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English

Teachers – Crown of Creatures

In my view, when a person decides to enter the field of teaching, the very first step should beself-reflection. One must honestly ask: Why do I want to become a teacher? This question is notas simple as it appears; rather, it defines the entire journey and effectiveness of a teacher’scareer as change agent being crown of creatures. The intention behind choosing this nobleprofession determines whether one becomes merely an instructor or a true educator who leavesa lasting impact on lives of individuals, communities and nations. If the answer is simply “to earn money,” then it is better not to choose this profession. Teachingis not simply a means of income; rather, it is a field driven by emotions, commitment, and adeep sense of purpose. While financial stability is a natural need for every individual, teachingdemands a motivation that goes far beyond material gain. It calls for passion, patience, and anenduring willingness to serve others. Teaching is perhaps the only profession where the true reward is not financial gain, but theimpact one creates. A teacher carries one of the greatest responsibilities in society, theresponsibility of shaping generations and guiding them toward success. Doctors heal the body,engineers build infrastructure, and leaders govern nations, a general protects the country, thepolice and judge is on the way to provide probation but teachers are the ones who prepareindividuals for all these roles. In this sense, the influence of a teacher extends far beyond theclassroom, reaching into every sphere of society, that is why the Holy Prophet narrated, مجے معلمبنا کر بھیجا گیا ‘I have been sent as a teacher’. even teachers do not work with brain but works withintellect عقل the software of the brain. This role demands more than delivering lessons; it requires nurturing minds and hearts.Education is not limited to textbooks, examinations, and grades. A teacher must cultivatecuriosity, critical thinking, moral values, and confidence in students. They must help learnersdiscover their strengths, overcome their weaknesses, and develop the courage to face life’schallenges. In doing so, teachers become mentors, role models, and guides who shape not onlyacademic success but also character and personality. A true teacher does not see students as just individuals sitting in a classroom. Instead, theyview them as their own children. With this mindset, teaching becomes an act of care, patience,and dedication. Every child is unique, with different abilities, backgrounds, and emotional needs.A compassionate teacher recognizes these differences and adapts their approach accordingly,ensuring that no student feels neglected or incapable. The real purpose of a teacher is to bring happiness to the faces of their students, to help themsucceed in life, and to support them through their challenges. Sometimes, a kind word ofencouragement can change a student’s entire outlook. At other times, a teacher’s guidance canhelp a struggling learner regain confidence and motivation. These seemingly small actions oftenleave lifelong impressions, shaping the way students think, act, and interact with the world. Teaching is not limited to a few hours in school. A dedicated teacher continues to think abouttheir students beyond the classroom, ‘day and night’ constantly reflecting on how to bringpositive change in their lives and how to help them grow into capable, confident individuals. This continuous concern reflects the true spirit of teaching, where the teacher’s responsibility doesnot end with the ringing of the school bell .Moreover, teachers play a crucial role in building a supportive and inclusive learningenvironment. They must create a space where students feel safe to express their thoughts, askquestions, and make mistakes without fear. Such an environment fosters creativity,collaboration, and a love for learning. It also helps students develop respect for diversity andempathy for others, which are essential qualities in today’s interconnected world. This is why teaching demands sensitivity, empathy, and a genuine concern for others. A persondriven solely by financial motives may struggle to develop this depth of feeling. Withoutempathy, it becomes difficult to understand the emotions and needs of students, and withoutthat understanding, true teaching cannot take place. Emotional intelligence is as important assubject knowledge, if not more, in the teaching profession. At the same time, society must also recognize and value the efforts of teachers. While theargument emphasizes that teaching should not be chosen solely for financial gain, it is equallyimportant to ensure that teachers are respected, supported, and fairly compensated. Amotivated and valued teacher is better equipped to fulfill their responsibilities and contributepositively to the education system. In essence, teaching is not just a profession, it is a mission. It is a lifelong commitment toshaping lives, inspiring hope, and building a better future through education. A true teacherleaves behind a legacy that cannot be measured in financial terms but is reflected in thesuccess, character, and achievements of their students.Therefore, anyone who wishes to enter this field must do so with sincerity, dedication, and agenuine love for learning and teaching. Only then can they truly fulfill the noble purpose of ateacher and make a meaningful difference in the world.At the end I would request to the government: do not divide teachers in grades like vegetablesand fruits; eg 19 grade teacher, 17 grade teacher. Please leave them a teacher معلم their job isdeveloping and harnessing the communities.My request to teachers is; do not divide your students in to grade, positions, anddivisions. Help them as individual because they are created individual not same.

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English

The Effect of Positive and Negative Thinking on Students’ Learning

The mindset of a student plays a crucial role in shaping academic success. The effect of negative and positive thinking on students’ learning is significant, as mindset directly influences motivation, performance, confidence, and overall development. A student’s thoughts can either become a powerful tool for growth or a barrier that limits potential. Understanding how positive and negative thinking affect learning can help educators, parents, and students create a more productive educational environment. A child had been composing poetry from a very young age, though he was unaware that he possessed the talent of a poet. When he was in Grade 6, he wrote a poem in Urdu language, and one of his friends reported it to a teacher named Ali Pna. The teacher listened to his verses attentively and, without making any corrections, sincerely praised his work. He told the child that he was truly a poet. This unexpected encouragement surprised the child and greatly boosted his morale and self-belief. That very day, on his way home, he composed another poem in his native language. Since his language had no written script, he even created his own alphabet to write it down and composed his poetry for the first time in written form. It was the power of praise that inspired positive thinking in the child’s mind and awakened his confidence in his creative ability. Top of Form Bottom of Form Positive thinking does not mean ignoring difficulties or pretending that challenges do not exist. Rather, it means approaching challenges with confidence, hope, and a belief in improvement. Students who develop a positive mindset are more likely to succeed academically and emotionally. One of the most important effects of positive thinking is increased motivation. Students who believe they can improve through effort adopt a growth mindset. They understand that intelligence and abilities can be developed with practice and dedication. This belief encourages them to work harder, stay focused on their goals, and persist even when tasks become difficult. Positive thinking also leads to better academic performance. Optimistic students are more willing to attempt challenging assignments, participate actively in classroom discussions, and complete their work responsibly. Because they are open to learning and not afraid of failure, they gain a deeper understanding of subjects, which ultimately improves their academic results. Another important benefit is stronger self-confidence. When students trust their abilities, they are less afraid of making mistakes. Instead of seeing mistakes as failures, they view them as opportunities to learn and improve. This confidence allows them to take risks, ask questions, and engage more fully in the learning process. In addition, students with a positive mindset develop improved problem-solving skills. They see problems as challenges rather than threats. Instead of giving up, they think creatively and search for solutions. This approach strengthens critical thinking skills, which are essential for both academic and real-life success. Positive thinking also supports better emotional and mental health. It reduces stress, anxiety, and fear of failure. A calm and confident mind improves concentration, memory, and overall learning ability. When students feel emotionally secure, they can focus better on their studies and perform more effectively. To improve positive thinking ability in children, parents and teachers should create a supportive, encouraging, and emotionally safe environment where children feel valued and understood. Praising effort rather than only results helps children develop a growth mindset and believe that improvement comes through practice. Adults should model positive behavior by using hopeful and respectful language, as children often learn by observation. Teaching children to view mistakes as opportunities to learn rather than failures builds resilience and confidence. Encouraging gratitude, problem-solving skills, and open communication also strengthens positive thinking. When children are guided to focus on their strengths, set achievable goals, and celebrate small successes, they gradually develop optimism and self-belief that support both their learning and personal growth. A child was studying in Grade 3 when, upon his teacher’s suggestion, a religious leader invited him to lead the evening prayer. Although he did not have a melodious voice, he completed the recitation with confidence. After he finished, a man sitting nearby remarked that his voice sounded like a cow. Even though several people appreciated and praised his effort, that single negative comment caused laughter among some listeners and deeply affected the child. From that day onward, he never came forward to lead the prayer again. The incident created negative thinking in his mind about reciting the Holy Quran. While he later focused on understanding its meaning, he avoided recitation in public because the hurtful comment had damaged his confidence and shaped a lasting negative perception about his voice. On the other hand, negative thinking can seriously hinder students’ learning and development. Negative thinking involves doubt, fear, and pessimism about one’s abilities. When students constantly believe they are not capable, their academic progress suffers. One major effect of negative thinking is low motivation. Students who think negatively often assume they cannot succeed, regardless of their effort. This belief reduces their interest in studying and weakens their determination to improve. Negative thinking also leads to poor academic performance. When students expect failure, they may avoid participating in class, skip assignments, or give up quickly when faced with difficulties. This behavior directly affects their grades and overall learning outcomes. Fear of failure is another serious consequence. Negative thinkers are often afraid of making mistakes and being judged. This fear prevents them from trying new things, asking questions, or expressing their ideas in class. As a result, they miss valuable learning opportunities. Moreover, constant negative thoughts increase stress and anxiety. High stress levels affect memory, concentration, and understanding. When students are overwhelmed by fear or doubt, their ability to learn effectively decreases. Negative thinking also damages self-esteem. Repeated self-talk such as “I am not smart” or “I can’t do this” gradually weakens confidence. Over time, students begin to limit themselves and stop striving for improvement.Top of Form Bottom of Form Teachers and parents play a vital role in shaping students’ mindsets. By creating a

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English

Vechẽhosh/ Hoshigarm

Wukhis ( ̃ Wakhis) across the region celebrate various traditional events known as shogũn. These celebrations are deeply connected to agricultural cycles, livestock rearing, and cultural life. Primarily, they are expressions of gratitude to God, seeking peace, safety, prosperity, and harmony with nature. Another important purpose of these events is to strengthen unity among different tribes, groups, and villagers. In a harsh and demanding environment, such occasions also provide moments of happiness, joy, and relief from daily struggles. Almost all traditional ceremonies are linked with sports and games, promoting a culture of sportsmanship, playfulness, skill development, and collective joy within society. Vichẽhosh is one such celebration that is unique to Shimshal. It does not exist in other parts of Gojal or Wakhi regions. It is the first shogũn (ritual) as per Diqun Hisob (Wakhi mountain calander) celebrated in Shimshal and marks the end of nearly sixty days of complete shade, when the village receives no direct sunlight. During this period, the sun travels behind the southern mountains, leaving Shimshal without sunshine. On 1st February, according to the Wakhi calendar (Panz̃toqish 18) and the Shimshal Diqun Hisob (Yir ẽr Yupk), the village receives full sunlight once again. This day is therefore celebrated as a blessing and a sign of relief from the harshest phase of winter. The meaning of the event reflects its purpose. “Vich” means out, and “hosh” refers to a type of soup, also called amoch/moch in Wakhi. The name Hoshigarm similarly means warm soup. Symbolically, the event signifies taking soup outside the house without it freezing, which was impossible during the peak winter. It also represents pushing coldness out of the village. From this day onward, people can sit outside, particularly in the courtyard of the Jamaatkhana, and enjoy warm amoch without it freezing. About a week before the event, the Khalifa, in consultation with the master of Diqun Hisob, announces the exact soaat (time) to the villagers. At sunrise on the appointed day, villagers gather at the Jamaatkhana, each household bringing a pot of amoch/moch. Volunteers receive the food and place it in the communal cooking area, waiting especially for elders to arrive. Once everyone has gathered, the Khalifa recites prayers (dua) for safety, a prosperous year, harmony within the community, and peace for the country and the world. After the prayer, people greet one another by saying “Shogũn Mubarak.” The community then sits according to age, led by the eldest person. Groups of five or six people are formed based on age. Youth serve the amoch/much, beginning with the elders, as a sign of respect. The elders are served first because of their status and because they, in their youth, honored their own elders. After enjoying the first warm soup outside the house, the Khalifa offers another prayer. Children then leave to play Jẽgũn Den, a traditional game that begins on this day. Elders and youth remain in the assembly to discuss village affairs. One of the most important decisions made during this gathering is the selection of two or three brave men to visit the Pamir pastures as khabargir (messengers). These men travel across the Shimshal Pass to deliver messages to the shẽpũn (winter volunteer shepherds) who care for the villagers’ yaks and to bring back news of their well-being. Elders also advise youth under the age of 20 to organize the evening event known as Khẽyardhayẽ Khẽdoyi (the Sacrifice of the Old Man). By afternoon, everyone gathers at a common ground to play Jẽgũn, a traditional polo-style game played without horses or animals. While children begin playing immediately after leaving the Jamaatkhana, elders and youth start in the afternoon. A day earlier, players prepare their jẽgũn sticks, while a skilled young man prepares the put (ball) from yak-hair thread. Before the game begins, two or three respected villagers visit families who have experienced recent deaths (mẽlolisht) and invite them to join. This act symbolizes encouragement, reminding them that life includes both sorrow and joy. Elders above the age of sixty are divided into two teams, including members from grieving families. The first match is played between these elder teams, with villagers cheering enthusiastically from the sidelines. After about half an hour, the elders’ game ends, and the youth begin their match, which continues until sunset. At the end, a village representative thanks everyone for participating, and people return home. After the polo games, youth under twenty from neighboring pastbar and wuchbar gather and select a young man known for humor and leadership to play the role of Khẽyardhay (Old Man). “Khẽyar” means old, and “dhay” means man. This evening ceremony involves children above five and youth below twenty. Under the leadership of the Khẽyardhay, groups go door to door collecting food items such as flour, meat, beef, and sẽmn. A house is pre-selected for hosting the event. While youth cook, younger children play Parz̃hũpal, a night game involving decorated animal bones, stone tossing, hiding, searching, and teamwork. Once food is ready, two youth invite another group for the niyaz. Guests are asked to enter through the rẽcen (roof ventilator), symbolizing bravery and physical strength. Strong youth stand below to safely receive children. Inside, formal greetings are exchanged: hosts say “Khushamadid,” and guests reply “Khushbosh.” After the meal and prayers, roles reverse, and the guests become hosts for another group. Another game involving hiding, searching, and symbolic capture is also played. Captured players are honored with food and hospitality. These activities likely served as silent training for youth to prepare them for dangers such as past nomadic raids on Shimshal Pamir.With the final invitation, the ceremony concludes. Children under twelve return home, while older youth clean, reorganize the house, cook additional dishes such as sẽmn, nẽrin, or yipkhech, and return all utensils by morning. For the night, the house symbolically belongs to the youth. Thus, the celebration of Vichẽhosh / Hoshigarm comes to an end, marking warmth, resilience, unity, and the enduring spirit of the Shimshal community. This year it was celebrated a few

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Culture and History

Training for Wakhi Language Improvement

Diyor  Menteqa Dhay Kend Menteqa  Amin Abad Shimshal 14 40 54 Bilhanz̃ Ishkoman 12 11 23 Dih Shimshal 15 25 40 Gulkin  Nahang 1 1 2 Farman Abad  Shimshal 0 1 1 Gulmit  Nahang 2 3 5 Husaini  Nahang 19 28 47 Ispanj Chipursan 1 0 1 Khizẽrabad  Shimshal 17 14 31 Kirmin Chipursan 1 0 1 Pasu Nahang 0 1 1 Res̃hit Chipursan 0 1 1 Shehrisavz Chipursan 13 23 36 Shitmerg Chipursan 15 2 17 Sost  Avgarch 0 2 2 Tashnalot Ishkoman 11 19 30 Garam Chashma Brughil 14 3 17 Vadin Kut Brughil 1 0 1 Chẽkor Brughil 10 2 12 Total  146 173 322

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English

The Power of Reflection in Learning and Teaching

Introduction In teaching learning reflection is a dynamic procedure of continuous self-assessment and thoughtful analysis of one’s knowledge, skills and experiences. It allows individuals to assess their actions, understand their strengths and weaknesses, and make necessary arrangements for improvements viewing future progress. The Importance of Self-Reflection Reflection, or thinking critically about knowledge, skills and experiences, is significant to effective teaching learning. Reflection allows individuals to analyze past experiences, value strengths recognize mistakes, improvement areas and develop strategies for improvement. Through reflection, people can build upon their successes, modify their approaches, strategies and create meaningful connections between various aspects of life, including education, work, and personal experiences. As stated in the Maricopa Community College e-Portfolio Guide (Maricopa Community Colleges, n.d.): “Reflection allows us to analyze our knowledge and experiences, make changes based on our mistakes, keep doing what is successful, and build upon or modify past knowledge based on new knowledge. Reflection also allows us to make connections between courses or between school, work, and home. By doing this, we begin to see how all parts of our lives are connected and to understand that we are a part of the web of life.” The Role of Reflection in Teaching It considered that reflective teachers are effective in the classrooms and in their daily activities. A reflective teacher continuously evaluates their teaching methods, student engagement, and learning outcomes. They critically assess their planning, implementation, and student participation. If necessary, they adjust their approach to enhance student learning. As a reflective practitioner, a teacher is “one who is capable of monitoring, critiquing, and defending their actions in planning, implementing, and evaluating their programs” (Schön, 1983). Reflective Points for Teachers Teachers can improve their teaching effectiveness by reflecting on the following questions: General Steps to Create Reflection For meaningful reflection, individuals can consider the following steps: Conclusion Reflection is a influential teaching and learning tool that nurtures self-improvement, deepens learning, and enhances professional growth of a teacher. By consistently engaging in reflective practices, both learners and educators can refine and improve their approaches and strategies, overcome weakness and challenges, and create more expressive and effective learning experiences. Whether in academics or daily life activities, reflection strengthens and reinforces our ability to think critically, adapt to change, and make informed decisions for personal and professional success. References:

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English

Me and My Teacher, Sultan Ali Samarqand – The Man of Change

After passing my 5th-grade exams in Shimshal, I left my village for the next stage of my education. It took three days of arduous travel to reach my maternal grandfather’s home in Hussaini, where I would stay to continue my studies. The very next day, my uncle, Gulam Rasul, took me to Government Boys High School in Gulmit for admissions. On our way to Gulmit, many students passed us hurriedly, even my cousin, who said we needed to reach the school before Ustad Sultan Ali arrived. Another student remarked that if we didn’t get there first, we’d have to run behind Ustad Sultan Ali. I had heard of Ustad Sultan Ali Samarqand from my father and my teacher back in Shimshal, so I was already familiar with his reputation. However, the students’ urgency to reach before him heightened my curiosity to meet him. As we reached Goz Gulmit, a man emerged from a narrow street, greeted my uncle, and quickly moved past us. He was so fast that we couldn’t catch up. My uncle informed me that this was Ustad Sultan Ali. Soon after, we saw him leave the jeep road and disappear into another narrow street. When my uncle and I finally arrived at the middle school—a single-room structure—the students were reciting the morning prayer. My uncle stood beside me as we observed the Qaumi Naghma (national anthem) in respectful silence. As the prayer concluded, teachers inspected each student for cleanliness, and everyone lined up to join their respective classes. My uncle introduced me to Ustad Sultan Ali, who stood on the veranda. He pointed toward a group of students under an apricot tree and instructed me to join them. As I walked over, I spotted my friend Sher Ali, and Ustad Ali Pana, another teacher, was taking attendance. Ustad Ali Pana welcomed me with a pat on my shoulder and noted my name in the register. He asked another student to take care of me, but I can’t recall who it was as I soon forgot his face. There were no offices for the headmaster or staff rooms at the school, so Ustad Sultan Ali continued talking with my uncle on the veranda. I observed that only three teachers managed the entire middle school with nine classes and approximately 200 students. Alongside Ustad Sultan Ali, Ustad Ali Pana, and Ustad Ibadat Shah, tirelessly worked with no free periods. Throughout the day, Ustad Sultan Ali visited our class six times, each time giving instructions before moving on to another class. He seemed to oversee three to four classes in a single period, constantly shifting between them. I was fascinated by his dedication. Ustad Sultan Ali arrived in our class after Ustad Ali Pana, instructing everyone to open their English books. Since it was my first day, I had no books. Ustad Sultan Ali read a paragraph aloud, translating it into Urdu. A few students followed suit. He then appointed the class monitor to dictate the paragraph while he went to another class, promising to return to check our work. The monitor began dictating with great fluency, but I was unable to write even a single word, as I did not know the English alphabet. When Ustad Sultan Ali returned and saw my blank page, he advised me to complete my work by the next day. He moved on before I could explain my struggle. Determined, I purchased my own books after school and began working on my English. Within a week, I could write two- to three-letter words, encouraged by Ustad Sultan Ali’s persistent reinforcement. A month later, we moved to a new school building with eight teachers, but Ustad Sultan Ali continued with the same tireless commitment. He would step into classes whenever another teacher was absent. Sultan Ali was a master of all subjects—he taught English, Persian, Urdu, Arabic, Math, Social Studies, and Islamiat. His fluency in four languages—Brusheki, Shina, Khowar, and Wakhi—was a source of amazement to us all. In addition to his teaching responsibilities, Ustad Sultan Ali was an avid reader. Our school had a small library, and one day, as I approached it, unsure of which book to choose, I saw Ustad Sultan Ali reading a newspaper. When I asked for a book, he glanced at me and requested another teacher to select an interesting one. Before the teacher could decide, he recommended Suteli Maa, a captivating book with many life lessons. That moment taught me not only about choosing books but also that our teachers read the same children’s books, immersing themselves in what we read. Ustad Sultan Ali was known for encouraging hard work, but he also celebrated small achievements. I remember two instances when his encouragement lifted my spirits. Once, when my father came to visit me, he waited in the school playground. As soon as I saw him, I rushed over. After a while, Ustad Sultan Ali joined us, telling my father that I was a hardworking student and encouraging him to continue my education. He pointed at me and said, “He can be a brilliant man.” I knew I wasn’t among the top students, but his words gave my father confidence and solidified his commitment to supporting my education. Another time, I was walking from Hussaini to Gulmit when a van stopped beside me. Ustad Sultan Ali stepped out, hugged me, and introduced me to the passengers as a “wonderful poet.” He mentioned that he had heard my poetry, recorded by Muhammad Amin, another student from Shimshal. I was filled with happiness and forgot about the long walk as I made my way to Gulmit. Beyond the classroom, Ustad Sultan Ali was a community mobilizer, a leader of change not only in Gojal but throughout Hunza. I was told that he once walked from Khizerabad to Chipurson in just three days, spreading awareness about the importance of education. When I was in Gulmit, he even walked up to Shimshal for exams and encouraged the community to prioritize education.

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