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ہم سے درویش کوئی مال نہ زر رکھتے ہیں

ہم سے درویش کوئی مال نہ زر رکھتے ہیں
کوئی دیوار نہ در اور نہ گھر رکھتے ہیں

یہ بھی سچ ہے کہ نہ ہم بال، نہ پر رکھتے ہیں
جاری ہم پھر بھی وفائوں کا سفر رکھتے ہیں

رکھتے بے تاب ہیں دل، آنکھ کو تر رکھتے ہیں
مرے حالات مجھے زیر و زبر رکھتے ہیں

چاکِ دامان لیے خاک بسر رہتے ہیں
تیرے دیوانے کہاں اپنی خبر رکھتے ہیں

اُن کے تُو میرے خدا! خیر سے سینے بھر دے
میرے احباب کہ جو سینوں میں شر رکھتے ہیں

روٹھنے والے بھلا بیٹھے ہیں تائب ؔہم کو
روٹھنے والوں کو ہم یاد مگر رکھتے ہیں

Mainstreaming LSENs in a Regular Classroom: A Scoping Review

This study aims to generate thorough and comprehensive review of the teacher’s perspective and hands-on experience in mainstreaming LSENs in a regular classroom, including teachers’ attitudes and perceptions, challenges encountered, and teaching approach in handling mainstreamed classrooms. A scoping review framework by Arksey and O’Malley’s (2005) systematically analyzed the data of the different articles conducted by various scholars. Through scrupulous and through selection of related studies, 10 articles were included in the review from 6 different countries across the globe. The articles included were conducted from 6 countries and various databases. The study highlighted that: 1) teachers have positive and negative attitudes towards mainstreaming, 2) teachers experienced various challenges in handling a mainstream classroom, and 3) learner-centered approach to learning is used in the classroom. Mainstreaming LSENs in a regular classroom has pros and cons among teachers, regular students, and the LSENs themselves. Hence, a daunting responsibility for the teachers. Nevertheless, it is imperative to support teachers by giving seminars and training, especially to those non-special education majors, to be fully equipped to handle mainstreamed classrooms.

Developing Young Childrens Creative Writing Ability in English As a Second Language in a Primary English Medium School in Karachi, Pakistan

The purpose of the study was to improve teaching of creative writing for young children in English as a second language. For this purpose, action research was done in an English medium private primary school in Karachi, Pakistan. Five students were involved as research participants and their teacher acted as my critical friend during the study. The main question asked was: How can I, as a teacher researcher, help children of class five to develop creative writing ability in English as a second language in an English medium primary school in Karachi, Pakistan? I conducted six cycles of action research. During each cycle I planned-acted-observed-reflected (See figure 1, action research cycle, chapter two) and used this experience and my reflection to plan the next cycle of research. Data collection was done through interview, document analysis, observation and reflection. I learnt during pre-intervention phase that there was an issue of children's motivation; there was too much control over children's writing; insufficient use was made of stimulating materials and activities to motivate and support creativity. I also learnt that no sense of audience was developed when writing, and there was no focus for writing of second drafts; as giving peer feedback was not practiced. I used a range of strategies to address these issues, for example. When pictures and other people's writings were used as a trigger children wrote with a lot of intent and enthusiasm. When music was played, children learnt the rhythm quickly and wrote poems easily. Children's imagination was supported through songs and pictures. When children's work was shared and published, they became motivated and confident. When a focus was provided for writing, the second draft the children's enthusiasm was sustained. The quality of writing also improved, because they were able to expand their ideas through answering questions asked by their peers. When children gave peer feedback they learnt to appreciate their peers' work and also their own. It was also found that if teachers care for children and treat them well, it motivates them to write creatively and also builds confidence in them. The research experience indicated that it was possible to teach creative writing to nonnative speaker children if the focus was on pedagogy as well as and on emotions of the children as both readers and writers.
Asian Research Index Whatsapp Chanel
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