Naxwaha Afka-Soomaaliga oo kooban

 

Naxwaha af-soomaaliga oo kooban 

Buugga Qaamuuska Af-Soomaaliga

 Annarita Puglielli iyo Cabdalla Cumar Mansuur

Qaybaha ugu muhimsan ee naxwaha af-soomaaliga, oo looga baahanyahay xagga sifaynta Af-soomaaliga, oo caadiyan loo yiqiin “qaybaha hadalka”, waxay yihiin: magacyada, cayimayaasha (determiners), magacuyaallada, falalka iyo qurubyada. 

Inta aan loo gudaggelin sifaynta qayb walba waxaa muhim ah in hoosta laga xarriiqo waxyaabaha qaarkood ee u gaarka ah ereyada af-soomaaliga. 

Ereyada af-soomaaliga waxaa ka mid ah ereyo badan oo lagu magacaabi karo erey-saleedyo, yacnii waa ereyo aan weli naxwe ahaan caddayn waxa ay yihiin. 

Erey-saleedyada waxaa laga heli karaa weerta dhaxdeeda iyagoo ah magac, kaasoo noqon kara yeele ama layeele (toosan/dadban), ama isagoo ah fal u 

shaqaynayo khabar ahaan (predicate). Tus.:

- Qosol (erey-saleed) 

Halkan qosol loogama baahna (waa magac) 

Wiilku waa qoslay (waa fal) 

- Caddayn (erey-saleed) 

Caddayn baa lagaa rabaa (magac) 

Waxaan caddaynayaa inaad shaqaysay (fal) 

- Quusad (erey-saleed) 

Iska ilaali quusadka (magac) 

Inta aadan quusanin ayaan kula hadlayaa (fal) 

Haddaba waxaa la doorbiday in qaamuuska laba jeer lagu qoro ereyada la midka ah ereyga qosol isagoo magac ah iyo isagoo fal ah. 

Waxaan halkan ku soo bandhigaynaa astaamaha guud ee ay leeyihin koox naxweedyada ama qaybaha hadalka ee la xiriira ereyada af-soomaaliga. 

1. Magacyada 

Magacyadu waxay tilmaamaan dad, duunyo, shay, ra’yi, fal iwm sida: 

nin, ari, buug, figrad, maanta, bixid iwm. Haseyeeshe waxaa loo sii kooxeeyaa 

iyaga oo laga eegayo qaar ka mid ah astaamahooda la xiriira micnahooda, 

madaama astaamahaasi ay muujinayaan qaabab sarfeed iyo weereed oo kala 

duwan. Magacyadu waxay la socon karaan cayimayaal (determiners), 

kuwaasoo dib loogu lifaaqo magacyada, sida aan ku arki doonno qaybaha soo

socda.

1.1 Qaybaha magacyada 

Guud ahaan magacyadu waxay u kala baxaan: 

B. Magacyo gaar ah, kuwaasoo lagu aqoonsado qof ama shey gaar ah, sida: 

Cali, Maryam, Moqdisho iwm. 

T. Magacyo guud, kuwaasoo ah macgacyo aan cidna u gaar ahayn, sida: 

geed, nin magaalo, duqnimo iwm, waxaana lagu lifaaqi karaa cayimayaal, waxaana laga dhigi karaa wadar. 

Magacyada guud laba qaybood ayaa loo sii kala saaraa: 

Magacyo cillanaad oo ay tilmaamayaan wax shanteenna dareemayaal aanu dareemi karin sida: ra’yi, ceeb, run, jacayl, dadnimo iwm. 

Magacyo caadyaal ah oo tilmaamayaan wax nool ama shay la arki karo oo la taaban karo sida: nin, guri, ari, geed iwm. 

Magacyada caadyaalka ahi waxay u sii kala baxaan laba qaybood: 

 Magacyo tirsama oo ah magacyo tilmaamaya dad ama shay la tirin 

karo, sidaa darteed magacyadaas qaab wadareed ayay lahaan karaan. Tus.:

buug, guri, nin iwm. 

afar buug ayaan akhriyey. 

buugag baan kuu soo iibiyey. 

Magacyo aan tirsamin waa magacyo tilmaamaya wax aan la tirin karin sida: sonkor, biyo, caano, ciid iwm, sidaa darteed suurtaggal ma ah in aan niraahno:* hal sonkor, * laba caano, *afar ciid iwm. Tus.: 

*labo biyo ayaan rabaa (waa qalad) 

biyo badan ayaan rabaa (waa sax). 

Arrirtan ayaa ugu wacan in ereyadani aanay lahaan karin qaab wadareed. Waxaa kaloo ka mid ah magacyada aan tirsamin magacyo kale oo aan tilmaamaynin qof ama neef xayawaan ah oo keliya, laakiinsee tilmaamaya koox dad ama duunyo ah, oo loo arkayo sidii wax midaysan ama urur ah, sidaa darteed lama raacsin karo tiro wadareed, magacyadaasna waxaa lagu magacaabaa magacyo urur, 

waxaana ka mid ah: dad, dumar, ari, ido, caruur, geel iwm.Tus.: 

*afar dad ayaan arkay (qalad) 

 dad badan ayaan arkay (sax) 

Sida muuqata magacyadan lama raacsiin karo tiro wadareed, waxaase la raacsiin karaa oo keliya ereyga “badan”, sidaa darteed waxay qayb ka yihiin 

magacyada aan tirsamin, haseyeeshee qaab ahaan magacyadan waa la wadarayn karaa iyagoo lagu lifaaqayo dibkabe wadareed oo iyaga u gaar ah 

(–yaw), sida: dadyaw, geelyaw oo loola jeedo dad badan, geel badan. 

1.2 Astaamaha guud ee magacyada 

B. Caynta: lab iyo dheddig 

Caynta magaca, gaar ahaan marka aan qodob raacsanayn, waxaa lagu 

gartaa codkaca iyo dhammaad yara kala duwan ee ay leeyihiin 

magacyada qaarkood, dib baanse uga faalloon doonnaa arrintaas. 

Magacyada labeed 

Waxaa ka mid ah: nin(ka), ari(ga), miis(ka), gabay(ga), fal(ka) iwm. 

Magacyada labeed waxaa lagu aqoonsadaa codkaca (tone) oo ku dhaca shaqalka ka horreeyo midka ugu dambeeya, magacyada dheddigna shaqalka ugu dambeeya ayaa codkacu ku dhacaa. Sidaa darteed aad ayay u badanyihiin magacyada mataanaha ah, oo kala duwanaanta codkacooda uun lagu kala sari karo micnaha kala duwan ee ay kala leeyihiin labada magac oo lab iyo dheddig kala ah sida kuwa soo socda: 

shaqalka ka horreeyo midka ugu dambeeya, magacyada dheddigna 

shaqalka ugu dambeeya ayaa codkacu ku dhacaa. Sidaa darteed aad ayay u badanyihiin magacyada mataanaha ah, oo kala duwanaanta 

codkacooda uun lagu kala sari karo micnaha kala duwan ee ay kala leeyihiin labada magac oo lab iyo dheddig kala ah sida kuwa soo socda: 

Class Management

 Classroom Management

Sometimes it feels like we are herding cats. 

Session Objective

At the end of this article teachers should be able to:

Welcome to Classroom Management!

(If you don’t plan, the student will plan for you!!)

What is Classroom Management?

What are some components of effective classroom management?

Classroom management is a way of organizing the resources, pupils and helpers so that teaching and learning can proceed in an efficient and safe manner.

The biggest deterrent to classroom management issues is proactive, effective lessons.

The more you plan, the more effective the lesson and delivery…the less problems with discipline.

Classroom Management involves:

Establishing procedures, having rules, and reducing discipline problems. 

Why do students cause discipline problems?

Students misbehave for several reasons:

They are bored.

They don’t know the purpose of your presentation.

They don’t understand how the information that you are delivering applies to them.

Instruction is uninteresting

The pace of the instruction is incorrect (too fast, or too slow).

Not enough interaction between and among peers.

Principles of Classroom Management

Classroom Management Principles make a good first impression.

Come in with enthusiasm and show you are excited to be there.

Minimize the power differential in everyday communication. 

Sitting behind a desk or standing behind a podium can send the message that you want to create some distance between yourself and the students. 

Get down to their level when working with them.

Know the power of proximity

You can accomplish more through your body language than through your voice.

Put your body next to problems.

Put your body in-between students who are disruptive.

Know how to work one-on-one with students while not turning your back on the rest of the class.

Think Prevention

Consider how you can manage the learning process to prevent undesirable behaviors (i.e. classroom set-up, opportunities for students to interact, active involvement, clear communication of expectations, structuring for success).

Model behaviors you expect from the students: mutual respect, active listening, interest in learning, subject enthusiasm, open mindedness, positive attitude.

Know the schools’ procedures regarding such things as code of conduct

Make your lessons relevant  and interesting to your students.  

 Use examples that interest students.

Teach positively and show your enthusiasm.  Passion is contagious.

The Ideal Teacher:

Enjoys students.

Uses different teaching techniques.

Has a great sense of humor.

Acts like an adult and not a child (or high school student).

Keeps promises.

Is organized.

Knows the subject matter.

Admits when he or she is wrong.

Uses a pleasant voice.

Is enthusiastic about the subject.

Is willing to listen to both sides of an issue.

Has a reputation for giving challenging work.

Isn’t a pushover.  Keeps misbehaving students in line.

Keeps everyone busy.

Does not have favorites.

Is polite to everyone all of the time.

Is friendly and fair.

The Teacher-Student Relationship

You should show that you care about your students.  Attend sporting events, ask about their hobbies, and make a connection.

You should have a thorough knowledge of your subject matter.  Being prepared builds trust.

You should take command of the class.  If you are not the classroom leader, the students will gladly assume the position.

You should act in a mature manner all of the time.  Don’t be sarcastic.  Don’t tell lies.  Don’t lose your temper.

You should maintain a certain emotional distance between yourself and your students.  Students have peers.  They need you to teach. 

Dressing Appropriately

According to Harry Wong, “We are walking, talking advertisements for who we are.”

Educators should dress for respect, credibility, acceptance, and authority. 

Effective Instruction

A structured and instructionally sound classroom will eliminate a majority of misbehaviors.

Two important key factors are:

Room arrangement

Time management

Movement is the key

Be able to have quick access to any student at any time.

Be comfortable moving around your room during instructional periods.

Being in close proximity to a student is an effective deterrent.

An Effective Discipline Plan

The 3 most important student behaviors to teach on the first days of school are:

Discipline 

Procedures

Routines

The rules about rules

Wong writes, “The function of a rule is to prevent or encourage behavior by clearly stating student expectations.”

Creating Your Class Rules

Only have 3 to 5 rules

State rules positively.

Make the rules easy for you and your students to remember.

Be able to enforce the rules consistently.

Remember:  

Rules deal with behavior, not procedures. 

Rewards

 “The best reward is the satisfaction of a job well done.”

Some examples include:

Praise

A note home (Good News Cards)

Student of the day, week, or month

Tangible rewards

Work posted 

Certificates of Honor

Penalties

Time out

Demerit or fine

Detention

Assignment to write ways to correct problem

Being last to leave

Loss of reward

Exclusion of class participation

Enlist Parent Support

Be sure to send a copy of your discipline plan home to parents the first day of school.  

Make positive parent contact before you need their assistance with a problem.

Contact parents as soon as you see a change in their child’s behavior patterns.

Parents can be one of your biggest allies in managing the student’s behavior.

Procedures and Routines

Harry Wong writes in The First Days of School, “The number one problem in the classroom is not discipline; it is the lack of procedures and routines.”

Wong also states, “A procedure is simply a method or process for how things are to be done in a classroom.”

Procedures answer the question, “What do I do when…?”

Classroom Procedures That Must Become Routine:

Beginning of a period.  Do students know what to do?

Quieting a class.  Do students know how you will quiet them down?

Students seeking help.  Do students know how to get your attention?

Movement of students and papers.  Do students know how to move about the room and pass papers in?

End of period.  Do students know who or what will dismiss them at the end of the period?

Procedures to Consider

Entering the classroom

Getting to work immediately

End of class dismissal

Participating in class discussions

Changing groups

Turning in papers

When you finish early

Asking a question

Responding to fire, severe weather, and tornado drills

Leaving the classroom

When visitors arrive

Keeping a notebook

Interruptions

Getting classroom materials

You Must Teach Procedures!

EXPLAIN

REHEARSE

REINFORCE

4 Actions That Helped Me and Will Help You Too!

Maintain a professional relationship with students and fellow colleagues. 

Be fair and consistent with students regardless of who they are.

Take an interest in students’ extracurricular activities.

Think, Pair, Share

Why is having control of the class so important in order to get your message delivered effectively?        

"Listen" To The Students’ Misbehavior. 

Student misbehavior isn't just an annoying disruption --- it's a secret message the student is (unwittingly) trying to convey to you.

Guiding Values of Classroom Management

Fairness

Firmness

Consistency

Developmental 

appropriateness

Classroom Management Principles

Non-Verbal Cuing. 

Non-verbal cues can be effective to show the class that the noise level is too high. 

Tell the student up-front what is your cue, and use it throughout the presentation.  

Cues can be a bell, a clicker, flipping the light switches.  

They can also be facial expressions, body posture and hand signals. 

Focusing.  Be sure you have the attention of everyone in your classroom before you start your lesson. Don’t attempt to teach over the chatter of students who are not paying attention. 

Behavior Scenarios

How you handle misbehaviors will matter in your stress level and that of the class.

INSTRUCTORS TEACHING PRACTICE ASSESSMENT BY MANAGER

By Diini

It is envisaged that Youth Polytechnic managers are expected to take a much more active role in supervising instructional activities of respective instructors. In order for this supervisory role to be executed effectively, there is need to follow a guideline. The overall impression, rating and assessment of the manager would also have to be taken into account when planning subsequent teaching methodology refresher courses for instructors.

Another prerequisite is that youth polytechnic managers themselves would be sufficiently conversant with teaching methodology in order to supervise instructors. Besides teaching methodology, managers would also need to be well versed in educational administration, curriculum development and planning.

This information is of benefit to those who evaluate instructors performance in their institutions after they have attended this teaching methodology course.

A. Lesson preparation

1. Lesson planning/notes

The instructor should have a well-prepared lesson plan, with an outline of what the instructor intends to be learnt, set out.

The format will vary from subject to subject, and topic to topic, but the following details should be included:

a) Aims/Objectives
b) The main areas of content to be learnt
c) A clear indication of student/teacher activities for achieving the objectives

2. Clarity of aim/objectives

Every lesson must have a purpose in terms of skill, techniques, fact or attitudes the students are expected to acquire. The objectives should be specific and observable/testable and should be related to general aims in the scheme of work.

B. Presentation of the lesson

3. Introduction

There must be a definite introduction to the lesson, which should be brief (3-5 minutes). It may consist of revising previous work and linking it to the new topic, or introducing the topic itself. An introduction should make clear what the teacher wants the student to learn. It must be relevant to the topic, and stimulating enough to arouse the interest and curiosity of the learners.:

4. Appropriateness/Effectiveness of teaching techniques

The instructor may use various techniques to enable students to understand the material being introduced. For example s/he may use questioning techniques, pair/group work, class discussion, pictures, films, experiments and so on. The instructor should use a variety of techniques, and they should be suitable to the subject matter and students concerned. They must also be effective in terms of aiding the students to understand the content of the lesson.

5. Instructional Language/Voice preparation

The instructor should use language appropriate to the level of the students vocabulary in any particular class. It should be grammatically accurate, since the instructor is acting as a model to the students. S/he should be able to give instructions in a comprehensible manner, and know how to rephrase questions. The teacher should also vary the voice, as well as projecting it clearly throughout the lesson.

6. Construction and use of visual aids

Any charts, maps, models, objects, diagrams, illustrations that the teacher uses, must be related to the contents of the lesson. They must be well made/produced and effective in helping students to understand the subject matter involved.

Blackboard work must be easy to read, well organised, and be a natural complement to the lesson.

7. Classroom organisation/Control

The teacher should organise the work in such a way that students know what they are supposed to do. S/he should demonstrate, control and discipline where necessary, and run the lesson efficiently. Movement of students for groupwork, experiments, outside activities should be carried out with minimum fuss.

8. Instructor/Trainee relationship

The teacher should demonstrate cheerfulness, enthusiasm in his/her subject and patience with the students, so that a harmonious, relaxed relationship is built up in the classroom. S/he should be firm but fair in all dealings with the students.

9. Student activity

The trainee should be involved and active throughout the lesson. Questioning should be spread around the class so that as many students participate as possible. Students should be encouraged to think rather than just recall, and be able to show they follow the subject matter. The instructor should provide through group work, discussions, experiments etc. a means of active student involvement.

10. Content and Knowledge of Material

The instructor should demonstrate a good grasp of the material s/he is presenting, and an ability to put it over at the right level to the students. The content should be sufficient for the lesson without cramming too much into the period.

11. Lesson conclusion/Achievement of objectives

By the end of the lesson, it should be possible to see that the objectives in the lesson plan have been achieved. There should be a definite ending to the lesson, perhaps in the form of questions, summary, revision, consolidation, and the giving of an assignment. At all events, the conclusion should be orderly, and not merely dictated by the end of the period bell.

C. General Impression

12. Schemes of work, records of student

Progress and self-Evaluation

The teacher should indicate in his/her schemes of work files or books, that there is control and direction in the work. There should be evidence of thorough forward planning, critical self-evaluation of lesson taught, and appropriate records of students’ progress - mark sheets, comments etc. The record of work completed should be sufficiently detailed and up to date.

INSTRUCTOR ASSESSMENT REPORT SCHOOL  NAME:--------------------------------------------------- TEACHER’S NAME: ______________ DATE: ______________ : ______________ SHIFT: ______________ GRADE: ______________

	EX	VG	G	F	U
Aptitude for instructing
Quality of lesson plans
Quality of schemes of work
Suitability of Teaching Aids
Confidence of instructor
Discipline and class control
Instructor’s Self Expression
REQUISITE SKILLS Explanation
Questioning
Chalkboard Format
Demonstrations
General organization
Creativity and originality
TOTAL

KEY:

EX = Excellent = Score 4
VG = Very Good = Score 3
G = Good = Score 2
F = Fair = Score 1
U = Unsatisfactory = Score 0

Manager’s Comments:

____________________________
____________________________

''The most beautiful sound in the world is the Muslim call the prayer!'' Said Morgan Freeman

Xasuuqii Dawladdii Rajiimka ee siyaad Barre 1988 oo Al-jazira baahisay

Noradin Girls High School ayaa 12,000,000 oo shillinka Soomaaliland ah ugu deeqay walaalaheenna abaaruhu saameeyeen.

Taasaa la leeyahay Doobi haloo cusho !!!!

Sheekadii Boqorks

Sheekaba Sheekay keentaaye, beri hore waxaa jiray boqor lug wax ka qaba ( laangadhe) ah, ilna la' .
Maalin maalmaha ka mid ah ayaa uu isugu yeedhay dadkii wax sawiri jiray ee deegaankaa uu xukumo oo dhan ku noolaa,waxaanu ka codsaday inay sawir uu leeyahay sameeyaan.
Sawiro qurxoon bay sawireen oo kala jaada balse sawir walba waxaa ka muuqday in boqorku yahay laangadhe weliba ishisa bidix maqantahay.
Nin ka mid ahaa dadka boqorku sawirka ka codsaday ahaana nin aad u farshaxan ah ayaa dadkii kale ka duwanaaday .Waxa uu sawiray boqorkii oo dhul aad u qurxoon jooga ,haystana leeb iyo qaanso ,isla markaana shiishaya deero .Sawirkaa boqorku waxa uu dhex jilba joogay meel caleen ah isha bidixna waa uu ururiyey isagoo si fiican u shiishaya deeradsaasi.
Waxa uu ahaa sawir qurxoon oo cid kasta ka yaabiyey.
Boqorkii aad buu ugu farxay.
Dullucda Sheekada
Qofka laxaad ahaan wax u qaba ma fiicna inaan magaciisa ka dhigno halka uu iinta ku leeyahay.
Bal qiyaas bulsha ahaan inta aad maalin kasta maqlayso:
Cawaraw, laangadhaw,gacanaw,tuuraw,faruuraw iyo kuwo kaloo lamida.
Waxa fiican inaynaan dhaawicin niyadda qofka walaal kaaya, isla markaana aan ku mahad naqno nimcoonyinka Alle.

Aad baad u mahadsantihiin.

Wax Hubso Inta Aanad Wax Xukumin !

Si deg-dega ayaa dhakhtarkii qaliinku yimi cusbitalkii.

Qolkiisii buu galay waxaanu ku labistay dharkii qalliinka.

Waxa uu u dhaqaaqay qolkii qalliinka,waxaase dhexda kaga hor yimi nin oday ah oo aad u qaylinaya.
'' Waar maxaad intaas oo dhan nooga maqnayd?
Goor horaanu ku soo wacnay.Miyaanad ogayn in ilmahaygu qalliin deg-dega u baahanyahay oo noloshiisu khatar ku jirto?
Miyaanad lahayn dareen masuuliyadeed?
Dhakhtarkii oo dhoola caddaynaya ayaa yidhi ''Waan ka xumahay walaal,maan joogin cusbitaalka .Intaan soo socday ayuun baan kaa maqnaa walaal. Waxaan jeclahay inaad is dejiso anna shaqadayda aan qabsado.
Is dejiyaa? Bal maxaad samayn lahayd ilmahaaga oo qolkan yaala?
Ma is dejin lahayd?Haddii ilmahaagu dhinto intaad dhakhtar sugayso,ma is dejin lahayd?
Dhakhtarkii oo dhoola cadaynaya ayaa ugu jawaabay '' Waan dadaalaynaa ee u ducee ilmahaaga in Alle nagu guuleeyo qaliinkiisa''
Saacado ka dib waxaa qolkii ka soo baxay ,dhakhtarkii oo faraxsan. Allaa mahad leh.Waanu ku guulaysanay qaliinkii ilmahaaga ee wixii su'aala weydii inanta kalkaalisada ah.
ayaa uu yidhi dhakhtarkii ,waanu baxay.
Bal kibraanigan eega.Maxaa helaya haddii uu xaaladda ilmahayga si faahfaahsan iigu sheego? Waxa yidhi odaygii isagoo cadhaysan.
.Asagoo aan deganayn oo weli dhakhtarkii ilmihhisa badbaadiyey sii haaraamaya ayuu u galay kalkaalisadii .Markuu warkiisii dhammaystay ayaa ay hadalkeedii bilawday ayadoo ilmaynaysa.
Adeer si kale maaha ee shalay ayaa inankiisii baabuur jiidhay waanu geeryooday, aaskii xabaasha oon dhammaan ayaa qalliinka ilmahaaga loogu yeedhay waanu ka yimi aaskii oo dhammaan ,haddana xabaashii ayuu tegay si uu usoo aaso.
Ninkii odayga ahaa aad ayaa uu isu qoomameeyey.
Dullucda
1. Ha xukumin dadka adoon xaalkooda hubsan.
2.Dhib kasta oo aad dareemayso, agaw inay jiraan kuwo kaa darani
2. Waa muhiim inaan si deggan ula hadalnaa dadka cadhaysan.