role-model for his learners as well as for all those who he/she inter-acts with in his/her capacity as an Muallim/ah.
1.2 Notwithstanding the normal stresses and pressures of life, a sincere Muallim/ah should make a genuine effort to present a pleasant, positive and friendly disposition in the presence of his learners.
1.3 At no time should a Muallim/ah show any sign/s of being unduly bothered when any learner approaches him/her with any request.
1.4 It will be totally inappropriate to give the impression of “being in a hurry” or of “not being interested” in the learner’s matter.
1.5 When busy with some work which you consider as important, and you are interrupted, do not expect the “interrupter [the learner]” to also consider your busyness as important.
1.6 The Muallim/ah’s general movement in and around the maktab should be calm and moderate, reflecting a person who is at peace with himself/herself.
1.7 The Muallim/ah, by his/her very presence at the maktab, should exude love and affection for the learners.
1.8 All learners … the “old” and the “new” [first-time admissions as well as learners coming on transfer] … ought to be properly inducted.
1.9 Each one of the learners should be made to feel welcome and wanted at the maktab.
2.DRESSING
2.1 It is absolutely vital that a Muallim/ah [male or female] should, at all times, be neatly, respectably and properly attired.
2.2 Males: There is no compromise on the issues of, inter alia:
2.2.1 Pants and thobes above the ankles;
2.2.2 A proper topie/headgear; and
2.2.3 A Sunnah beard.
2.3 Females: There is no compromise on the issues of, inter alia:
2.3.1 Cloak or a loose-fitting frock;
2.3.2 Complete covering from ankles upwards; and
2.3.3 Complete covering of the hair.
2.4 The wearing of extravagant jewellery is strongly discouraged.
2.5 The wearing of simple shoes or sandals is more desirable than designer sneakers/tackies and/or fancy “high heeled”shoes.
2.6 The learners should, at all times, want to imitate and emulate their beloved Muallim/ah’s beautiful and appealing dress code.
3. LANGUAGE
3.1 The Muallim/ahs’ speech should be pleasant and motivating.
3.2 It is most desirable that his/her tone, tenor and intonation should be “soft” and “amicable”.
3.3 The tempo of his/her speech should be calm and moderate.
3.4 The language code used should be dignified, prim and proper … never a vulgar word.
3.5 The language code should be further heavily “coloured” and enriched with Islamically correct and “Allah-pleasing” terminologies such as:
• Jazaakumullah
• Shukran/thank you
• Please
• Alhamdulillah
• Maasha-Allah
• Insha-Allah
• Do make me ma’af [I am sorry, forgive me, etc.]
• Do make Dua for me
3.6 When language is used in this highly desirable manner, the Muallim/ah is quietly but dynamically shaping and developing the learners’ habits and their own desired language code and command over their ways of expression.
3.7 The overall language register used in and out of the classroom with learners, should be simple and within their range of understanding and field of experience.
4. GREETINGS AND OTHER SOCIAL ETIQUETTES
4.1 The Muallim/ah should set the example of the Deeni requirements with regard to the place, purpose and value of greeting and replying to a greeting in our noble way of life.
4.2 By constantly greeting each other, the learners will be automatically reminded about this noble practice.
4.3 The Muallim/ah should further impress upon the learners to greet with the “full greeting”… emphasizing the beauty and the loaded meaning of this extra-ordinary way of greeting.
4.4 The Muallim/ah should also deliberately inculcate in the pupuils this noble teaching of our beloved Nabee Muhammad [Sallallahu alaihi wa Sallam].
4.5 Additionally, the Muallim/ah should be mindful of, and teach the learners about enquiring about the well-being of the “other” person … in a caring and respectable manner.
4.6 Insha-Allah, by just emphasizing this aspect, the Muallim/ah will be going a long way in moulding the character of those who are placed in his/her charge.
5. ATTITUDE AND APPROACH
5.1 The Muallim/ah should, at all times, present a positive and kind attitude towards the learners.
5.2 Even the approach towards the learners should be careful … don’t allow your own personal difficulties to come between you and the learners.
5.3 Ideally, the Muallim/ah should be encouraging and motivating the learners all the time: the brighter ones to do better and the “not-so-bright-ones” to try harder.
5.4 Different methods could and should be adopted to motivate them, viz.:
• reward the learners in a tangible way for the little things they do [a little sweet, chocolate, etc.];
• praise them in front of the class or the whole maktab;
• write them little “motivational notes”;
• reward their written work with positive comments or some other kind of motivation like a little star;
• list their names in a class chart which captures the “achievers of the week or month”.
5.5 In most instances, the learner will be to you [the Muallim/ah], as you are to him/her.
6. DISCIPLINING AND REPRIMAND
6.1 When the situation demands it, the learner should be discriminately disciplined.
6.2 Try not to reprimand in front of peers.
6.3 Be sure that the disciplinary measure is:
• Appropriate for the misdemeanour;
• It is for the rectification/rehabilitation of the learner; and
• Not a venting of your [the Muallim/ah’s] anger.
6.4 After every reprimand, be normal to the learner, NEVER allow the disciplinary action to shut down the doors of communication between you, the Muallim/ah, and the learner.
6.5 The discriminate and respectable disciplining and reprimanding of a learner is an integral part of his/her “islaah” [rehabilitation] process.
6.6 ALL FORMS OF CORPORAL PUNISHMENT ARE TOTALLY ILLEGAL AND AS SUCH, UNACCEPTABLE!
6.7 The maktab staff cannot be and shall not be defended in any case/s arising out of corporal punishment.
7. THE MUALLIM/AH AS A ROLE-MODEL
The Holy Prophet Muhammad [Sallallahu alaihi wa Sallam] is reported to have stated: “…I have been sent upon you as a teacher ….”
7.1 If this is indeed the elevated status of the Muallim/ah, then there remains no question about him/ her serving as a role-model for the learners.
7.2 With special reference to classroom dynamics, the Muallim/ahs’ role-model should be beyond reproach.
7.3 Every LESSON should, effectively, be a MODEL LESSON.
7.4 All the “P’s” involved in lesson delivery should receive their due attention … the planning, preparation, presentation and the learner-activity.
7.5 Additionally, these “P’s” should be attended to well in advance.
7.6 The method of lesson presentation is a moot point!:
• The tired learner is not intrigued by the humdrum chalk-and-talk-approach.
• The method has to be varied and interesting.
• The creative, exciting and productive use of teaching resources should become a norm rather than an exception.
• If the chalkboard has to be used, the work on the board should serve as a model for the learners to emulate.
7.7 Every lesson ought to stress the importance of, and the need for Deeni Education at the maktab.
7.8 In the limited time available at the maktab, the learners should be reasonably well armed to become conscious of their lives as Muslims and inspired to live it accordingly.
7.9 In short, the maktab programme needs to be such that the learners are continuously excited about attending maktab … even though they’ve had a tiring day at the school.
7.10 Instead of the Muallim/ahs becoming “upset”, learners should be encouraged to respectfully, comment on the Muallim/ahs’ classroom performance.
7.11 Do not compromise your dignity by entering into any business transaction with your learners … while they are still attending maktab.
8. CATERING FOR LEARNERS WITH SOME TYPE OF IMPAIRMENT
8.1 The Muallim/ah needs to be vigilant and detect any deficiency on the part of the learners … viz. sight, hearing, physical and/or cerebral handicap, retardation or other social and/or economic problem.
8.2 If the Muallim/ah cannot cope with such learners, the matter should be quickly brought to the attention of the head, or the supervisor, or the trustees.
8.3 Under no circumstances should such learners be denied their right to education.
8.4 In most of these cases there will be a definite need to invite the parent/s of such children … together a programme of work could be chalked out for these learners.
8.5 If such cases are investigated quickly, the trustees too will have adequate time if they need to undertake any structural renovations to the maktab building.
9. FEMALE MUALLIM/AHS AND BAALIGH/MATURED FEMALE LEARNERS
9.1 It is absolutely vital that every Shariah ruling regarding the following be meticulously adhered to:
• Intermingling between the genders;
• Professional inter-action among Muallim/ahs;
• Developmental and other guidance to female Muallim/ahs by the head or any other senior Muallim/ah; and
• Daily travelling to and from maktab.
9.2 With regards to the baaligh female learners:
• it is most desirable that female Muallim/ahs be placed in charge of them;
• the issue of modesty should be inculcated in them from an early stage;
• there should no compromise in as far as their dress code is concerned; and
• great care should be exercised in monitoring their coming to and returning from the maktab.