My Mother

Embodiment of Love During the II world war in 1941, it was a difficult time for our family at Rameswaram. I was a ten year old boy then. War had almost reached our doors of Rameswaram since the cloud of war had already reached Colombo. Almost everything was a rarity from food articles to anything. Ours was a large joint family. The size of our family was five sons and five daughters and three of whom had families. I used to see in my house anytime three cradles. My grandmother and mother were almost managing this large contingent. The environment in the home alternated by happiness and sadness. I used to get up at four in the morning, take bath and went to my teacher Swamiyar for learning mathematics. He will not accept students if they had not taken bath. He was a unique mathematics teacher and he used to take only five students for free tuition in a year. My mother used to get up before me, and gave bath to me and prepared me to go for the tuition. I use to comeback at 5:30 when my father would be waiting for taking me to the Namaz and Koran Sharif learning in Arabic school. After that I used to go to Rameswaram Road Railway station, three kilometers away to collect newspaper. Madras Dhanushkodi Mail will pass through the station but will not stop, since it was war time. The newspaper bundle will be thrown from the running train to the platform. I used to collect the paper and run around the Rameswaram town and be the first one to distribute the newspapers in the town. My elder cousin brother was the agent who went away to Sri Lanka in search of better livelihood. After distribution, I used to come home at 8 AM. My mother will give me a simple breakfast with a special quota compared to other children because I was studying and working simultaneously. After the school gets over in the evening, again I will go around Rameswaran for collection of dues from customers. I still remember an incident which I would like to share with you. As a young boy I was walking, running and studying all together. One day, when all my brothers and sisters were sitting and eating, my mother went on giving me chapattis (even though we are rice eaters only, wheat was rationed). When I finished eating, my elder brother called me privately and scolded "Kalam do you know what was happening? You went on eating Chappati, and mother went on giving you. She has given all her chappatis to you. It is difficult time. Be a responsible son and do not make your mother starve". First time I had a shivering sensation and I could not control myself. I rushed to my mother and hugged her. Even though I was studying in 5th class, I had a special place in my home because I was the last guy in the family. There used to be no electricity. Our house was lit by the kerosene lamp that too between 7 to 9 PM. My mother specially gave me a small kerosene lamp so that I can study up to 11 PM. I still remember my mother in a full moon night which has been portrayed with the title "mother" in my book "Wings of Fire". Mother "I still remember the day when I was ten, Sleeping on your lap to the envy of my elder brothers and sisters. It was full moon night, my world only you knew Mother!, My Mother! When at midnight, I woke with tears falling on my knee You knew the pain of your child, My Mother. Your caring hands, tenderly removing the pain Your love, your care, your faith gave me strength, To face the world without fear and with His strength. We will meet again on the great Judgment Day. My Mother! This is the story of my mother who lived ninety three years, a woman of love, a woman of kindness and above all a woman of divine nature. My mother performed Namaz five times everyday. During Namaz, my mother always looked angelic. Every time I saw her during Namaz I was inspired and moved.

Dr. A. P. J Abdul Kalam

I was always fortunate and blessed to have one or two great teachers during every phase of my educational period between 1936 ? 1957. Evolution of the oath has resulted from what I have experienced and what I have felt and grown through my teachers. The first oath talks about the teacher loving teaching and teaching being the soul of the teacher. What is the significance of this? Here I would like to give the example of the teacher who really loved teaching. Teacher loves teaching It was the year 1936; I recall my initiation of education at the age of 5 years in Rameswaram Panchayat elementary school. I had a Teacher Muthu Iyer who took special interest on me mainly because I performed very well in a class exercise. He was impressed and next day he came to my house to tell my father that I was a very good student. My parents were happy and got my favourite sweet from my mother. Another important event while I was in first class, which I cannot forget. One day I did not turn up to my school. Teacher Muthu Iyer noticed my absence and same evening he came to my father to ask what the problem was and why did I not go to school and whether he can do anything to help me. On that day, I was having fever. Another important thing, which he noticed was my hand writing, was very poor. He gave a three page writing exercise and told my father that he should ensure that I do the exercise everyday regularly. By these actions of my teacher Muthu Iyer, my father told me in later years that teacher Muthu Iyer is not only a good teacher to me in teaching but he influenced and shaped me with good habits and he was a noble friend to my family. Even today I realize how my teacher loved teaching and took personal interest to bring up his pupils. Now let me talk about another teacher who taught me in my fifth class. Teacher encourages questions from Students I was studying in 5th class at the age of 10 who gave a vision for my life. I had a teacher, Shri Siva Subramania Iyer. He was one of the very good teachers in our school. All of us loved to attend his class and hear him. One day he was teaching about bird's flight. He drew a diagram of a bird on the blackboard depicting the wings, tail and the body structure with the head. He explained how the birds create the lift and fly. He also explained to us how they change direction while flying. Nearly 25 minutes he gave the lecture with various information such as lift, drag and how the birds fly in a formation of 10, 20 or 30 etc. At the end of the class, he wanted to know whether we understood how the birds fly. I said I did not understand how the birds fly. When I said this, he asked the other students whether they understood or not. Many students said that they did not understand. Our teacher was a real teacher and very good teacher. He did not get upset by our response. In view of this, my teacher said that he would take all of us to the sea shore. That evening the whole class was in the sea shore. We enjoyed the roaring sea waves knocking at the rocks in the pleasant evening. Birds were flying with sweet chirping voice. He showed the sea birds in formation in 10 to 20 numbers, we have seen the marvelous formation of birds with a purpose and we were all amazed. And we were simply looking at the formation. The teacher showed the birds and asked us to see when the birds fly, what it looked like. We saw the wings being flapped. He explained how the birds flapped the wings to generate the lift. He asked us to look at the tail portion with the combination of flapping wing and twisting tail. We noticed closely and found that the birds in that condition flew in the direction they wanted. Then he asked us a question, where the engine is and how it is powered. Bird is powered by its own life and the motivation what it wants. All these aspects were explained to us within 15 minutes. We all understood the whole bird dynamics with practical example. How nice it was? Our teacher was a great teacher; he could give as a theoretical lesson coupled with live practical example. This is real teaching. I am sure, many of the teachers in schools and colleges will follow this example. For me, it was not merely an understanding of how a bird flies. The bird's flight entered into me and created a feeling on the seashore of Rameswaram. From that day evening, I thought that my future study has to be with reference to something to do with flight. At that time, I did not realize that I have to go towards flight science. I am telling this because my teacher?s teaching and the event that I witnessed inspired me to lead to the goal in life. Then one evening after the classes, I asked the teacher, "Sir, please tell me, how to progress further something to do with flight". He patiently explained to me that I should complete 8th class, and then go to high school, and then I should go to college that may lead to education of flight. If I do all these things I might do something connected with flight sciences. This advice and the bird flying exercise given by my teacher really gave me a goal and a mission for my life. When I went to college, I took Physics. When I went to engineering in Madras Institute of Technology, I took Aeronautical Engineering. Thus my life was transformed as a rocket engineer, aerospace engineer and technologist. That one incident of my teacher encouraging me to ask questions, showing the visual examples proved to be a turning point in my life which eventually shaped my profession. Shri Sivasubramania Iyer was an example for shaping not just students but igniting the youth both average and extraordinary by allowing them to ask questions and answering them till they fully understood. Teacher puts the students ahead Now I would like to discuss about my mathematics teacher Prof Thothatri Iyengar. As a young science student, I had an opportunity at St. Joseph?s College to witness a unique scene of divine looking personality walking through the college campus every morning, and teaching Mathematics to various degree courses. Students looked at the personality who was a symbol of our own culture, with awe and respect. When he walked, knowledge radiated all around. The great personality was, Prof Thothatri Iyengar, our teacher. At that time, ?Calculus Srinivasan who was my mathematics teacher, used to talk about Prof Thothatri Iyengar with deep respect. They had an understanding to have an integrated class by Thothatri Iyengar for first year B.Sc. (Hons) and first year B.Sc. (Physics). Thus, I had the opportunity to attend his classes, particularly on modern algebra, statistics and complex variables. When we were in the B.Sc first year, Calculus Srinivasan used to select top ten students to the Mathematics Club of St. Joseph?s, whom were addressed by Prof Thothatri Iyengar. I still remember, in 1952, he gave a masterly lecture on ancient mathematicians and astronomers of India. In that lecture, he introduced four great mathematicians and astronomers of India, which is still ringing in my ears. They are Aryabhata, Srinivasa Ramanujan, Brahmagupta, Bhaskaracharya. Let me discuss one. Prof. Thothatri Iyengar explained, based on his analysis, that Aryabhata was both an astronomer and mathematician, born in 476 AD in Kusuma-pura (now called Patna). He was known to represent a summary of all Maths at that point of time. Just when he was only 23 years old, he wrote his book ARYABHATIYAM in two parts. He covered important areas like arithmetic, algebra (first ever contributor), trigonometry and of course, astronomy. He gave formulae for the areas of a triangle and a circle and attempted to give the volumes of a sphere and a pyramid. He was the first to give value of pie. He discovered that the earth takes about 365 days to orbit around the sun. Prof. Thothatri Iyengar always puts the student to take a pride in India?s contribution in astronomy and mathematics and puts the students ahead. This great teacher combined his knowledge of science with his deep insight into many aspects of our civilizational heritage. Prof. Thothatri Iyengar was an example for continuously building capacities among students and putting the students well ahead in mathematical sciences. He also injected great thoughts in the minds of students and promoted nobility in thinking and action. Now I would like to discuss about the teacher who built the capacity of working together and evolution of integrated system design even during engineering student life. Learning integrated system design While I was studying aeronautical engineering in MIT, Chennai, (1954-57) during the third year of my course, I was assigned a project to design a low-level attack aircraft together with six other colleagues. I was given the responsibility of system design and system integration by integrating the team members. Also, I was responsible for aerodynamic and structural design of the project. The other five of my team took up the design of propulsion, control, guidance, avionics and instrumentation of the aircraft. My design teacher Prof. Srinivasan, the then Director of MIT, was our guide. He reviewed the project and declared my work to be gloomy and disappointing. He didn?t lend an ear to my difficulties in bringing together data base from multiple designers. I asked for a month?s time to complete the task, since I had to get the inputs from five of my colleagues without which I cannot complete the system design. Prof. Srinivasan told me "Look, young man, today is Friday afternoon. I give you three days time. If by Monday morning I don?t get the configuration design, your scholarship will be stopped." I had a jolt in my life, as scholarship was my lifeline, without which I cannot continue with my studies. There was no other way out but to finish the task. My team felt the need for working together round the clock. We didn?t sleep that night, working on the drawing board skipping our dinner. On Saturday, I took just an hour?s break. On Sunday morning, I was near completion, when I felt someone?s presence in my laboratory. It was Prof. Srinivasan studying my progress. After looking at my work, he patted and hugged me affectionately. He had words of appreciation: "I knew I was putting you under stress and asking you to meet a difficult deadline. You have done great job in system design". Through this review mechanism Prof Srinivasan, really injected the necessity of understanding the value of time by each team member and brought out the best from the system design team. I realized that if something is at stake, the human minds get ignited and the working capacity gets enhanced manifold. That’s what exactly happened. This is one of the techniques of building talent. The message is that young in the organization, whatever be their specialization, be trained to systems approach and projects, which will prepare them for new products, innovation and undertaking higher organizational responsibilities. Teacher has to be a coach like Prof. Srinivasan.

މަލިކު ވީޑިއޯ

 

މަލިކަކީ ހިންދުސްތާނުގެ ލަކްޝަދްވީޕް ޖަޒީރާގެ ތެރޭގައި ހިމެނިފައިވާ 2 ވަނަ އަށް އެންމެ ބޮޑު ރަށެވެ. މި ރަށް އޮތީ ދިވެހިރާއްޖެއަށް ވުރެ އުތުރުގައެވެ. އިނގިރޭސި ބަހުން މިރަށަށް ކިޔަނީ Minicoy އެވެ. މި ރަށާ އެންމެ ކައިރީގައި އޮތް ރަށަކީ ދިވެހިރާއްޖޭގެ ރަށެއް ކަމުގައި ވާ ހއ. ތުރާކުނުނެވެ. އިދާރީ ގޮތުން މަލިކަކީ ހިންދުސްތާނުގެ ލަކްޝަދްވީޕް ޓެރިޓަރީގެ ދަށުން ހިނގާ ރަށެކެވެ. 

މި ވީޑިއޯއަކީ އުނގަންނާ ދިނުމުގައި ވަރަށް ގިނަގޮތްގޮތުން ބޭނުންކުރެވިދާނެ ވީޑިއޯއެކެވެ. ޚާއްޞަކޮށް ސާނަވީ މަރުހަލާގައި ދިވެހިބަސް  އުނގަންނާ ދިނުމުގައި  ތަފާތު ގިނަ ގޮތްގޮތަށް ބޭނުން ކުރެވިދާނެއެވެ.

ވަޒަންކުރުން

ބީ އެފް ސްކިނާގެ ތިއަރީ

ބީ އެފް ސްކިނާގެ ތިއަރީގައި ޝައުޤުވެރިކަން ގުޅުވާފައި ވަނީ ތަރުޙީބު ދިނުމާއި ހިތްވަރު ދިނުމާ އެވެ. ސްކިނާގެ ނަޒަރުގައި ކުދިންގެ ކިބައިން ފެންނަ ރަނގަޅު ސުލޫކުތަކަށް ހިތްވަރުދީ ހެދުމުން އެކަން ތަކުރާރު ކުރުމުގެ ޝައުޤުވެރިކަން ހިތުތެރޭގައި އުފެދެ އެވެ. ޝައުޤުވެރިކަން ގުޅިފައިވަނީ ތަފާތު ހިތްހަމަޖެހޭ ކަންކަމާއި ގުޅިގެން ކުރެވިފައިވާ ތަޖުރިބާތަކާއި، އަދި ހިތްހަމަ ނުޖެހޭ ކަންކަމާއި ގުޅިގެން ކުރެވިފައިވާ ތަޖުރިބާތަކުގެ މައްޗަށް ބިނާކޮށެވެ. ސްކިނާގެ ނަޒަރިއްޔާގައި ހާމަކޮށްފައިވަނީ ދަރިވަރަކު އަމިއްލައަށް ވަކި މާއްދާއަކާ ގަޔާވުމާއި ނުވުން ގުޅިފައިވަނީ މިފަދަ ތަޖުރިބާތަކާ ކަމުގައެވެ. މިސާލަކަށް، ހިސާބު ކުލާހަށް އެއްބަޔަކު ވަރަށް ގަޔާވެގެން ވަންނަ އިރު އަނެއް ބަޔަކަށް އެއީ ޖަލަކަށް ދިއުން ފަދަ ކަމެކޭ ހީވުމަކީ އެކަށީގެންވާ ކަމެކެވެ. ސްކިނަރ ހާމަކުރައްވާ ގޮތުގައި މި ފަދަ އިޙުސާޞްތައް ގުޅިފައި ވަނީ ކުރިން ކުރެވިފައިވާ ތަޖުރިބާގެ މައްޗަށެވެ. މިހެން ދިމާވާ ސަބަބުތައް ވަރަށް ގިނަ އެވެ. ގިނަފަހަރަށް މިގޮތަށް ދިމާވަނީ ކުރިން ކުރިމަތިވެފައިވާ ތަޖުރިބާއެއްގެ ސަބަބުންނެވެ. ހިސާބު ކުލާހާ ގަޔާވާ ކުދިންގެ ސުލޫކު ގުޅިފައިވާނީ ކުރިން ކުރެވިފައިވާ ހިތްހަމަޖެހޭ އެތައް ގިނަ އިޙްސާސްތަކާއެވެ. ހަމައެހެންމެ، އެކުލާހާ ގަޔާނުވާ ދަރިވަރުންގެ ސުލޫކާއި އިޙްސާސްތައްވެސް ގުޅިފައިވާނީ ކުރިން ކުރެވިފައިވާ ހިތްހަމަނުޖެހޭ، އުނދަގޫ ތަޖުރިބާތަކާއެވެ.  ސްކިނާރގެނަޒަރުގައިއިނާމުދީގެންމިފަދަކަންކަމުގައިޝައުޤުވެރިކަންއިތުރުކުރެވިދާނެއެވެ. ނަމަވެސްއިނާމުދިނުމުގައިސަމާލުކަންދޭންޖެހޭތިންކަމެއްވެއެވެ. ފުރަތަމަކަމަކީ،ކުދިންއަމިއްލައަށް ޝައުޤުވެރި ނުވާ ކަންކަމުގައި އިނާމު ދިނުމެވެ. ދެވަނަ ކަމަކީ، އިނާމު ކަނޑައެޅި ކަންކަން ފުރިހަމަކުރި މިންވަރަށް ބަލައިފައި އިނާމު ދިނުމެވެ. ތިންވަނަ ކަމަކީ، ދެވޭ އިނާމަކީ ކުރާ މަސައްކަތް ފުރިހަމަ ކުރުމަށް ބާރުއަޅާ ފަދަ ގޮތަކަށް ދެވޭ އެއްޗަކަށް ވުމެކެވެ.

އަލްބަޓް ބަންޑޫރާގެ ތިއަރީ

ބަންޑޫރާ ދެކޭ ގޮތުގައި ކަންކަން ދަސްކުރަނީ ބަލައިގެން، ނަކަލު ކޮށްގެން، އެހެން މީހުންގެ އެފަދަ ތަޖުރިބާތައް އަޑުއަހައިގެން، ދެނެގަނެވިގެން، ފެނިގެން ފަދަ ގޮތްގޮތަށެވެ. މިސާލަކަށް، ބޭބެމެން ދައްތަމެން ރަނގަޅު ނަތީޖާ ހޯދުމުން ލިބޭ އުފާވެރިކަމާއި އިނާމުތައް ފެނި އެކަން އިޙްސާސްކުރެވި ހަގަށް ތިބޭ ކުދިން އެކަން ހޯދުމަށް ބާރު އަޅާ މަސައްކަތް ކުރެއެވެ. ނުވަތަ ކިޔަވައިދިނުމުގެ ތަޖުރިބާގެ ދުވަސްވަރު، ޢަލީގެ ކިޔަވައިނުމާމެދު ލެކްޗަރަރ ހިންހަމަޖެހުނު ވާހަކަ ދެއްކުމުން އެކަން އަޑުއަހަން ހުރި މުޙައްމަދު އޭނާގެ ކިޔަވައިދިނުމުން އެކަންކަން ރަނގަޅުކުރުމަށް މަސައްކަތްކުރެ އެވެ. މި ހާލަތުގައި ކަންތައް އެ ހިނގަނީ ބަންޑޫރާ ދެކޭ ފަދައިން އެހެންމީހުންގެ ތަޖުރިބާތައް އަޑުއަހައި ދެނެގަނެވިގެންނެވެ.  

ހިޔުމަނިސްޓުންގެނަޒަރިއްޔާ އާއި ޝައުޤުވެރިކަން

ހިޔުމަނިސްޓުން ދެކޭ ގޮތުގައި އިންސާނުންގެ ޝައުޤުވެރިކަމާއި ގުޅިފައިވަނީ އޭނާގެ ބޭނުންތަކާ އެވެ. މިގޮތުން މި ވިސްނުމުގައި އެންމެ ފާހަގަކޮށްލެވޭ އެއް ބޭފުޅަކީ އަބްރަހަމް މާސްލޯ އެވެ. އަބްރަހަމް މާސްލޯ ހާމަކޮށްފައިވާ ގޮތުގައި، އިންސާނާގެ ޝައުޤުވެރިކަމާ ގުޅިފައިވާ ބޭނުންތައް ތަރުތީބުން ތިން ބަޔަކަށް ބަހާލެވެއެވެ. އެއީ، އަސާސީ ބޭނުންތަކާއި، ނަފްސާނީ ބޭނުންތަކާއި، ނަފުސުގެ ފުރިހަމަކަމަށް ބޭނުންވާ ބޭނުންތަކެވެ. މިގޮތުން، އަސާސީ ބޭނުންތަކުގެ ތެރޭގައި މާސްލޯ ފާހަގަކޮށްފައިވަނީ ހަށިގަނޑަށް ބޭނުންވާ ބޭނުންތަކެވެ. މީގެތެރޭގައި ކާނާ، ފެން، އަޅާލުން އަދި އަރާމު ހިމެނެއެވެ. އެއަށްފަހު އަމާންކަމެވެ. އަސާސީ ބޭނުންތަކަށްފަހު ދެ ބޭނުން ވަނީ ނަފުސާނީ ބޭނުންތަކެވެ. މީގެ ތެރޭގައި ލޯތްބާއި އަޅާލުމާއި ކަރާމާތަށް ބޭނުންވުން ހިމެނެއެވެ. ނަފަސާނީ ބޭނުންތަކަށްފަހު ބޭނުންވާނީ ނަފުސުގެ ފިރިހަމަކަމަށް ބޭނުންވާ ބޭނުންތަކެވެ. މިބައިގައި އަމިއްލައަށް ޙާޞިލުކުރުމަށް ބޭނުންވި ކަންތައްތައް އަމިއްލަ އަށް ޙާޞިލްވިކަމުގެ އިޙުޞާސް ކުރެވޭނެ އެވެ. މާސްލޯ ހާމަކުރައްވާ ގޮތުގައި އޭނާގެ އަޙުރާމުގެ ތިރިން މައްޗަށް އަރަމުންދާއިރު ހުއްޓުމެއް އައިސްފިނަމަ އެ ހިސާބުން ޝައުޤުވެރިކަމަށް ނޭދެވޭ އަސަރު ސީދާގޮތުންނާއި ނުސީދާ ގޮތުން ކުރާނެ އެވެ.

ކޮގްނިޓިވް ނަޒަރިއްޔާތުތަކާއި ޝައުޤުވެރިކަން

މި ތިއަރީތައް ގުޅިފައިވަނީ މީހުން ޤަބޫލުކުރާ ކަންކަމާއި، ޙާޞިލުކުރުމަށް ބޭނުންވާ އުއްމީދުތަކާއި އަންދާޒާ ކުރެވޭ ގޮތްތަކާއި އަދި ވިސްނުމާއެވެ. މި ތިއަރީތަކުގައި ހާމަކުރާ ގޮތުގައި މީހުންގެ ސުލޫކު ގުޅިފައިވަނީ އެމީހުން ވިސްނާ ވިސްނުންތަކާ އެވެ. އެއްވެސް ހާލަތެއްގައި ކުރިން މީހަކު ދިން އިނާމަކުން ނުވަތަ ދިން އަދަބަކުން ވަކިކަހަލަ ސުލޫކެއްގެ މަތީގައި ދެމި ހުރުމަށް މީހާގެ ޢަޒުމް ކަނޑައެއް ނޭޅޭނެ އެވެ. މި ރަޢުޔުގެ މީހުން ސިފަ ކުރެވެނީ ބަދަހި ރޯލެއް އަދާކުރާ އަމިއްލައަށް މަޢުލޫމާތު ހޯދާ އުނގެނުމަށް މަސައްކަތް ކުރާ އަދި މައްސަލަތައް އަމިއްލައަށް ޙައްލުކުރާ ފަތާތްތަކެއްގެ ގޮތުގަ އެވެ. މި ވިސްނުމާއި ޖުމުލަ ހަތަރު ނަޒަރިއްޔާއެއް ގުޅިފައި ވެއެވެ. މި ވިސްނުމާއި ގުޅިފައިވާ ނަޒަރިއްޔާތުތައް ތިރީގައި އެވަނީ އެވެ.

1. އެކްސްޕެކްޓެންސީ

މިއީޙާޞިލުކުރަންބޭނުންވާކަންކަމާއިއުންމީދުތަކާއިގުޅިފައިވާތިއަރީއެވެ. މި ތިއަރީ ބުނާގޮތުން ކުއްޖާއަށް ލިބޭނަތީޖާގެ ސަބަބުން ރަނގަޅުއެއްޗެއް ޙާޞިލު ވާންޖެހޭނެއެވެ. ހަމައެއާއެކު، އެޙާޞިލްވި އެއްޗަކީ އޭގެއަގު ވަޒަންކުރެވޭ އެއްޗަކަށް ވާން ޖެހޭނެ އެވެ. ކުރާ މަސައްކަތް ރަނގަޅު ނަތީޖާއަކާ ހަމައަށް ގެންދިއުމަކީ މީގެ މިސާލެކެވެ.

2. ސެލްފު އެފިޝަންސީ

މިތިއަރީ ގުޅިފައި ވަނީ ކުއްޖާގެ އަމިއްލަ ޤާބިލުކަން ދެނެގަނެވި އަންދާޒާ ކުރެވިފައިވާ މިންވަރާއި އެބޭނުންވާ ކަމެއްކުރުމަށް އޭގެސަބަބުން އުފެދޭ ޝަވްޤުވެރިކަމާ އެވެ. މިސާލު: ވަކި ކަމެއް ތިމާއަށް ކުރެވިދާނެކަން އިޙުސާޞް ކުރުވުމުން ޝައުޤުވެރިކަން އިތުރުވެއެވެ. ހަމަ މި އުޞޫލުން އެ ކަމެއް ނުވާނޭކަން އަންދާޒާ ކުރެވޭ ހިނދު އެކަމަށް އޮންނަ ޝައުޤުވެރިކަން ދަށް ވެސް ކުރެވެ އެވެ.

3. ގޯލް އެންޑް ގޯލް އޮރިއެންޓޭޝަން

ލަނޑުދަނޑިއަކީ މީހުން އެކަމެއްޙާޞިލްކުރުމަށްޓަކައި އުންމީދުތަކެއް ކުރުވައި އެކަމަށް ޝައުޤުވެރިކަން އިތުރުވާ އެއްޗެކެވެ. މިސާލު: މި މާއްދާގެ ކޮންމެ މަޢުޟޫއެއް ވަރަށް ރަނގަޅަށް ފަހުމް ވެއްޖެ އެވެ. އެހެންކަމުން، އަހަރެންގެ ރައްޓެހި ޢަލީގެ މާކުހަށް ވުރެ މަތީ މާކުހެއް ދެވަނަ ޓާމުގައި ހޯދާނަމެވެ.

4. އެޓްރިބިޔުޝަން

 މިއީ ކަމެއްކުރުމަށް މެދުވެރިވާ ސަބަބުތައް އެކަމެއް ޙާޞިލްކުރުމަށް ޝައުޤުވެރިކުރުމާއި،ގުޅިފައިވާ މިންވަރެވެ. މިސާލު: 1. އަމިއްލަ ކަމަކުން އަސަރުކުރުވާ ދާއިމީ ގޮތުން އެ ގޮތެއްގައި ހުރުމުން ކޮންޓްރޯލް ކުރެވެ އެވެ. (މަލްޓިޕްލް ޗޮއިސް ޓެސްޓަށް ކިޔެވުމަށް އަހަރެން ވަރަށް މޮޅެވެ. އެހެންކަމުން ދެންއަންނަ އަންޑަސްޓޭންޑިން ޕެޑަގޮޖީ އެންޑް ލާނިންގ ތިއަރީސް ގެ ޓެސްޓު ގައި އަހަރެން ވަރަށް ރަނގަޅަށް ހަދާނަމެވެ.)

މިސާލު: 2. އަމިއްލަ ކަމަކުން އަސަރުކުރުވާ ދާއިމީ ގޮތުން އެ ގޮތެއްގައި ހުރުމުން ކޮންޓްރޯލް ނުކުރެވެ އެވެ. (މަޒުމޫނުގެ ވައްތަރުތަކުގެ ސުވާލުތައް އަބަދުވެސް އަހަރެންނަށް ވަރަށް އުނދަގުލެވެ. އެހެންވެ ދިވެހިބަހުގެ ތާރީޚުގެ އިމްތިޙާނު އަހަންނަށް ރަނގަޅަކަށް ނުހެދޭނެ އެވެ.)

އުނގަންނައިދިނުމުގައި މޯޓިވޭޝަންތިއަރީގެ މުޙިއްމުކަން

މޯޓިވޭޝަން ތިއަރީއަކީ އުނގަންނައިދިނުމުގައި ވަރަށް މުހިއްމު ތިއަރީއެއް ކަން ފާހަގަ ކުރެވެއެވެ. ސަބަބަކީ، ކޮންމެ ކަމެއްވެސް ކާމިޔާބުވާނީ އެކަމެއް ޝައުޤުވެރިކަމާއެކު ކޮށްގެން ކަމަށްވާތީއެވެ. މި ތިއަރީގެ އަލީގައި ކުދިން ފިލާވަޅުތަކަށް ޝައުޤުވެރި ކުރުމަށް ގިނަ ކަންތައްތަކެއް ކުރެވިދާނެ އެވެ. މިގޮތުން، އުނގެނުމަކީ ކުދިންނަށް މާނަހުރި އެއްޗަކަށް ހެދުމަށްޓަކައި ކުދިންގެ މިޒާޖާ ގުޅޭ ކުދިން ގަޔާވާ ޓާސްކުތަކެއް ދެވިދާނެ އެވެ. އަދި ހުރިހާ ކުދިންނަށް ހަމަހަމަ ވާނެހެން ފުރުޞަތު ދެވިދާނެއެވެ. ހަމައެހެންމެ ކުދިންގެ މަސައްކަތަށް ހިތްވަރުދިނުމަކީ ވެސް ވަރަށް މުހިއްމު ކަމެކެވެ. އަދި ދަރިވަރުންނަށް މިނިވަންކަމާއެކު ޙަރަކާތްތެރިވެވޭނެ މާޙައުލެއް ޤާއިމްކުރުމަކީ ވެސް ވަރަށް މުޙިއްކު ކަމެކެވެ.