By, Mohd Abbas Abdul Razak and Kabuye Uthman Sulaiman
On September 30, 2024, the IIUM teaching community had the privilege of attending a Workshop on Prophetic Pedagogy, organized by the Center for Professional Development (CPD). Esteemed guest speakers from abroad shared their insights on Prophet Muhammad’s (pbuh) approach to educating the Ummah. This workshop served as a timely reminder for all attendees as we prepare to start the semester for the 2024-2025 academic year. Alhamdulillah!
The workshop took place at the IIUM Senate Hall, moderated by Prof. Ts Dr. Mira Kartiwi, Director of CPD. The invited speakers included Dr. Sheikh Abdallah Idris Ali from the Islamic Society of North America (ISNA), as well as Dr. Rehenuma Asmi and Dr. Amaarah DeCuir from the Centre for Islam in the Contemporary World (CICW).
Dr. Sheikh Abdallah, renowned for founding Toronto’s first full-time Islamic school, captivated the audience with his extensive teaching experience. In his presentation, he focused on the miracles of the Qur’an and their relevance to contemporary scientific developments. Dr. Rehenuma and Dr. Amaarah’s presentations explored the Prophet’s method of educating his companions. Throughout the event, all three speakers actively engaged the audience, encouraging questions and sharing their own teaching experiences.
Faculty members from AHAS KIRKHS are having their Ibadah Camp that reemphasizes their duties as Academics, Murabbis and Researchers.
The Position of Teachers
Throughout the world in all societies regardless of the East or West, being a doctor and teacher are highly respectable careers. The two are noble professions, for this reason, one saves the human life and the other educates the human soul and mind to be a good human being. A quick survey on the past Islamic heritage will reveal to us how seriously Muslim scholars took their teaching profession.
To be an effective and successful teacher, one must consider the following three aspects mentioned Atan Long who wrote the book, “Psikologi Pendidikan” published by Dewan Bahasa and Pustaka in 1988.
- Personality
- Competency/Mastery of the Subject
- Methodology
All three aspects are equally important in producing a good teacher. A teacher without a strong personality will struggle to serve as an effective role model for students. A lack of personality can diminish students’ motivation to learn, as the teacher may fail to capture the attention and interest of all learners in the classroom.
Conversely, a teacher with a good personality who lacks mastery of the material will also fall short in their mission. Such a teacher may create confusion in students’ minds, ultimately leading to a loss of interest in the subject matter.
Furthermore, a teacher who possesses both a good personality and competency will still struggle if they do not apply the most appropriate teaching methodology for a particular subject. A teacher who may be a “walking encyclopedia” will fail in effectively transferring knowledge if he or she does not utilize the right approach in the classroom. Given the variety of methodologies available in the teaching profession, it is the teacher’s responsibility to choose the most suitable one. Using an inappropriate methodology can lead to boredom, making students dislike the subject.
To make education and classroom experiences engaging, lively, and stimulating, all three aspects must be given equal consideration by teachers.
Some of participants who attended the Workshop on Prophetic Pedagogy.
The characteristics of a good teacher according to Atan Long are:
Approachable and Friendly: A good teacher is polite, friendly, and easily approachable. He/She recognizes and engages with his/her students, genuinely enjoying conversations and fostering a love for students.
Sense of Humor: A good teacher has a sense of humour, often joking, smiling, and laughing, which creates a positive and enjoyable classroom atmosphere.
Interest in Students: A good teacher shows genuine interest in all students, appreciating their efforts and empathizing with their learning journeys.
Kind and Organized: A good teacher is kind, sincere, and tolerant while maintaining a well-organized classroom environment that promotes learning.
Understanding and Supportive: A good teacher fosters a harmonious relationship with students, demonstrating understanding and support.
Passionate about Teaching: A good teacher enjoys teaching and genuinely likes their students, which enhances the learning experience.
Non-pressuring: A good teacher does not pressure students, allowing them to learn at their own pace.
Encouraging Expression: A good teacher creates a relaxed environment where students feel free to share their ideas and opinions.
Empathetic: A good teacher demonstrates empathy towards students’ problems, offering support and understanding.
Fair and Unbiased: A good teacher treats all students equally and does not show favouritism towards any specific group
Undesirable Behaviour of a Teacher:
- Exhibiting bias toward certain groups of students.
- Failing to acknowledge or praise students for their academic performance and achievements.
- Being overly fussy about classroom management.
- Losing temper easily and frequently.
- Engaging in self-aggrandizing behaviour and maintaining a high opinion of oneself.
- Applying undue pressure on students.
- Resorting to punitive measures, such as throwing chalk at students for mistakes.
- Using strong or abusive language that demoralizes students.
- Consistently blaming and criticizing students for the class’s poor performance instead of reflecting on his/her teaching methods.
Views of Classical Muslim Scholars on Good Teachers
Al-Ghazali (1058-1111) emphasizes that a good teacher must show sympathy toward students, treating them as if they were his own children. He should emulate the example of the Prophet Muhammad (SAW) and through his teachings, he should seek the pleasure of Allah (SWT). Teachers should tailor their instruction to match the mental capacities of their students, avoiding topics that exceed their understanding. Furthermore, a good teacher must practice what he preaches.
Qazi Ibn Jama’ah (1241-1333) asserts that a learned teacher should never neglect the recitation (tilawah) of the Qur’an. He should greet people with a smile, show kindness to the less fortunate, fulfil the needs of the needy, and nurture a love for students. Additionally, he must guard against vices such as envy, pride, hypocrisy, and contempt. A good teacher should be just, assisting students in articulating their questions correctly, and if he does not know an answer, he should candidly admit it rather than cling to false prestige. When scheduling classes, he should consider the convenience of his students and strive to instill a passion for knowledge in their hearts. Recognizing and praising correct answers from students is essential, and for shy or sensitive students, indirect questioning should be used to avoid putting them on the spot.
Ibn Khaldun (1332-1406) argues that a good teacher must understand the nature and potential of his students. He should begin by teaching the fundamentals and basic concepts before progressing to more complex topics.
Prophet Muhammad (pbuh) the Best Teacher
As the last and final prophet, Prophet Muhammad (pbuh) was endowed with many remarkable qualities that embody the ideals of humanity. Just as the Qur’an fulfils and completes the messages of previous heavenly scriptures, Muhammad (pbuh) exemplified the noble characteristics found in earlier prophets, embodying these traits in his personality.
A man of immense potential, he triumphed in all aspects of life, serving as a timeless example for all of humanity. Encyclopedia Britannica acknowledges this, stating, “Muhammad is the most successful of all prophets and religious personalities.”
The Islamic Ummah requires no external validation of Muhammad’s noble character. For Muslims, the holy Qur’an and the Sunnah provide sufficient evidence of his exemplary personality. Here are some verses from the Qur’an that highlight the greatness of Muhammad (pbuh):
“We sent thee not, but as a mercy for all creatures” (Al-Anbiya: 107).
“Ye have indeed in the messenger of Allah an excellent example for him who hopes
in Allah and the Last Day, and remembers Allah much” (Al-Ahzab: 21).
“And thou standest on an exalted standard of character” (Al-Qalam: 4).
Education has been a fundamental pathway through which humanity has achieved civilization and development. Throughout history, many great teachers, scholars, and philosophers have emerged, guiding mankind along the right path and imparting wisdom for a successful life. Among these figures are Socrates (470-399BC), Plato (427-348BC), Aristotle (384-322BC), Gautama Buddha (563-483BC), Confucius(551-479BC), Prophet Isa (4BC-33AD), and Prophet Muhammad (SAW) (570-632).
Among all these teachers, Muhammad (SAW) stands out as the most exceptional and successful. He was unique not only in preaching moral principles and wisdom but also in embodying them in his own life. His words and actions were perfectly aligned, a rarity compared to many other philosophers and teachers who often spoke of ideals they did not personally practice.
As a great teacher, the Prophet (pbuh) often emphasized important points by repeating them three times. He remained patient and never showed agitation when the Sahabah (his companions) requested further clarification.
Some Critiques of Teachers
Some teachers adopt a ‘teacher-centred’ approach to instruction, which can render students passive and less critical in their engagement with knowledge. This attitude may hinder students’ innovation and critical thinking skills.
Certain teachers struggle to apply psychological principles and adapt to the diverse characters, temperaments, mental capacities, and family backgrounds of their students. As a result, they may struggle to maintain control in the classroom, potentially leading to frustration and loss of respect from students.
In today’s world, some educators fail to embody the principles they teach, particularly in subjects related to moral and religious education. This inconsistency can diminish their positive impact on students.
Some teachers are overly dogmatic in their instruction, expecting students to accept information without question. They may resist feedback and corrections, displaying a sense of pride that undermines the creative intelligence of their students.
Certain teachers assign excessive homework and tasks that overwhelm students, creating undue mental stress.
Some educators impose strict rules and regulations, making the school environment feel more punitive than supportive, akin to a military camp rather than a place of learning.
Reforms:
Collaboration: Teachers should actively collaborate to assist students in addressing challenges related to their education and activities both within and outside the school.
Understanding Diversity: Teachers must adopt psychological and sociological approaches when interacting with students of varying characters, temperaments, and family backgrounds. They should strive to understand students’ problems from their perspective.
Role Modeling: Teachers should exemplify qualities such as piety, righteousness, patience, perseverance, and resilience in facing life’s challenges, serving as role models for their students.
Guidance from Tradition: Teachers should refer to the Qur’an and the Seerah of the Prophet (SAW) for inspiration and guidance in becoming effective and respected educators. They should endeavor to implement the exemplary conduct of the Prophet (SAW) in all aspects of their professional lives, particularly within the classroom.
Embracing Feedback: Teachers should remain open to constructive criticism and correction, fostering an environment that encourages students to think critically. This approach will accelerate students’ journey toward maturity.***
(Dr. Mohd Abbas Abdul Razak and Assoc. Prof. Dr. Kabuye Uthman Sulaiman are academics from the Department of the Fundamental and Inter-disciplinary Studies, AbdulHamid AbuSulayman Kulliyyah of Islamic Revealed Knowledge and Human Sciences of the International Islamic University Malaysia.)
- Youth Health in Jeopardy: How Sungai Kim Kim Pollution affects Schools and Children - November 17, 2024
- IIUM and DBKL Join Forces for Community-Centered Survey at Taman Tasik Titiwangsa - November 17, 2024
- Seminar empowers future engineers to confront workplace harassment - November 17, 2024