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My experience of running a program on Ashara Mubashara for Kids under 13 years of age

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 Bismillah ir Rehman ir Rahim (In the name of Allah, the Beneficent, the Merciful)


Introduction

Around three to four months ago, we at Al Khair Foundation started thinking of running an educational program for children aged 6 to 13 years. This endeavour was born out of the success of a previous program focused on teaching young minds about the names of Allah SWT. Upon concluding that program, a realisation struck us: today's children often lack Islamic role models and heroes in their lives, individuals whose faith-powered journeys could inspire them. This insight led to the inception of a program centered around the Ashara Mubashara - the ten companions of the Prophet Muhammad (peace be upon him) who were promised paradise by the Prophet himself.


Understanding Ashara Mubashara

The Ashara Mubashara, or the ten companions of the Prophet Muhammad (peace be upon him) who were promised paradise, hold a special place in Islamic history. Imagine being told by the Prophet himself that you are destined for paradise! These extraordinary individuals must have done something profoundly special to earn such a declaration. Narrated in a Hadith, the ten companions are as follows: Abu Bakr, 'Umar, 'Uthman, 'Ali, Talhah, Az-Zubair, 'Abdur-Rahman bin 'Awf, Sa'd bin Abi Waqqas, Sa'eed bin Zaid, and Abu 'Ubaidah bin Al-Jarrah (Tirmidhi 3747).


Structure of the Program

The program was meticulously structured to cover one Sahaba (companion) per day during Sunday sessions, lasting for two hours each. It spanned over 12 Sundays, providing a comprehensive learning experience over three months. The sessions included a introductory session to set expectations and concluded with a graduation ceremony to involve parents in their children's educational journey.


Structure of Each Session

Each session, held from 3:30 PM to 5:30 PM, followed a consistent structure, ensuring that the young participants remained engaged and enlightened:

  • Introduction to the Sahaba's name and nicknames

  • Understanding their relationship with the Prophet

  • Learning when they embraced Islam

  • Exploring their physical appearance

  • Discovering key highlights of their character

  • Examining special mentions or actions attributed to them by the Prophet or during their lifetimes

  • Engaging in relevant activities, such as games, to make learning enjoyable


Homework: Fostering Family Bonds

The program incorporated two types of homework, designed to encourage family involvement:

  1. Basic questions about the next Sunday's Sahaba, promoting individual study and curiosity.

  2. Discussions with parents on topics related to the Sahaba, such as acts of kindness and charity. This aimed to reshape family conversations, replacing mundane discussions with inspirational stories and Islamic values.


Reflecting on My Experience, 10 points.

  1. Designing the Program:

  • Our team consisted of working professionals juggling full-time jobs and family responsibilities. Most of us had minimal prior teaching experience, especially with children of this age group.

  • Despite our constraints, we were driven by passion. We opted for a simple and focused approach, emphasizing the core aspects of the program.

  • Given our unpredictable schedules, we adopted a contingency plan by always having two Sahabas prepared and being ready to fill in for each other as needed.

  • As a group, we committed to seeing the program through, no matter the challenges.

  1. Getting Sign-Ups from the Kids:

  • An important revelation came to light – for this age group, it's typically the parents who decide whether their children participate in such programs.

  • Thus, our marketing efforts needed to target parents rather than children. We initially designed our materials with a child-centric theme, which proved less effective.

  • However, we managed to reach our target of 20 participants, largely due to the reputation of Al Khair Foundation rather than our marketing efforts.

  1. Attention Span:

  • In the very first session, we discovered that the attention span of this age group rarely exceeds 10 minutes.

  • Children dislike being lectured to and lose interest when the topic doesn't captivate their curiosity.

  1. The Roles Have Reversed:

  • My own perspective shifted significantly. As a student, I had the responsibility to focus, listen, and learn from my teachers, regardless of their teaching abilities.

  • Now, as a teacher, the onus is on me to deliver engaging content, make learning exciting, and find innovative ways to convey knowledge.

  • The students arrive with expectations that it is my role to ensure their understanding, reversing traditional classroom dynamics.

  1. Activities Are Heroes:

  • We introduced short activities every 30 minutes during the sessions.

  • These activities involved movement and games, which the children eagerly anticipated.

  • Aligning these activities with the lesson content proved to be highly effective. 

  • Games like interviewing each other, squats competitions, and push-ups competitions were big hits among the children.

  1. Use of Visuals:

  • Rather than lengthy lectures, we incorporated educational videos available on YouTube that were tailored to the topic and suitable for children.

  • Children tend to respond positively to visual content and absorb information effectively from such sources.

  1. They Are Super Competitive:

  • The competitive spirit of modern education was evident in our young participants.

  • They eagerly engaged in quizzes and competed to answer questions, a reflection of the competitive environment in their schools.

  1. Gifts or Rewards Are a Must:

  • We realized that small incentives, such as a pencil box or a fancy sharpener, greatly motivated the children.

  • This approach cultivated a positive attitude and created a friendly bond between the students and teachers.

  • We called it gift and not a reward just because gift often helps the person receiving it creates a friendly bond with the one who gives it

  1. Make It Professional:

  • We stressed the importance of professionalism in running programs like ours.

  • Adequate preparation, including rehearsals, creation of visual aids and presentations, and delivering content in simple language with anecdotes, was key.

  • Children have a keen eye for effort, and maintaining professionalism ensured their sustained interest.

  • We implemented a system for homework, checked it diligently, and adopted the "1-minute manager" approach.

  • We also maintained attendance records and contacted parents if a child missed two consecutive classes.

  1. A Different Homework:

  • Our approach to homework was unique. We encouraged discussions between children and parents regarding specific qualities of the Sahaba studied.

  • We prompted children to inquire with their parents about acts of kindness beyond charity.

  • While we rarely asked students to share this with the class, the goal was to involve parents in the learning journey and inspire behavioral change.


Personally, I found the experience profoundly fulfilling and I desire to continue such programs. Practical constraints may limit my involvement, but I aim to allocate at least one session per month to this noble cause, preserving the opportunity that Allah SWT has granted me. I am thankful to Allah SWT for guiding me through this journey. I also express my gratitude to Al Khair for including me in the planning and execution of this program. May Allah bless all those associated with Al Khair Foundation and make them beacons of guidance for society.
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