IQRA Network Core Teaching Principles
The IQRA Network syllabus is based on extensive research and practitioner expertise in e-learning and teaching Arabic as a second language. It has been developed and revised by practicing educators from Al-Azhar University and a team of educators situated in Massachusetts.
The IQRA Network Common Core focuses on four foundation principles that govern our teaching philosophy.
Principle 1: Teachers must demonstrate unparalleled mastery and excellence in teaching Quran and Arabic
At IQRA, we understand that our principal assets are our teachers. We take our teaching responsibilities very seriously and only recruit uniquely qualified teachers whose subject competency in Arabic and Quran is unparalleled. We source teachers who have won global competitions in Quran and who were top of their class in prominent institutions such as Al-Azhar University.
We strive to match students with the right teacher, based on our 1-on-1 assessment of students’ abilities and behavioral needs, and feedback from their parents. Teachers may sometimes get creative to engage younger students or subsequently strike a more balanced tone to accomplish an assigned task with a student. As behavioral aspects play a central role in our approach to education, teachers are trained to continuously gauge students’ actions and emotional aptitude. This enables our teachers to dynamically adapt and adjust their lessons to ensure maximum benefit.
We believe that learning is not just crucial for our students, but our teachers as well. Therefore, we provide the opportunity for regular and ongoing training on how to use interactive tools to make the teaching experience more beneficial.
Principle 2: Content is skill focused and tailored to students’ needs and progress
It is no secret that you cannot have great teachers without quality content. Because the material that is available on the market is not custom designed for each student, our approach is to tailor our curriculum specifically for the students. Our priority, in particular, is to address areas of weakness that were uncovered during our initial evaluation and progress from there. This includes customizing exercises and emphasizing specific skills to make sure the student acquires the required learning, whether it is reading, writing, expression or listening.
Our experience has demonstrated that mainstream content is designed for students who are either living in a predominantly Arab country or who have continuous, and often daily, access to someone who speaks Arabic. Their tasks and activities are not specifically written to cover the broader needs of students who have limited daily engagement in Arabic. Our content is entirely revamped to meet these demands.
If a student lives in a household that speaks a language other than Arabic, we adjust the activities and exercises to ensure that the student can independently work within its confines. This is not to say that the home has no role; on the contrary. As part of our syllabus design, a student’s home plays a crucial role in ensuring that our academic plan is achieved to its fullest extent. Parents and guardians are a key component of our learning process, and our team intends to take full advantage of parental support to enable the students to master Arabic and the Quran.
Our Arabic syllabus consists of three sections that collectively and comprehensively address core skills including reading, conversation, spelling and expression. It is deeply rooted in Islamic Education where the theme of the Arabic syllabus relies on topics from Prophet Muhammed Sirah and Aqidah wherever possible. Furthermore, the syllabus has two additional extensions that focus specifically on reading and simplified grammar. These are essential to those students who wish to gain full mastery of Arabic.
Principle 3: Embrace a comprehensive learning approach that includes verbal and non-verbal communication
We take a blended approach to our e-learning that uses voice and tone manipulation to keep students engaged, as well as video and face to face interaction with rich expression to reflect the mood. We also utilize interactive and engaging technology throughout all of our lessons, setting the students’ tasks that are supported by physical activities such as play dough exercises and role-playing.
IQRA Network’s technology is easily accessible from anywhere at any time. You can access it from multiple devices such as your PC, laptop, tablet or even your smartphone. You can use whatever electronic device is available to you, as long as it does not compromise the integrity of the lesson.
Principle 4: Maintain quality through continuous supervision of teachers and observation of classroom activities
Along with ongoing learning, we also provide our teaching staff with continuous supervision from our senior academic team to make sure that all of our teachers get specific and targeted feedback on their lessons. This allows any errors and issues to be caught early on in the process and addressed immediately with our teachers.
Through our ongoing supervision, we can guarantee the use of interactive techniques, punctuality of teachers and excellent connectivity to meet all of our teaching goals. It also gives us the chance to observe student compliance and performance, and adapt the approach as needed.