QLA Newsletter Issue No.2

Page 1

ISSUE 2

OCT 2014

Qatar Leadership Academy

Leadership and Learning As a boarding school specializing in a leadership program, we are working actively not just to create leadership lesson links and hope that all will fit well, but also directly teaching leadership. Our students are enrolled into an academic school program consisting of both the US and IB curriculum. Following the conclusion of an academic day, our students attend an intensive leadership program that teaches heritage, physical activity and sport, basic military activities and leadership. The program is designed to support physical, social, and emotional well-being. The heritage program allows the cadets to feel comfortable in expressing their culture and being proud to keeping to their age-old traditions. The sport and physical activities allow them push their physical stamina and learn to collaborate and become successful team players. The basic military activities such as drills allow them to feel a sense of empowerment through being part of great organization such as the military. The leadership activities allow for better understanding of the theory of what makes strong leaders. In addition, students have the opportunity to engage in activities of leading student groups. Many contend and argue that leadership education instills an important sense of belonging in individuals. For this reason, student learners should be exposed to leadership education in international learning environments. Leadership education encourages relative novice learners to establish a relationship between their immediate environments and global as well as national contexts. Leadership education is comprehensive and enhances a broader understanding of the national identity in student learners. Most importantly, it inculcates broader life skills into the young generations. Therefore, students’ attitudes and knowledge evolve to new heights, thus enabling them to lead acceptable lifestyles that are reflective of global trends. Since young students can most affected and benefitted from these programs, they must be actively encouraged to be involved in the learning process. I recall many major summative assessments in which our students have to work in collaboration for any grade to be awarded. The idea is that knowledge of content is important and imperative with success, but we are looking at greater successes at Qatar Leadership Academy. Some academic lessons may teach grammar and literature, but others can achieve something so much greater. Coming from a society where national citizenship is revered, it is wonderful to see our focus change to leadership that is moving toward more of a good world citizen. Mrs. Zarmina Hotaki Principal TEAMWORK: AN IMPORTANT ASPECT OF LEADERSHIP At QLA, teamwork plays an important role in our everyday routine. It is one significant value of our Leadership, Core Values and Vision. In everything we do, either in the classroom or outside the classroom, we are encouraging students to work in teams. In Visual Arts, students are offered many opportunities to develop their teamwork skills. Grade 10 students have been working this term on a Graffiti Project exploring the art of Lettering and the Social aspects of expressing messages in public spaces. They are working in teams and have become more confident in collaboration and teamwork. Each team has devised a Leadership statement and transferred it onto canvas, which then will be painted to create a Mural Painting for our school community. It is great to see the students working so effectively together, sharing good practice, ideas and skills with the other members in their teams. Indeed, creativity in Visual Arts can empower students' teamwork skills and eventually promote good leadership! Ms .Vassiliki Varellas Art Teacher

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‍ ŮƒŮ€ا ŮŽŘŻ المؚلّ Ů?Ů… أن ŮŠŮƒŮˆŮ†ŮŽ عسŮˆال‏... ‍قŮ?ـــ Ů’Ů… لـلـمـؚــلّ Ů?Ů… ŮŽŮˆ٠﹢ــ Ů?ه اŮ„تبـ؏ـيــال‏ ‍ ŮŠبني ŮˆŮŠŮ†Ř´ Ů?ŘŚ أن٠ـسا Ů‹ ŮˆŘšŮ‚Ůˆال‏... ‍أؚلمتَ أشع٠ŮŽ ŘŁŮˆ ŘŁŘŹ ďą Ů„ من الذي‏ Ahmed Shawqi, the prince of Arab poets opens with two striking verses to move the hearts: Stand for the teacher; show full respect... ...for a teacher is merely a prophet Do you know of someone nobler than... ...he who nurtures minds and hearts These verses are clear indicators of the honorable role that teachers have in our culture and the respect they deserve. This deep-rooted view goes back to the Holy Qur’an. Teaching was a mission of all the prophets according to the Qur’an. With this deeply rooted value not only found in our religion and culture our expectations at QLA are no different. In light of this vision, we have started this year with a series of sessions in which we teach the cadets our expectation matrixes as part of the PBIS initiative. We are consistently teaching them what is expected from them. Our core values are to be Considerate, Accountable, SaFe, Faithful, and Unified. All of these attributes are celebrated when noted in our cadets and once identified they will receive a CAFFU title and will be rewarded accordingly. Moreover we have conducted grade group meetings with all cadets in which we have gone over our discipline policy in order to make sure that they are fully aware of what is expected from them and know that they will be held accountable for their actions. Accountability is a major component in our Leadership program and our cadets need to feel that their actions play a role in the reaction of those around them. As stated in QLA’s Cadet Handbook, “there are four principles that govern the behavior management system: 1. Students have the right to learn, 2. Teachers have the right to teach, 3. Everyone has a right to safety, 4. Everyone has a right to dignity and respect. Our ultimate goal is “to encourage positive behavior and promote the culture of compliment and motivation through which all students learn achievement.â€? By: Dr. Mohamed A Al-Musleh The Dean of Students

ELL Recognized By Our Teachers Over the past four weeks, QLA teachers were introduced to the concept of collaboration with ELL specialists through a set of professional development sessions. Math, English, and Science teachers, together with their ELL counterparts, took on this challenge and for four weeks learned how to best work with each other, plan, develop, and deliver highly effective lessons and assessment tasks. The goal behind this initiative is long-term student improvement of skills and achievement levels. This approach will allow teachers to focus on each of their student’s particular language weaknesses and work on improving them. It will provide our students with a more focused, structured, and most importantly, student-centered classroom where content and language are taught side by side. Lead teachers, Adnan Mackovic and Melissa Patton, conducted the first PD session with a focus on establishing collaboration: developing professional relationships, collaborative lesson planning process, organizing instructional and feedback time, approaching possible conflict areas. Following this session, participating teachers – English: Marc Patton and Keith McFaralne, Math: Louis Petersen, Binoy Sinha, and Mohammed Muaz, Science: Earl Frank and Sunny Joseph, and ELL: Hani Sedeeq, David Heaton, and Muad Makhool – met on regular basis to develop collaboration norms, set expectations, and plan. The second part of this initiative focused on differentiation – how to plan it and implement it. Teachers were offered specific strategies that focus on content, process, and product differentiation, after which they spent the rest of the session adjusting their lessons to reflect the introduced strategies. This initiative will continue as the year progresses through monthly follow-up meetings with teachers, planning teams, and observations. Mr. Adnan Mackovic English Coordinator

The Importance of the Personal Statement The personal statement is a vital part of the application and it is one of the few areas in which the students have control. It is the opportunity for the students to tell the universities things about themselves that is not readily apparent in their applications. It is their chance to share what makes them unique other than their academic performances. The personal statement is a subjective factor, and with the right information, the students can make their presence felt and convey to the reader a sense of who they are and what they care about. In preparing the class of 2015 to write their perfect personal statements, QLA students have attended two workshops given by Hamad bin Khalifa University. The first workshop took place on December 11, 2013 at HBKU where our students were exposed to different strategies and approaches when writing a personal statement. The second workshop was given at QLA on October 21, 2014 by two representatives from HBKU dedicated to the class of 2015 and 2016. After attending the initial workshop last December, our students were given the opportunity to write their own personal statements over the summer vacation as well as in their English class in the fall of 2014. Their personal statements were then reviewed and feedback was by Mr. Louis (College Counselor), Mr. Adnan (English Coordinator) and Mr. Ashraf (Grade 12 English Teacher) before submitting to universities. Louis S. Petersen Math Teacher

‫القائد الـ ) كفو( ‪ :‬رؤية ثاقبة ‪ ،‬وإبداع متواصل‬ ‫ربما كان الھدف لدى المؤسسات التعليمية المختلفة ھ و ص ق ل ش خ ص ي ة اإلنس ان ‪،‬‬ ‫وتنمية قدراته الذاتية ‪ ،‬بحيث يكون قادراً على االعتداد بنفسه ‪ ،‬وتحقيق جسور ال ت واص ل‬ ‫مع اآلخر ‪ .‬وقد نجحت أكاديمية قطر للقادة ف ي ت ح ق ي ق ھ ذا ال ھ دف م ن خ الل س ع ي ھ ا‬ ‫المتواصل إلعداد القائد المستنير ‪ ،‬انطالقا ً من رؤية ثاقبة تتمثل في برنامج تعزيز السلوك‬ ‫اإليجابي ) كفو( ‪ ،‬وإبداع متواصل ممثالً في سلم تقديرات الطالب ونظام مكافآتھم ‪.‬‬ ‫فھذا الطالب الذي يعيش في داخل األكاديمية ويشعر بالغربة الجزئية عن أھله وأصدقائه ‪،‬‬ ‫ال بد أن ينعكس ذلك على أخطار‪ ،‬لعل أھمھا م ا ي ورث ل دي ه م ن ن زع ة ان ع زال ي ة ‪،‬أو‬ ‫مشاركة اجتماعية مبالغ فيھا ‪ ،‬أو بين ھذا وذاك ؛ في ج د ال ط ال ب ن ف س ه مش ت تً ا‪ ،‬وت رى‬ ‫سلوكياته غير مبررة أحيانًا ‪ ،‬وغير واضحة السبب في أحيان أخرى ‪.‬‬ ‫وربما يكون ھذا التشتت بسب غياب الھدف الواضح لدى الطالب ‪ ،‬ومن ھنا كان تطب ي ق‬ ‫برنامج كفو يمثل رؤية ثاقبة نحو تحقيق الھدف السلوكي من الطالب ‪ ،‬فنحن نريد منه أن‬ ‫يكون إنسانًا ) كفو( بمعنى الكلمة في كل مكان وزمان ‪.‬‬ ‫فالطالب بسلوكه السلبي يبحث عن نوع من الحرية ‪ ،‬ولكنھا حرية زائفة ‪ ،‬تق وده ل ل ت م رد‬ ‫على كل شيء ‪ ،‬وكأن لديه رغبة عارمة في السير في اتجاه واح د دون ع ودة ‪ ،‬دون أن‬ ‫يعرفه أحد ‪ ،‬أو يؤثر عليه ‪ ،‬ولكن ھذا السلوك زائف يحتاج إلى تعدي ل ي ق وم ب ه ب رن ام ج‬ ‫تعزيز السوك اإليجابي ‪.‬بداية من البحث عن األشياء الصغيرة المھمة لتدعيمھا في س ل وك‬ ‫الطالب ‪ ،‬ومروراً بسلوكيات المسؤولية ‪ ،‬وانتھاء ب ال وص ول إل ى ال ق ائ د ال ح ق ي ق ي الـ‬ ‫) كفو(‪.‬‬ ‫األستاذ‪ /‬أسامة رضوان‬ ‫مدرس اللغة العربية‬

‫القيم األخالقية المقبولة معيارنا‬ ‫مما الشك فيه أن القيمة الحقيقة المقبولة بشكل عام ھي التي تولد سلوكا ً مفيداً لمن يمارسھا ول م ن ت م ارس ع ل ي ھ م‪،‬‬ ‫وھي مبدأ يحقق السعادة أو يدفع األذى أو يحقق كليھما‪ .‬وتحقيقا لذلك فإن أكاديمية قطر للقادة تتبنى قيما عليا حاك م ة‬ ‫للسلوك داخل األكاديمية تتناسب وطبيعة البرامج الدراسية والتربوية في األكاديم ي ة ح ي ث ت ت م ث ل ف ي االنض ب اط‪،‬‬ ‫والشرف‪ ،‬والمعرفة ‪ .‬كما تتبنى برنامج دعم السلوك اإلي ج اب ي ال ذي ي ن ط ل ق م ن ق ي م خ م س م ع ززة ل ل س ل وك‪،‬‬ ‫وھي‪) :‬االھتمام باآلخر ‪ -‬تحمل المسؤولية – المحافظة على األمن – اإلخالص ‪ -‬التعاون( ‪.‬‬ ‫إن القيم واألخالق ال تأخذ النسق التغييري في الشخصية إال إذا ُوضعت حيز التطبيق ‪ ،‬ونحن ف ي األك ادي م ي ة وم ن‬ ‫خالل فرق العمل المختلفة نقوم بھذا‪ ،‬باختيار العادات والسلوكيات اإليجابية لغرسھا في نفوس ال ط الب م ن خ الل‬ ‫النسق األخالقي الذي تم تطبيقه في األكاديمية والذي يعزز السلوك اإليجابي بصورة فاعلة ومستمرة ‪.‬‬ ‫يع ّرف علماء التربية األخالق بأنھا مجموعة من القوانين والق واع د ال ت ي تش ك ل ذات ال ف رد وال ت ي ت ح دد أف ع ال ه‬ ‫االجتماعية ‪ .‬وتعبر ھذه القوانين عن ذات الفرد إذا أطاعھا وامتثل لھا ألسباب ودوافع داخلية ال ألسباب خ ارج ي ة ‪،‬‬ ‫مثل ‪ :‬العقاب والتھديد ‪.‬‬ ‫إن القيم األخالقية ‪ ،‬ھي معايير أفعالنا واتجاھات قلوبنا وعقولنا وھي التي تصوغ كينونتنا ‪ ،‬وكيفية معيشتنا ‪ ،‬وكيف ة‬ ‫تعاملنا مع اآلخرين ‪ ،‬لذلك فمن الطبيعي أن القيم الصالحة تساعد في بناء منظومة إنسانية أفضل ‪ ،‬ومس ت وى ح ي اة‬ ‫أفضل ‪ ،‬وطريقة فضلى في معاملة اآلخرين ‪.‬‬ ‫وتحقيقا لما سبق ‪ ،‬نود أن نختم مقالنا ببعض السلوكات التي يجب أن نتمثلھا في حياتنا اليومية‪:‬‬ ‫• كن انموذجا ً أخالقيا ً قوياً‪.‬‬ ‫• طوّر عالقة احترام متبادلة مع اآلخر‪.‬‬ ‫• تقاسم مع اآلخر معتقداتك األخالقية السليمة‪.‬‬ ‫• توقع السلوكات األخالقية الجيدة وطالب بھا‪.‬‬ ‫• استخدم المنطق واألسئلة األخالقية أثناء حديثك‪.‬‬ ‫• وضح أسباب وضعك معيار معين لما تقوم به‪.‬‬ ‫• طابق أقوالك األخالقية مع أفعالك‪.‬‬ ‫• استجب آلثار السلوك‪.‬‬ ‫• عزز السلوكات األخالقية والتزم بتنشئة طفل خلوق‪.‬‬ ‫• ركز على القاعدة األخالقية‪.‬‬ ‫السيد‪/‬عماد مكاحلة—مرشد‬

New Courses, New Teachers, New Texts The Humanities Department has several new developments this year to improve our student’s learning opportunities. First of all we welcome two new teachers, Mr. Robert Begin and Ms. Mia El Azizi. Mr. Begin teaches grade 7-10 Humanities courses and comes to us from Canada with his wife and two cats. He holds Bachelors in Education and is certified in History, Science and Physical Education. He is a versatile teacher with eight years varied experience in the classroom. He is also a keen soccer coach and is sponsoring one of the ASA soccer teams. Ms. El Azizi comes to us from Arizona with her husband and son. She has taught in Chicago, Arizona, Egypt and most recently in China for a total of 8 years plus she was an academic counselor for an additional 5 years. She is teaching IB History, IB TOK and USDP Geography and Global Issues. She holds a Bachelor’s in History and in Secondary Teaching as well as a Master’s in Education and Curriculum Instruction. Last year she taught 8 TOK sections and most recently attended an IB History Workshop to become aware of new developments in the course. She is sponsoring the Model United Nations as an ASA. Both these teachers are passionate about their subject matter and take great care to ensure understanding and achievement on the part of the students. We also welcome a QLA teacher who has been assigned to our grade 78 visual arts classes. Mr. Brad Buxton, our Heritage Project teacher has skills in Art and Design as well as boat building. He has created an art course with Islamic art traditions as one of the main elements. Our new courses this year include IB Business Management taught by our Economics teacher, Mr. Francis Chapuredima, and USDP Spanish, taught by our French teacher, Ms. Eleanor Leyden. These courses were offered in response to student interest as was last year’s IB Visual Arts, taught by Ms. Vassiliki Varellas. We are pleased to be able to offer courses that students requested within the IB program. Finally, we have been resourcing our department with a variety of texts to provide current and complete materials to our students. History, Business Management, 7-10 Humanities, USDP French and Spanish have all benefited by new texts too numerous to list. Please ask your sons about their learning experiences in these classes and do not hesitate to contact us if you would like more specific information.

Ms. Eleanor Leyden Academic Coordinator

ASA Fishing Club Takes to the Sea On October 20th, QLA students from the after-school fishing club set off on their first fishing excursion for the academic year 2014. All students were well prepared for the trip. Each student had their own rod, reel, hook and bait as they sat on a boat that took them to an island fishing spot located near the marina at Al Dhakhira. The island was small, measuring not more than 20 meters by 3 meters due to high tide. Staff members leading the trip were David Heaton and Muadh Makool (ESL Dept.), Osama Radwan (Arabic lang.) and Selim Takool (Boarding Officer). Students Mohammed Obeidan (grade 12) and Abdullah Al Ghoneim (grade 12) were assigned as student leaders to assist all fifteen cadets with loading the equipment onto the boat, seating arrangements, offloading the boat and anchoring it down, assembling the fishing gear and making sure everyone stayed safe! The fishing club aims to introduce students to their local environment, build up their leadership qualities, and of course improve their fishing skills. Working together as a team is also a vital skill that all members should learn if we are to become successful fishermen and remain safe. Prior to the trip, all students attended a mandatory fishing and boat-safety-awareness workshop held at QLA with the aim of establishing norms for behavior. In all, the trip was an excellent start to what we hope will be a successful year of fishing in al Dhakhira.

Mr. David Heaton ESL Teacher

Design Technology The Grade 10 classes have accelerated into their first Design Technology project this term, Dragster Cars. The key elements to this project include; design techniques, kit car building: chassis design, car body design and car body manufacture. The end result will include a competition between the classes for the fastest dragster car. It has been wonderful to observe the use of subject specific language including, aerodynamic, chassis, and isometric designs, and to see the commitment to the project. The students of Grade 10 have completed the final stages of design and are currently working on their electronic circuit and construction of the car chassis, they are bursting with excitement about the creation of the car body. The initial design phase has provided QLA with exemplary pieces of design work and also offered students the opportunity to support and teach each other how to improve designs and create the chassis. Here are three examples of the initial design pages by Bader Abdulla, Zeyad Al Kandari and Mohammed Munir. Mrs. Fiona Bayliss Design Technology Teacher

‫لغة العيون ) لغة التواصل البصري في الغرفة الصفية(‬ ‫في ھذه السنوات‪ ،‬أصبح يدور كالم كثير عن لغة الجسم حتى أضحى ھذا الموضوع يجذب الكثير من االنتباه حيث إن ال_ب_ع_ض ي_ع_ت_ب_ره م_ھ_ارة م_ھ_م_ة‬ ‫للنجاح في الحياة ومؤشرا فاعال لبناء عالقات شخصية ومھنية سليمة بين األفراد ‪.‬‬ ‫يعرف القاموس مصطلح لغة الجسم على أنھا اإلشارات وحركات الجسم وتعابير الوجه التي تن ُم عن مختلف الحاالت الفيزيائية وال_ع_ق_ل_ي_ة وال_ع_اط_ف_ي_ة‬ ‫التي يشعر بھا اإلنسان ‪ ،‬وھي أداة للتواصل غير الشفوي مع اآلخرين ‪.‬‬ ‫فقد أظھرت الدراسة التي قام بھا عالم النفس األمريكي ألبرت ميھرابين أن نسبة تأثير الكلمات والعبارات )‪ (%7‬فقط‪ ،‬وأن االنطباع ال_ذي ي_ؤخ_ذ م_ن‬ ‫نبرات الصوت )‪ ،(%38‬وأن لتعبيرات الجسم األخرى من عيون ووجه وأي ٍد وجسم )‪ (% 55‬أي أن لغة الجسد تم_ث_ل )‪ (%93‬م_ن االن_ط_ب_اع ال_ذى‬ ‫يؤخذ عنك )حركاتك و نبرة صوتك( عبر التواصل الشخصي ‪ ،‬معنى ھذا أن )‪ (%93‬مما تقوله ال يخرج من فمك وإنما من لغة جسدك ؛ لذا يجب ع_ل_ى‬ ‫الشخص أن يتذكر أن ما يقوله ليس ھو المھم فقط ولكن طريقة قول ھذا الشيء ھي أعظم أھمية‪.‬‬ ‫يوجد ھناك الكثير من إشارات لغة الجسم المفتوحة مثل اإلبقاء على التواصل بالعين خالل المحادثة‪ ،‬وھي أھم عناصر االتصال الجسدي غير الم_ب_اش_ر‬ ‫بين البشر ؛ فالعين نافذة العقل وما يدور به‪ ،‬وإذا استطاع اإلنسان فك رموزھا يستطيع معرفة ما يدور بداخل الناس ‪ ،‬و ھي أول مف_ات_ي_ح الش_خ_ص_ي_ة‪،‬‬ ‫بما تنقله من معاني تدور بالعقل فمن خالل نظرة العين تستطيع أن تتعرف رد فعل اآلخر على رسالتك سواء أكان إيجابيا أم سلبيا ‪ ،‬وتستطيع من خ_الل‬ ‫فھم ھذه اللغة أن ترسل رساالت مختلفة إلى اآلخر‪ .‬رحم ﷲ ابن القيم حين قال ‪ ":‬إن العيون مغارف القلوب بھا يعرف ما في القلوب وإن لم يتكلم ‪...‬‬ ‫"‬ ‫وتحدﱠث القرآن الكريم عن لغة العيون‪ ،‬والمعاني التي تدل عليھا النظرات اإلنسانية‪ .‬ومن ذلك قوله تعالى‪( :‬يَ ْع_لَ_ ُم َخ_ائِ_نَ_ةَ األعْ_يُ_ ِن َو َم_ا ت ُ ْ‬ ‫ص_دُو ُر(‬ ‫_خ_فِ_ي ال ﱡ‬ ‫ما في القلوب من البغضاء واإلحن‬ ‫وقال الشاعر‪ :‬إن العيون لتبدي في نواظرھا‬ ‫وفي حديثنا عن أھمية التواصل البصري في الغرفة الصفية ‪ ،‬فقد أرجع روبرت لدبري وآخرون شكوى المعلمين من السلوك الس_ل_ب_ي ل_ل_ط_الب وق_ل_ة‬ ‫انتباھھم في الغرفة الصفية إلى المعلمين الذين ينسون أو يقللون من أھمية التواصل غير الشفوي في عملھم مع الط_الب ‪ ،‬ح_ي_ث ي_ھ_م_ل_ون اس_ت_خ_دام‬ ‫العينين في إيصال رسائلھم إلى الطالب ‪.‬ومع أن العين ھي أداة فاعلة للطالب والمعلم ‪ ،‬فإن الكثير من الوقت يمضي ب_ت_رك_ي_ز ال_ع_ي_ن_ي_ن ع_ل_ى ال_ك_ت_اب‬ ‫واللوح واألرض والشباك‪ ،‬أو تحريك العينين بشكل عشوائي داخل البيئة التعلمية ‪ .‬من دون أن يطور المعلم مھارة التواصل البصري ك_ج_زء م_ھ_م ف_ي‬ ‫الشخصية التعليمية ‪.‬‬ ‫إن حركة العين ليست مفيدة فقط لكي تعرف كيف يفكر الناس؟ ولكن يمكن استخدامھا ؛ كي تفكر بصورة أكثر وضوحا ً ‪.‬‬ ‫لقد أھتم الباحث روبرت لدبري وآخرون بالتواصل البصري في سياق إعطاء مالمح لطبيعة الطالب أكثر منه كأداة تعليمية‪ ،‬فلقد قاموا بم_ت_اب_ع_ة ب_ع_ض‬ ‫المحاضرات في جامعة أزمير للعلوم المالية ووجدوا أن حركة العين تؤدي الكثير من الوظائف ‪ ،‬منھا ‪:‬‬ ‫ال____ن____ظ____ر دائ____م____ا ً ي____ن____ج____ح ول____ك____ن ال ت____ق____م ب____ه بص____ورة م____ت____ك____ررة وإال ف____إن____ك س____ت____ص____ب____ح "ك____اري____ك____ات____ي____ر" ل____ن____ف____س____ك‪.‬‬‫ تحدث إلى الطالب وليس إلى الكتاب أو اللوح أو الشاشة ‪.‬‬‫ يمكن للعين أن تنظم سير الدرس ‪ .‬عند بداية الدرس قم بالتجول بين الطالب للتأكد من جاھزيتھم )الكتب ‪ ،‬واألق_الم واألوراق م_ع ال_ط_الب( ‪ .‬إذا ل_م‬‫يكونوا جاھزين ‪ ،‬استخدم العين لتصحيح الموقف‪.‬‬ ‫ حاول إعطاء جزء من الدرس من دون قول أي شيء ؛ ليذكرك كم ھي تعابير الوجه واإلشارات مھمة في تنظيم الوق_ت ال_ذى ي_م_ض_ي_ه ال_م_ع_ل_م ف_ي‬‫الكالم ‪.‬‬ ‫ التواصل بالعين بصورة جيدة ال يعني التحديق أو إطالة النظر ‪ ،‬فالكثير من الطالب يجدون ھذا الشيء غير مريح ؛ وب_ال_ت_ال_ي ي_ؤدي إل_ى أن ي_ق_وم‬‫الطالب بازاحة أعينھم عن المعلم وفقدان التركيز ‪.‬‬ ‫• شجع الطالب على التواصل وھم يعملون معا في أزواج أو في مجموعات ‪ .‬ابدأ بتدريبھم على االستماع لبعضھم البعض مستخدما ً ال_ت_واص_ل غ_ي_ر‬ ‫الشفوي ‪،‬فقد أظھرت األبحاث أن ھناك رابطا قويا بين مدة التواصل بالعين التي يستقبلھا الشخص ومقدار المشاركة وال_ت_واص_ل م_ع اآلخ_ري_ن ‪.‬‬ ‫ وفر الوقت والجھد بإيصال رسائل معينة عن طريق العين وتعابير الوجه ‪ ،‬وأظھر التشجيع غالبا ً والرفض نادراً ‪،‬وذكر الطالب ب_أن_ھ_م ي_ج_ب أن‬‫يعرفوا اإلجابة الصحيحة أو أن يعطوا اإلجابة من خالل المحاولة‪ ،‬واستخدم التواصل بالعين كأداة للتصحيح‬ ‫•‬

‫اد ُع الطالب لإلجابة عن طريق العين ‪ .‬إذا لم يكن الطالب المرشح منتبھا ؛ فيقوم واحد من الطالب بلمسه لتنبيھه‬ ‫الوقت والجھد بشكل أساسي ‪.‬‬

‫‪ -‬ال_ت_واص_ل ب_ال_ع_ي_ن ي_وف_ر‬

‫ختاما ‪ ،‬يمكن لنا تغيير شخصيتنا بصورة إيجابية عن طريق استخدام لغة العيون ‪ ،‬فمحاولة واعية من ھذا النوع تؤدي إلى نتائج ج_ي_دة ف_ي ال_ت_واص_ل‬ ‫بصورة أفضل مع اآلخرين ؛ ليجدك الناس أكثر انفتاحا ً وتستحق الثقة ‪ ،‬وتجعلك تشعر أنك تملك القدرة على التعامل مع جميع المواقف بأريحية أك_ث_ر ‪،‬‬ ‫وبما أن لغة العيون تكشف الكثير عن شخصية اإلنسان ؛ فإننا يجب أن نستخدمھا تربويا بشكل إيجابي لمصلحتنا ‪.‬‬

‫األستاذ ‪ /‬تيسير الذيابات‬ ‫منسق اللغة العربية والدراسات اإلسالمية والتاريخ القطري‬

U P C OMING E VENTS

Upcoming Events November 1st draft of Extended Essay for May 15 candidates --November 4 End of First Quarter --November 6 All Staff Meeting – Cadets have no school --November 6 Quarter 1 Grades Due --November 9 PTC # 1 --November 10 Military Event --November 16-18 0700-0800 Qatar Armed Forces Visit- Ground Forces --November 19 Vocabulary Competitions --November 23-27 Saturday School --November 29

Qatar Leadership Academy, Member of Qatar Foundation, Education, Science and Social development. Location: Al Khor City Al Khor Qatar P.O.Box: 24421 Tel: +974 44542222 Building Number: 16 Street No. 776 Zone: 74 ‫ عضو مؤسسة قطر للتربية والعلوم وتنمية المجتمع‬،‫أكاديمية قطر للقادة‬ ‫ مدينة الخور‬:‫الموقع‬ ‫الخور – قطر‬ 24421 :‫ب‬.‫ص‬ +974 44542222 :‫البدالة‬ 16 :‫رقم المبنى‬ 776 :‫رقم الشارع‬ 74 :‫منطقة‬

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