قضيّة بين أخوين في المحكمة

قضيّة بين أخوين في المحكمة
تعال نشوف القضية المختلف عليها

حيزان الفهيدي صاحب أغرب قضية تشهدها محاكم القصيم
دموع سخيه ..ولكن لماذا ؟؟
قصه من الواقع وليست من الخيال

حيزان رجل مسن من الاسياح ( قرية تبعد عن بريدة 90كم ) بكى في المحكمة حتى ابتلت لحيته,
فماالذي ابكاه؟
ماأبكى حيزان هو خسارته قضية غريبة من نوعها , فقد خسر القضية أمام أخية , لرعاية أمة العجوز التى لا تملك سوى خاتم من نحاسفقد كانت العجوز في رعاية ابنها الأكبر حيزان,الذي يعيش وحيدا ,وعندما تقدمت به السن جاء أخوه من مدينة أخرى ليأخذ والدته لتعيش مع أسرته,لكن حيزان رفض محتجا بقدرته على رعايتها,
وكان أن وصل بهما النزاع إلى المحكمة ليحكم القاضي بينهما, لكن الخلاف احتدم وتكررت الجلسات وكلا الأخوين مصر على أحقيته برعاية والدته,وعندها طلب القاضي حضور العجوز لسؤالها, فأحضرها الأخوان يتناوبان حملها في كرتون فقد كان وزنها20 كيلوجرام فقطوبسؤالها عمن تفضل العيش معه, قالت وهي مدركة لما تقول:هذا عيني مشيرة إلى حيزان وهذا عيني الأخرى مشيرة إلى أخيه, وعندها أضطر القاضي أن يحكم بما يراه مناسبا,وهو أن تعيش مع أسرة ألاخ ألأصغر فهم ألأقدر على رعايتها,وهذا ما أبكى حيزان ما أغلى الدموع التي سكبها حيزان, دموع الحسرة على عدم قدرته على رعاية والدته بعد أن أصبح شيخا مسنا, وما أكبر حظ الأم لهذا التنافسليتني أعلم كيف ربت ولديها للوصول لمرحلة التنافس فى المحاكم على رعايتها ,هو درس نادر في البر في زمن شح فية البرأبكي يا عاق الوالدين لعل يرق قلبك ويحن لأمك !!

Message for Students

1. 
   
   Parents and teachers want you to succeed, but you have to help them!


2. 
   
   Teachers are educating you on science, math or English, and they are doing much more. In collaboration with your parents, they are teaching you about life, how to get along with others, how to communicate effectively, how to take responsibility, how to handle stress, and how to believe in yourself.


3. 
   
   Successful people know it is important to help others.

The Goal Setting for Students® book teaches students

Five Steps to Using Your Textbook to Build a More Dynamic Conversation Class

When students hear the words, "turn to page 15 in your textbook", they probably feel like it's going to be just another boring English lesson. This doesn't have to be true; however, if we use our textbooks as a tool for providing a way of making the students assume more responsibility, thus making the class more interactive.
With the recent emphasis on learner centered communicative methodology, a textbook can provide what is missing - specific language goals and reassurance for learners. A communicative methodology is more effective if there are specific mini-language goals set for students to accomplish. A textbook will usually provide these goals but is often not a motivational source for students. A communicative methodology, on the other hand, offers students motivational tasks but is also a "set of principles loosely bundled together" for no specific purpose other than speaking English (Van Lier 1988:72). I believe that students learn better if they understand what is expected of them and what or how much they can experiment with everyday tasks. Thus, a well textbook offers students classroom stability by letting them know what is going to be expected of them as well as integrating motivating communicative pair-work.
Here is a 5-step methodology which has been successfully used. In the proposed methodology, there is an attempt to simply describe an interactive way of teaching via a textbook where the teacher slowly relinquishes control by giving students more responsibility so when it comes time for the communicative task pair-work, learners are able to speak more accurately and confidently.

Step 1 - One Quick Question
As you take attendance, tell students that they must acknowledge their presence by asking one quick question based on the previous lesson as a review. So for example, if we were studying the conversation strategy of, "Have you ever....../ When did you last......." Students would begin the class practicing this one particular conversation tactic.
Example:
o S: Have you ever spoken English?
o T: Yes, I have.
Repetition is vital for these students particularly since they have the class 4 times a week for 40 to 45 minutes. Repetition does not have to be boring for students but can be made learner-centered.

Step 2 - Assigning New Partners Every Lesson
Next, after having completed the roll call and answering these student review questions, class is officially started by putting students randomly in pairs. You can do this by having each student choose from a stack of cards labeled 1A, 2A, 3A etc. and...1B, 2B, 3B etc. Thus, if a student's card reads 1A her partner is the 1B cardholder. If there are 20 students there will be 10 pairs. Students then pair off and sit facing each other.By randomly assigning students to a new partner every lesson, the class is more dynamic and perhaps more significantly, after a few weeks the class, as whole, becomes familiar with each other which builds a supportive, relaxed speaking atmosphere. Students also seem to really enjoy having the control to "choose" their partner by taking a card number.

Step 3 - Dialogue Practice
When students are seated facing each other in pairs, they listen to the example conversation in the textbook as a class and then practice saying or repeating problematic words for pronunciation. Now is the time to practice any problematic phrases or cultural concepts or for any pre-teaching of difficult structures.

Step 4 - Creating a Variation of the Dialogue.
Next, students are told they must change the conversation by substituting words in the dialogue.
Once students have decided which words to substitute, they are given about 10 minutes to memorize the dialogue depending on difficulty. After 10 minutes, student pairs are asked to "volunteer" to perform their conversation. I say "volunteer" because students are told that they do not have to do the conversation if they don't want to, but if they do "volunteer", each student will receive a "+" for the day. This way students receive a daily mark which gives an accurate record of their willingness to participate in addition to motivating them to try harder without direct teacher induced pressure. When students have finished "performing" their memorized mini-conversations, they are ready to move on to a related listening exercise.

Step 5 - Communicative Pair Work
Up to this point, students have been studying one kind of communicative strategy via a controlled conversation memorization and listening drills. Now they are adequately prepared to assume all responsibility by trying it by themselves via a pair-work communicative task. They now have the opportunity to speak freely in English but are also sufficiently empowered to do so. The teacher, by walking around evaluating each pair, can easily decide where problems reside and correct them or decide to follow up the pair-work with additional question-answer practice between student and teacher.
Conclusion
Students need more than just one kind of classroom methodology. They also benefit from a variety of classroom activities such as short classroom videos, oral presentations or computer lab days. These types of extra activities can be integrated within the week-to-week class curriculum and provide an additional motivational source from the usual routine.
Repeatedly using this 5 step methodology, the classroom becomes a place where students know what is expected of them while keeping the class interactive and interesting. The method can maintain student motivation and give students more confidence by slowly relinquishing teacher control while giving them more classroom responsibility. Finally, students are empowered to succeed and feel a sense of accomplishment at the end of each lesson.

By Stephen B. Ryan

Learning styles

Kinesthetic Style: Being a kinesthetic learner, learns best through physical movement. Total Physical Response (TPR) activities, in which the children respond physically to the teacher's commands, are most appropriate for children .TPR include forming ABC shapes with the body, actions like running, jumping, or touching things the teacher calls out. Songs with movement such as 'Hokey Pokey' and 'Head, Shoulders, Knees and Toes' can also be considered TPR.
Personality: Overly energetic, Hiroki is the kind of student who just won't sit still. He's always happy, smiling, laughing, playing with the other children, climbing under the table, and making funny noises!

Visual Style: learns best from illustrations and text. She's at her best chorusing vocabulary from flashcards and playing games such as Quick Flash and Slow Peek with the picture cards. She also loves the textbook and has started to recognize written words.
Personality: The smart kid learns quicker than the other children in her class. She's always the first to answer questions, and usually wins all the games - to the frustration of the other kids! However, Naoko gets annoyed easily, particulary with Hiroki, and she often complains about him, hoping the teacher will punish him. She also likes to point out everyone's mistakes, making them feel stupid.

Auditory Style: learns through songs, chants and story-telling. Although she doesn't always dance to the songs, she sings along and even sings when there's no music playing! She picks up on repetitive English quickly - particularly if it's chanted. For example, "Do you like apples? Yes, I do. Yes, I do. Yummy, Yummy, Yummy. No, I don't, No, I don't. Yuck!"
Personality: Quiet and shy. Every class has a quiet kid and fits the bill. She does answer questions with some pressing, but her voice is so quiet you can barely hear her over the other children. She's sometimes reluctant to join in TPR activities and takes forever to complete any writing or drawing exercise. She's a lovely girl though - no trouble whatsoever... except when she cries, she just sits their with tears streaming down her face, usually caused by the other children picking on her or being too physical around her.

Tactile Style: learns best by touching things, preferably objects as opposed to flashcards. Give them some plastic food, blocks, or even crayons and he's away!

Personality: Generally happy but easily upset. While she'll laugh and copy she is often picked on. Taichi is a bit slow, and his English is the lowest level in the class. She quickly forgets vocabulary taught through flashcards, and struggles with using crayons. Taichi also gets upset easily. Maybe she has a blue chair but wants a green one, or perhaps the air conditioning is too cold for her. There's always something troubling her.

Those are some examples of students. NOW!!! Measure them to your students :)

Study Strategies for our dear students

Many school students face the challenge of learning how to study. Unlike reading for pleasure, studying is a deliberate learning activity that requires students to acquire, process, organize, and remember new information.
Teachers can show students how to "study by doing." This means learning how to study as active learners—discussing ideas with classmates, reformulating information on graphic organizers, and predicting essay questions.
Students who are actively engaged in studying are more likely to be engaged in their learning, retain information they learn, and apply their knowledge to other areas.

"To study is not easy, Because to study is to create and re-create and not to repeat what others say."
Freire & Macado, 1987, p. 77

Many students need direct instruction from their teachers to develop active study:
1. Teachers can help students develop strategies by being explicit about what a strategy involves and offering a rationale for why and how the strategy works.
2. In addition, teachers can model study strategies while simultaneously explaining what they are doing.
3. Teachers should guide students to practice and apply strategies to authentic tasks.
4. Feedback from and debriefing with peers or the teacher help students identify what is working and what needs to be strengthened.

Listening:
Improving students' ability to listen is a good first step for cultivating strong study strategies.
These techniques encourage students to become active listeners by having them evaluate what they hear and interact with the speaker.

TQLR Listening Process:
TQLR (Tune in, Question, Listen, Review) can help students improve their listening skills—whether they are listening to a lecture, story, or conversation.

The four steps of TQLR are:
1. Tune in: Have students prepare by tuning their mind to what they are about to hear.

2. Question: Ask students to formulate questions on what to listen for. "Who, what, when, and where" are good questions to start with.

3. Listen: Encourage students to think while they listen.

4. Review: Have students review what they heard, answer questions, and consider areas that were not clear.

Taking Notes :
Both teachers and researchers have observed the need to provide students with direct instruction for taking notes—extracting relevant information and recording that information in useful ways. The most effective instruction provides students with an explanation of the importance of note-taking and is sustained over a significant period of time.

Two Column Note-Taking System:
Also called the "PUNS," "Cornell," or "Pauk" method. PUNS, a research-based note-taking system, encourages students to review their notes immediately after a lesson and pull out key words from them.

The steps are:
1. Record—Ask students to record notes on the right side of a sheet of loose-leaf paper, leaving a 3-inch margin on the left. Outlines can help students identify main topics. Have students leave space where they need more information.
2. Organize—Soon after the lecture, students should summarize the text by writing key words inside the left margin. Students should also add any information they missed during the lecture.
3. Study—Students should review their notes by reciting information they know and looking at the key words. Students can also use key words to create study questions.

Using Think-Aloud :
The purpose of a think-aloud is to capture the student's thinking about the text during the reading process. The teacher selects a piece of text to model the strategy to the students. While reading the text aloud, the teacher asks herself questions such as, "Why did this author say that? Maybe if I keep reading I will find out." .

Remembering:
Developing effective strategies for memorizing can help students tremendously throughout the course of their studies.

Using Graphic Organizers :
Graphic organizers are excellent tools for helping students connect ideas and see relationships between different pieces of information. The goal is for students to expand their knowledge by understanding the material in their own way. Graphic organizers can be used for a variety of purposes, such as eliciting prior knowledge, demonstrating a sequence of events, and comparing and contrasting.