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Monday, September 16, 2019

Code of conduct in Islam and Golden Principles of administration in Islam


Q No 2: As being a complete code of conduct islam has given some golden principles of administration explain them?


Topic: Code of conduct in Islam and Golden Principles of administration in Islam |
Course: Educational Leadership and Management | 
Course Code 8605
Bachlors/Masters/M.Phil/MS  in Education
Allama Iqbal Open University
BEd Solved Assignment Course Code 8605| AIOU | 1.5 Year | 2.5 Year | 4 Year
Part . 1

Anwser:

Golden principles of administration in Islam


The word “morality” comes from the Latin word moralitas meaning “manner, character, and proper behavior”. Morality generally refers to a code of conduct, that an individual, group or society hold as authoritative, in distinguishing right from wrong. Such an ideal code of conduct is often espoused in preference to other alternatives.


Islam as a comprehensive way of life encompasses a complete moral system that is an important aspect of its world-view. We live in an age where good and evil are often looked at as relative concepts.


Islam however, holds that moral positions are not relative, and instead, defines a universal standard by which actions may be deemed moral or immoral.Islam‟s moral system is striking in that it not only defines morality, but also guides the human race in how to achieve it, at both an individual as well as a collective level.


Basic Principles in Islamic Morality

The Islamic moral system stems from its primary creed of belief in One God as the Creator and Sustainer of the Universe. Islam considers the human race to be a part of God‟s creation, and as His subjects.


From an Islamic perspective, the purpose of human life is to worship God, by leading this worldly life in harmony with the Divine Will, and thereby achieve peace in this world, and everlasting success in the life of the hereafter. Muslims look to the Glorious Qur‟an
and the Traditions of the Prophet as their moral guides.



 The Glorious Qur‟an says:

“It is not righteousness that ye turn your faces Towards east or West; but it is righteousness- to believe in Allah and the Last Day, and the Angels, and the Book, and the Messengers; to spend of your substance, out of love for Him, for your kin, for orphans, for the needy, for the wayfarer, for those who ask, and for the ransom of slaves; to be steadfast in prayer, and practice regular charity; to fulfil the contracts which ye have made; and to be firm and patient, in pain (or suffering) and adversity, and throughout all periods of panic. Such are the people of truth, the Allah -fearing.” [Al-Qur‟an 2:177]



This verse underscores the Islamic belief that righteousness and piety is based, before all else on a true and sincere faith. The key to virtue and good conduct is a strong relation with God, who sees all, at all times and everywhere. He knows the secrets of the hearts and the intentions behind all actions. Therefore, Islam enjoins mo ral behavior in all circumstances; God is aware of each one when no one else is. It may be possible to deceive the world, but it‟s not possible to deceive the Creator.



The love and continuous awareness of God and the Day of Judgment enables man to be moral in conduct and sincere in intentions, with devotion and dedication.



 The Glorious Qur‟an also says:

Say: the things that my Lord hath indeed forbidden are: shameful deeds, whether open or secret; sins and trespasses against truth or reason; assigning of partners to Allah, for which He hath given no authority; and saying things about Allah of which ye have no knowledge. [Al-Qur‟an 7:33]



It is interesting that the Qur‟an refers to “sins and trespasses against truth or reason”. It is an indication of God‟s blessing to every human being, of an innate moral sense. Such a moral sense, when uncorrupted by family or society, is what leads people to commendable acts of virtue. Islam aims to enhance and amplify the moral sense in every human being and adorn the individual‟s character with the noblest of virtues.



The Islamic moral principles therefore, appeal naturally to the human intellect, while elevating the pursuit of morality to the level of worship. This is because Islam holds every action that is done with the goal of attaining of God‟s pleasure to be worship.



 Morality and the individual 

The guiding principle for the behavior of a Muslim is what the Qur‟an refers to as Al `Amal Assalih or virtuous deeds. This term covers all deeds, not just the outward acts of worship.

Some of the most primary character traits expected of a Muslim are piety, humility and a profound sense of accountability to God. A Muslim is expected to be humble before God and with other people.



Islam also enjoins upon every Muslim to exercise control of their passions and desires.Islam warns against vanity and excessive attachment to the ephemeral pleasures of this world. While it is easy to allow the material world to fill our hearts, Islam calls upon human beings to keep God in their hearts and to use the material world in moderation and in accordance with God‟s guidance. The Glorious Qur‟an says:

“The Day whereon neither wealth nor sons will avail, but only he (will prosper) that brings to Allah a sound heart” [Al-Quran: 26:88-89]


Charity is one of the most commendable acts in Islam. In fact, Zakah, the annual charity that is obligatory on every Muslim who has accrued wealth above a certain level, is one of the pillars of Islam.


Gratitude in prosperity, patience in adversity, and the courage to uphold the truth, even when inconvenient to oneself, are just some of the qualities that every Muslim is encouraged to cultivate.



Morality and Society

For an individual as well as a society, morality is one of the fundamental sources of strength, just as immorality is one of the main causes of decline. While respecting the rights of the individual within a broad Islamic framework, Islam is also concerned with the moral health of the society.


Thus, everything that leads to the welfare of the individual and the society is morally good in Islam, and whatever is harmful is morally bad.


Given its importance to a healthy and just society, Islam supports morality and matters that lead to the enhancement of morality, and stands in the way of corruption and matters that lead to the spreading of corruption. The injunctions and prohibitions in Islam are to be seen in this light


Conclusion


 Morality in Islam addresses every aspect of a Muslim‟s life, from greetings to international relations. It is universal in its scope and in its applicability.


A Muslim is expected to not only be virtuous, but to also enjoin virtue. He/She must not only refrain from evil and vice, but must also actively engage in asking people to eschew them. In other words, they must not only be morally healthy, but must also contribute to the moral health of society as a whole.


The Prophet Mohammed (peace be upon him) summarized the conduct of a Muslim when he said: “My Sustainer has given me nine commands: to remain conscious of God, whether in private or in public; to speak justly, whether angry or pleased; to show moderation both when poor and when rich, to reunite friendship with those who have broken off with me; to give to him who refuses me; that my silence should be occupied with thought; that my looking should be an admonition; and that I should command what is right.

Related Topics
Educational Leadership and Management



Part 1




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Define Education Administration | Basic Principles of Educational Administration


Q No 1: Define Education Administration Explain the basic principles of educational administration?

Topic: Educational Administration| Basic Principles of Educational Administration | 
Course: Educational Leadership and Management | 
Course Code 8605
Bachlors/Masters/M.Phil/MS  in Education
Allama Iqbal Open University
BEd Solved Assignment Course Code 8605| AIOU | 1.5 Year | 2.5 Year | 4 Year
Part . 1


Anwser:


 Brief outlines of the six principles of educational administration are discussed in this article. The principles are: 

(1) Structural Democracy, (2) Operational Democracy (3) Justice (4) Equality of Opportunity (5)Prudence (6) Adaptability, Flexibility and Stability.

1. Structural Democracy: 


 Being the first principle of educational administration in the modern era it puts stress on democracy in structural perspective. It implies “the exercise of control” in democracy. The meaning of exercise of control in this light should be such that, it helps the students as future citizens in fulfilling their needs and requirements tending to their self-realization, safeguard the democratic government and welfare of people at local, state and national levels.
This exercise of control refers to the meaning of democracy by treating each human being as, “a living, growing and potentially flowering organism.” Hence in this principle of educational administration the educational administration has to practise the principles of democracy both in structural and functional form.


 In this regard and educational administrator will be a fittest one who can manage autocracy as and when necessary to achieve the goals of an educational programme. For actualizing it he has to perform his duty as democratically as possible.

2. Operational Democracy:


 This principle of educational administration gives priority on the practical aspect of democracy as a way of life and form of governance. To this, the essence of democracy is to give importance on the dignity of every individual and assisting him to understand his self in this context this principle considers democracy as a matter of spirit, way of life and a mode of behaviour. Keeping this in view it is the task and responsibility of an educational administrator to focus on day to day happenings in relation to democratic society in educational perspective that are relevant in wider extent.


 Because this sort of democracy seeks to make democracy more practical rather than formal. For example a school or an educational institution is regarded as the society in miniature or a small society. It means the entire picture of the society has been reflected in the school. The same situation lies in case of a democratic society like ours where people expect the school or an educational institution will do a lot for actualizing democracy as a matter of spirit, way of life and a mode of behaviour practically.
In this light, it should be the function of the educational administrator to achieve it for which he may take the view of the students, consult with the staffs, specialists, expects and community members before taking any decision. This result in the emergence of a good and effective social order by the school or educational institution as an agency of education. Overall speaking this type of democracy as a principle of educational administration gives importance on practicability and relevance of day to day happenings of democracy in relation to educational perspective so far its administrative aspect is concerned.

3. Justice:


 Generally speaking justice refers to provide every individual his due in the society by honoring his individuality. This meaning of justice is the essence of democracy. As justice is one of the basic hallmarks of democratic administration, it is regarded as an essential principle of educational administrating which is democratic in form and practice. For practicing justice in educational administration there is the need and essentiality of giving due reward and share to every individual to his efforts and achievements.


 Besides, every individual is to be given task or assignment in accordance with his needs, requirements, abilities, aptitudes etc. Hence the educational administrators for practicing justice as one of the principles of educational administration must be judicious while dealing with employees, students and public. But in Practice it is not happening as the educational administrators very often arbitrarily exercise discretionary powers and too narrowly apply uniform rules in one point.


 And uniformity of rules in educational administration does not provide equality which is necessary to safeguard the individuals in another point. This nature of the educational administrator goes against the very essence of justice as it is to be free from such bias nature of them. Hence the educational administrators have to reduce this tendency to minimum for making justice beneficial, healthy and impartial in nature and approach as a principle of modern educational administration.

4. Equality of Opportunity:


 One of the important social objective of education is to equalize opportunity or facility for enabling the backward or under privileged classes and individuals to use education as a means for improvement of their condition.
In order to keep equality of opportunity in concrete shape in the field of education, educational administration plays a vital role. For this greater emphasis should be given on equality of educational opportunity for the shake of accelerating the process for building up of on egalitarian human society in which the age old social exploitation will be reduced to minimum.


 The principle of uniformity is not to be practiced and maintained in the field of educational administration as equality does not refer to uniformity. The cause is that opportunity means to provide adequate facility or scope to every individual for his development. In this context, the reasons for existence of inequalities of educational opportunities cited by the Education Commission (1964-66) can be highlighted which must be stressed in the field of educational administration.

 These are:

 (а) In equal distribution of educational institutions through out the country.

 (b) Poverty of a large Section of the population and relative affluence of a small minority.

 (c) Disparity between the education of boys and girls at all stages and in all sectors of education.

 (d) Disparity of educational development between the advanced classes and the backward classes.


 Every society that values social justice and anxious to improve a lot of common man and cultivate all available talents, must ensure progressive equality of educational opportunity to all sections of the population. In this context it should be the task of educational administration to make special efforts for equalizing educational opportunities by reducing the above cited problems of it. As a result, equality of opportunity in educational process will be practiced by educational administration as 
one of its principles.

5. Prudence:


 Overall speaking prudence refers to thinking or planning or showing thought for future. Being contextual in approach it can be said that the futuristic outlook, vision and forward looking must be incorporated it the field of administration. Like general administration educational administration has to practice the exercise of foresight skill and vision with respect to matters concerning practical living and utility of the system of administration in future by the educational administrator.
This principle “Prudence” is closely related to intelligent economy which implies quality control. In order to ensure quality control in the field of education, educational administration has to make expenditure on education by accepting it as an investment on human resource. Because without necessary expenditure on education there will be no question of quality in it and then what about the matter of quality control?
It is evident from several studies that now in educational administration there lies a lot of wasteful expenditure for which the system of check and balance is essential. The system of check and balance is prudential in nature which seeks to protect an educational institution or organisation, an enterprise from mis-behaviours and mis-appropriation by an official or authority as misuse of power and funds that creates mischief.



 It is known to one and all that misuse of power and money leads to the loss of public in general. Hence like general administration in educational administration there is the necessity of the system of “check and balance” to prevent such misuse. This will be done if educational administration accepts it as its principle in real situation.Those who are good sociable, democratic competent and welfare oriented educational administrators liberty is granted for them. Liberty is granted to them with not making the system of “check and balance” rigid. Because it is essential to give freedom to the 
competent and delicate persons as educational administrators who are in the interest of good administration.
They give a differential treatment to different students, staffs, officials and community 
members as per their need remaining within the jurisdiction of educational administration. Besides an educational administrator in order to prudential in nature and work must have simplicity, understanding capacity democratic spirit and effective communication ability with him as attributes.

6. Adaptability, Flexibility and Stability:


 An institution must be able to adjust with changing situations by fulfilling the developing needs and by improving its day-to-day dealings with persons or agencies involved. This characteristic of an institution is called adaptability. In the process of achieving its educational objectives, it has to deal differently with different human beings like teachers, parents and the public at large, who are affected in one way or other by the process or its products. This tendency is called flexibility.
The educational institution however must be able to achieve adaptability without creating any dislocation or disruption in its process and achievements. This property is named as stability. An institution must have these three characteristics in order to be able to achieve its objectives adequately and to give due regard to all persons concerned in some way or other.
These three characteristics are dynamic, adaptability and flexibility are especially so. Stability, however, is called as prudential check on the change which retains good in the old and gives up bad in the new. Hence, careful evaluation of the old as well as the new is an essential feature of stability.



 Adaptability is concerned with acts of change and flexibility to a great extent to counteract with uniformity and stability is mainly the counterweight to adaptability. Thus on the whole, adaptability is the capacity of an enterprise to change, to develop and to improve. Flexibility is the capacity of an institution to react in variance with persons and situations affected and to warn against the dangers of uniformity.



 Stability on the other hand is the capacity of an organisation to safeguard the merits of the old while it is in the process of change. Hence, all these three qualities of adaptability, flexibility and stability are complementary to each other.




Related Topics
Educational Leadership and Management



Part 1





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Curriculum offering during the period of Holy Prophet (PBUH)|


Q 2: Discuss the curriculum offered during the period of the Holy Prophet (PBUH). Give study references while explaining your answer.

Course: General Methods of Teaching 

Course code 8601

Level: B.Ed Solved Assignment


Answer:



Curriculum Offering during the period of the Holy Prophet (PBUH)


Prophet Mohammad P.B.U.H. adopted a distinctive approach to teach his followers and companions the basics and concepts of Islam, which comes from divine revelation; his teachings cover all aspects of life, work, living, and human dealings, which are suitable everywhere and anytime. The significance of this approach in individual learning motivates us to highlight those ways in a scientific methodology. In this paper, we have classified the ways and methods adopted by the Prophet Muhammad P.B.U.H in the education of Muslims generally and for his companions especially.
The prophet Mohammad P.B.U.H started a new religion by calling people to Islam and be ready to change their lives for the better, his style was based on individual differences and consisted of their situations, natures, habits, and mentalities(Sulayman, 2014). The prophet fully succeeded in his task of bringing the new nation of Islam to the world as Allah wants it to be by introducing new religious rituals, aspects, and concepts to humanity in well-formed ways that can be implemented fruitfully across time (Al-Saidi, 2009).
Nowadays, many of the modern learning methods may contain or depend on some learning basics that come from Prophet Mohammad's school. Some ways are considered standards of current learning methods while other ways are still scholarly uncovered until now up to our knowledge. The newly emerged ways of adaptive learning models and blended learning environments are yet a fertile field for making learning developments, and ways of torturing may be incorporated within this field(Mogire & Oboko, 2013),(Temdee, 2014).

Prophet Mohammad P.B.U.H School Categories: 


The Prophet starts calling for Islam with his companions first to make a strong base for humans to learn from, worship Allah S.W.T., manage daily life, and deal with family and other people. Any act, behavior, method, or way taken from the Prophet is called Sunnah (Al-Twaim, 2011),(Ali, 2002),(Al-Ghazali, 1957).

Directing.Practical Application:  


 The Prophet gave the lessons regarding worshiping Allah and living matters to his followers, he started by himself doing the obligatory rituals to encourage Muslims to do so; he used the practical application to teach his followers the five pillars of Islam, which are not only movements formality performed for a particular purpose only, as well as not just a ritual or observance occupies a place or period; they are the media that raise the humans and close them to Almighty creator(Ali, 2002). An example when someone new to Islam asked the prophet about the prayers and their times, the Prophet asked him to pray with people for two days to learn, so that man just kept watching Muslims when they prayed five times a day, after two days the last pray finished, Prophet ask where is that man who wished to learn prayers and their times? The man replied here I am, I learned them well. (Mehdi, 2013)

Getting Knowledge from Learners in The Presence of The Instructor.

Another approach is letting one of the learners give the lesson to the others, one day two men invoked the Prophet; he diverted the judgment to one of his followers who said how to make a judgment in your presence? The Prophet replied, if you make right, you'll be rewarded ten, but if you make a wrong decision you’ll get one reward only. Here the prophet encouraged Muslims to take responsibility for each other, not to limit groups them. (Ali, 2002).

Openness to Other Communities.


The Prophet encouraged his followers to be open to other nations to know their customs, morals, and behaviors and to keep them safe from harm. For example, the prophet asked one of his followers to learn Hebrew to be the prophet's translator who could understand the Jewish tribes' messages and reply to them in Hebrew. Another example is during the Alkhandaq(Trench) war with Jews of Madinah who broke the covenant with Muslims, the Prophet took advantage of making a trench in the northern area of Almadinah, with advice from his follower Salman Alfarsi as Persians did against invasions by horses.(Debabeche, 2008).

Mind Management.


a. Thinking Management:  

 Quran and Sunnah encourage using the mind and intellect, forbidding minds wasting is one of the greatest purposes of religion, with great interest in mental education,(Al-Twaim, 2011). In Islam, the science request is an imposition, as well as education and delivery of science to others, Prophet said that anyone entering the Masjid to learn or to teach good matters, would be like the combatant for the sake of Allah).



b. Mental Persuasion. 

 The Prophet fostered mental persuasion development, which is the key to scientific discoveries' growth of the human mind.  An example of utilizing mental persuasion, is when a man comes to the Prophet said:( O Messenger of Allah, my boy was born black(suspect in his wife), the Prophet said: Do you have camels? The man said: Yes, Prophet said, what colors? He said: Reds, said: Is one of them grey? Man said: Yes, Prophet said: How so? The man said: mutation, Prophet Said: Perhaps your son is mutation), (Siddiqui, 2008).



 c. Brainstorming. 

 Brainstorming targets innovative problem-solving, finding new projects, stimulating thinking and creativity training, and apprentice students (Debabeche, 2008). A brainstorming was used by the Prophet when asking his followers: (What are the trees whose leaves never fall, that look like the Muslim? [he meant that the Muslim's good work never gone away]; Tell me about it? After a while the Prophet answered his question: The palm tree). Here the Prophet does not specify a particular person to get the answer from, instead, his question is in a plural form to give the group of people a chance to think and discuss before answering, not to relate it to a particular person, which may have the impression of embarrassing(Siddiqui, 2008).



 d. Hitting Parables.  

 Making comparisons among objects and events to derive the solution is from the nature of the human brain, hitting parables clearly shown in most of the dialogues and arguments. The Prophet gave preliminary and great importance to the way of hitting parables and metaphors for being an effective and influential role in the process of teaching and developing moral and social values (Ali, 2002). The Prophet hired hitting proverbs to illustrate his sermons to the people; which have a rhetorical persuasive power, splendor of clarity in the embodiment of the intended meaning, and portrayed in the form of sensory to make it is present in front of the listener. Evidence is when the Prophet said:(Such as the believers in their mutual love and mercy and compassion like the body if an organ complained to falter, the rest of the body ensuring fever). (Al-Zahrani,2013).


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Sunday, September 15, 2019

Reflect Some Common Qualities of Primary Teachers| Why are these qualities required for effective classroom learning

Q.1 Reflect Some Common Qualities of Primary Teachers? Why are these qualities required for effective classroom learning?

Course: General Methods of Teaching 

Course code 8601

Level: B.Ed Solved Assignment

Answer
Primary School Teaching can be incredibly rewarding and raises its own unique challenges compared with teaching in a secondary environment. Whether you are looking to become a Primary School teacher or are just looking for some tips on how to be even better, we’re here to help! We’ve put together a list of some of the qualities that make a great primary teacher:


Fairness 

Fairness is one of the characteristics of the student’s favorite teachers. All humans possess an inbuilt sense of fair play. Whenever a person violates, the other person in this situation is prone to react negatively. 

Any impression of favoritism, or lack of fairness, leaves scars on the lives of persons that last forever. The students report in great detail, the unfair actions of their teachers when they had negative experiences of competition between classmates, even after many years have passed. 


Positive Attitude 

Another characteristic that students like most is the positive attitude and approach of the teacher they use in the classroom. Scholars suggest that effective teachers are those who use meaningful verbal praise to get and keep students actively participating in the learning process. Effective teachers are generally positive-minded individuals who believe in the success of their students as well as their own ability to help students achievements. 

If the teachers have a positive attitude they “catch students doing things right" rather than “catching them doing something wrong.” The students often recall praise and recognition that was given by their teachers at schools, and they point to the confidence and direction that often resulted in their lives. 

Preparedness 

Competence and knowledge of the content area being taught is something that our college students have always mentioned about their favorite teachers. In a retard: the students pointed out that in classrooms where teachers were well prepared, behavior problems were less prevalent. The well-prepared teacher is more likely to be able to take time during lessons to notice and attend to behavioral matters and is less likely to miss the beginnings of potentially disruptive activity. If, on the other hand, teachers have not spent sufficient time in planning and preparation, they tend to be so focused on what they are doing that they miss the early signs of misbehavior. This ultimately results in frequent disruption, waste of valuable instructional time, and student frustration. 

Personal Touch 

Teachers who are connected personally with their students; call them by name, smile often, ask about students’ feelings and Opinions, and accept students for who they are. As well as the teachers who tell stories of their own life events that relate to the subject matter currently being taught, motivate students’ interest, and endorse bonding with the students. Teachers who show interest in their students have interested students. 

Sense of Humor 

If a teacher can break the ice in difficult situations with the use of humor, this is an extremely valuable asset for teaching. According to McDermott 49. Rothenberg (2000) students enjoy teachers with a sense 'of humor and remember those teachers who made learning fun. Good teachers enjoy a laugh with the class occasionally. 

Creativity 

 Creativity students always like the unusual things that their teachers do in creative ways. The construction of models or things from waste like plastic bottles provides a field into which children could go and work by themselves quietly on academic activities like puzzles and word-finds.
Fun activities arranged by teachers in the classroom encourage the students to learn. Teachers can use unique ways of motivating their classes. The teacher sets a reward for the class for reaching a particular academic goal. For example, a teacher can give extra marks on the work done by the students creatively. 


Willingness to Admit Mistakes 


Like everybody, teachers may make mistakes. Sometimes students may know when their teachers make mistakes. Unfortunately, some teachers try to let the mistakes go unnoticed or cover them quickly. Teachers who recognize their mistakes in a very humble and pleasant way and apologize to them. This act teacher provides an excellent model for the students, and they may be remembered as a good teacher. 

Forgiving 

Effective teachers reflect a willingness to forgive students for misbehavior. For example, if a student repeatedly asks irrelevant questions and detracts others from the lesson. The teacher can simply say the question is relevant and direct the student to further study. 

Respect 

The teachers desire to be respected by their students. The teachers who give respect to their students are always respected by them. Effective teachers can train their students to be respectful in many ways such as he can keep individual grades on papers confidentially or speaking to students privately after misbehavior not in front of others. Good teachers show sensitivity to feelings and consistently avoid situations that unnecessarily make students uncomfortable. 

High expectations 


Teachers with positive attitudes also possess high expectations for success. Teachers‘ expectation levels affect how teachers teach and interact with students. Generally, students either rise to their teachers’ expectations or do not perform well when expectations are low or non-existent. The best teachers have the highest standards. They consistently challenge their students to do their best. 

Compassion 


Hopefully, school is a place where children can learn and be nurtured in an emotionally safe environment. Sometimes in youngster's classrooms there may happen a significant amount of cruelty and butt feelings. In these situations, a caring teacher tries to reduce the impact of hurt feelings on learning.


Sense of Belonging

Teachers developed a sense of family in their classrooms. A variety of strategies such as random act of kindness awards, class picture albums, and cooperative cl goals build a sense of unity and belonging and maintain an emotionally safe classroom. Good teachers also took strong measures to prevent mean and hurtful behavior like teasing and bullying. Effective teachers know Well that when children feel emotionally and physically safe, they learn far better.


Why these qualities are required?

Knowledge and skills are taught and learned at school. School is a little community itself where teachers and students interact -with each other. During this interaction, teachers influence their learner’s behavior, and learners influence their teacher’s behavior The nature of this interaction is an important factor in determining the learner's perceptions of school and his/her attitudes toward school-related persons and activities This factor involves the relationship between the personality of the teacher and that of the learner. 

A teacher’s personality traits are important as Callahan, (1966) says that the teacher whose personality helps create and maintain a classroom or learning environment in which students feel comfortable and in which they are motivated to learn 18 is said to have a desirable teaching personality. 

Research says that teachers are cognitively oriented toward, pupils while pupils an effectively oriented toward teachers. A teacher's personality is, therefore, directly and indirectly related to learning and teaching in the affective domain as well as to the cognitive and psychomotor domains, (LEW, 1977) 

Teachers have the right and responsibility to develop a climate in the classroom that supports effective learning. Aristotle quoted in Stephen Covey, "The Seven Habits of Highly Effective People", says, "We are what we repeatedly do".


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