Beyond the Classroom

The time and space beyond the classroom form an important part of the teaching and learning as it is here where the implementation and application of the theory takes place. Furthermore, we are living in a society, where our children are exposed to various environments and situations, making them recipients of conflicting messages virtually on a daily basis. Therefore, it is imperative that the guidelines and framework provided to them from our homes and institutions act in harmony, affording them a firm and stable direction.

In this connection, the Student-Institution-Parent relationship is essential in SIM's education process, where we aim to have an ongoing connection with each other. Over and above the few hours the teachers have at their disposal to deliver the teaching material, we also attempt to have ongoing remote interaction with our students and parents. This year's additions of the tailored Quran recitation scheme and the monthly Risalah assignments are some examples of how the three parties are interactively engaged. Furthermore, the recent initiatives with the Mentorship and the Personal & Professional Development programmes have positively resulted in ongoing access to guidance and support in various fields, which our senior students have embraced and taken advantage of.

However, the education process beyond the classroom is not only limited and restricted to the Madressa teachers and parents. It is the responsibility of the entire community, as our children are influenced as well as inspired by various segments and people of our community. In this regard, I would like to commend the Stanmore Jafferys and its activities. All of us who have visited Aldenham Sports Centre on Saturday evenings have witnessed the fantastic and buzzing atmosphere they have managed to create, giving a boost to the brotherhood and friendship amongst the younger generation, and at the same time ensuring that other elements of Akhlaq are promoted and maintained.

Besides the lead on an institution level, it is also crucial that we lead by example on an individual level. This would include elementary things like our behaviour, actions, and language in front of our younger generation. In this context, I would like to highlight one area, where I feel we need to tighten up a bit and give it the importance it indeed requires. This applies in particular during the times of the year when the Maghrib/Isha Salaat time falls prior to the time of our evening programmes and the Salaatul Jamaat. Whilst one can appreciate the fact that the majority would have prayed Awwal-e-Waqt, it needs to be emphasised that it is highly recommended to still join the congregation. Many times, we experience that the discipline and order is not maintained to the level required, as many of us opt not to participate and as a result it triggers disturbance and disruption. The result of this is that whilst many of us are losing out on the abundant rewards laid out in front of us, we are also delivering a message to our youngsters that is directly in conflict with what they are being taught at home and at Madressa. Subsequently, we need to, individually as well as collectively, join hands and aim to increase our efforts and participation.

On a final note, I pray that this message has been received in the spirit it has been delivered, which is to assist each other in emulating our Holy Leaders and implement what they have taught us.

S&D

Shafique Govani
Principal, SIM

SIM Personal & Professional Development Programme

Starting in October 2007, SIM has been running a pilot scheme for students in Class 12/13 titled the Personal & Professional Development Programme. 4 professionals were recruited from the Community as facilitators (Munir Chandoo, Gulam Abbas Lakha, Mustafa Lalji, and Ali Poptani) to focus on various aspects of Development.

Term 1 focused on:

• Leadership and Team Building skills
• Time Management
• Self-Analysis of one's inner strengths/weaknesses
• Covering letter/CV writing skills
• Careers Guidance
• Debating/Analytical Skills.

The classes were well received in the 1st term and hence the pilot was extended for another term with students being asked to enter into a contract with SIM to show commitment in terms of attendance, punctuality and dress code.

The 2nd term was designed as an extension to the material from term 1, with an emphasis on "experiential learning" which culminated in a Presentation day whereby students were tested on their ability to present a timed speech on a topical issue and judged on content, structure, delivery style and ability to respond in a Q&A.

The students have shown an impressive level of progression in terms of maturity, commitment and participation in class whilst retaining an enthusiastic attitude towards their own development.

Supporting Children's Learning

Muslim Mums held two series of 4 workshops each during the months of April and May. These workshops entitled "Supporting Children's Learning" were aimed at mothers with children aged between 4 and 10 and were fully booked. The workshops were facilitated by Sagira Jetha and covered the topics listed below:

Session 1

The key role of parents in supporting their children's learning
Ways to support our children's learning - the 3 P's (being positive, persistent and encouraging problem solving)
Starting school - Supporting Children and Parents through this time

Session 2

Praise, expectations and self talk
Helping your child be a persistent learner
Helping your child be a problem solver

Session 3

Homework - This will cover the following:
Parents / Children's concerns and worries about homework
Dealing with upsets about homework
10 top tips for homework and exams

Session 4

The relationship between Parents and Schools
How to address issues regarding your child with school
Advantages and disadvantages of using computers
How to support our children with computer work
Resolving dilemmas and difficulties when using computers

The workshops were well received and these kind of sessions will be common feature amongst Muslim Mums' activities.

Muslim Mums Issue 3 is OUT NOW!

In this Issue:

It's All About Balance!
Holiday Planning
Time Management
Out 'n' About with Multiples
Grandma's Corner
And LOTS MORE!

On Sale for only £1. For your copy, please contact the SIM office or This e-mail address is being protected from spambots. You need JavaScript enabled to view it

SIM Islamic Art Competition

SIM creative recently held a competition covering the theme: ISLAMIC ART. Following were the tasks and winners in each category:

Classes 5-6: " Design your own Prayer Mat"
Task: Use an empty canvas to design your own Musalla (Prayer Mat).
Aim: To encourage artistic skills and discover history of Islamic art and traditions.
Winners: Boys – Abbasali Nathoo 5b ; Girls – Zahra Merali 6a

Classes 7-8: "Calligraphy competition"
Task: Use Arabic calligraphy to write the name of one or all of the 14 masumeens or a quranic ayaat of your choice.
Aim: Explore historical styles of Arabic calligraphy
Winners: Boys – MohamedKazim Kanji 7B2 ; Girls – Shazia Akberali 7A

Classes 9-12: "Design your perfect mosque"
Task: Produce blueprints/ pictures/ design floor plans for the perfect mosque. (Including facilities, dimensions etc)
Aim: To encourage design and technology skills
Winners: Boys – Saqalain Suleiman 10B ; Girls – Sayyada Habib 10A

SIM Students' views on Leadership

At the World Federation Executive meeting in London, March 2008, SIM students were invited to participate in a competition to give their views on leadership. The task was to write a short essay under the subject : 'If I was the President of The World Federation, I would ...'

The following were the winning contributions:

Ali Gokal
I strongly advocate that the bonds and relations that the World Federation has with young Muslims should be of great precedence. If I was the President of the World Federation, I would push for an improvement in youth-administrative relations. In the challenging environment in which Muslims, not only in Britain, but around the world grow up, it is vital that young people are reassured that there is somewhere they can go for assistance. I would recommend more World Federation workers giving one to one counselling to youths, and promoting of more youth based activities.

The second aim I would pursue would be an improvement in inter-community relations. This is of particular importance for the Ithnasheri community as a minority Shia sect. From my own experience, relations with my own community and neighbouring ones are not just distasteful, but rather hostile and cold. I believe that if we as Muslims are to successfully answer the questions put up to us by the world, we must be united within ourselves first.

If I was President of the World Federation, pushing for communal accord would be of utmost importance. From there, more adventurous goals can be set.

Kumail Sheriff
I would have only one vision and one goal and that is to prepare my community for the reappearance of the 12th Imam- Imam Mahdi(a.s).

I would try to make sure that the Madresahs all over the world are functioning well, so that our children have a good foundation of Islam and their Iman becomes stronger.

I would try and set up Islamic schools, which have secular education.

Thirdly, I would try and encourage businessmen to increase their investment and try to establish businesses all over the world. I would have a scheme whereby loans would be available to people to start their businesses and help would also be given to them in terms of advice of where to set it up and guidance on how to make it profitable.

Salman Pirmohamed
If I was the president of the World Federation, I would concentrate our efforts on providing for the children.

To start with, I would improve the educational facilities for children in less economically developed countries, such as East Africa.

I understand that the World Federation is doing this already, however, further intervention is required at an early stage.

Through this involvement at an early age, basic foundations will be easily instilled. In addition, instilling basic foundations at an early stage will allow us to identify their talents and these talents can be built upon for their future.

These talents will then contribute towards our community in due course. In supporting this venture, members of the community play an important role and in my view they should implement their expertise in the various fields that would be included in this endeavour.

Parents Day

Parents Day 2008 was held on Sunday 18th May 2008. It is normally scheduled at this time of the year to allow the parents to obtain feedback at an early stage in order to assist the Madressa to make any positive amendments to assist the child's progress for the rest of this year.

Nearly 2,400 appointments were scheduled and took place from 9.30am – 2.00pm. During the day we were display examples of some of our students' creative abilities that will from the recent Islamic Art competition, driven by the SIM Create department. The Muslim Mums, SIM Cares and Learning Support were also present on the day to provide information on their activities.

SIM Fun Day

Around 400 people joined the SIM Fun Day trip arranged on Sunday 25th May. A mixed crowed of students, SIM volunteers/teachers, and parents took the opportunity to participate. The buses took the younger ones, accompanied by their parents and teachers, to Gulliver's Land, whilst the older students, together with their counterparts, headed towards Thorpe Park.

Dates for your Diary

Sunday 25th May Madressa Fun Day (Gullivers Land/Thorpe Park)
Sunday 29th June Coursework due & Assessments
Sunday 6th July Coursework due & Assessments
Sunday 13th July Madressa Sports Day/BBQ
Sunday 20th July Madressa Closed for Summer holidays