Teaching itself

What is a teacher?

A teacher is a person who helps others acquire knowledge, skills, or virtue, typically by working as an educator in schools or other educational settings. They design instruction to facilitate learning, serving as instructors, trainers, coaches, or mentors. Although the reality is we are all teachers of others in some capacity. This guide relates to teaching in a formal context though and in particular aimed at new teachers, graduates and imams.

Teaching in an Islamic context

In an Islamic context, teaching is a noble role with great responsibility. It is connected to sincerity of intention, as knowledge should be taught for the sake of Allah, not status or recognition. The teacher carries a trust, as they are passing on knowledge that can shape beliefs and actions. This requires care, honesty, and awareness of the impact of what is being taught.

What makes a good teacher?

A good teacher is someone who inspires understanding, curiosity, and growth, and is often remembered by students long after the lesson has ended. They know their subject deeply, but they also know how to connect it to each learner’s experience and needs. While they may love to teach, their true drive comes from a love of learning, and this passion naturally shows in how they engage with learners. Honesty and sincerity are essential, as students quickly notice when a teacher is unsure or pretending to know. A good teacher sees their role not as a lecturer who simply repeats information from a book, but as a coach who guides understanding.

They are patient, humble, and adaptable, creating a safe and inclusive space where questions, discussion, and exploration are welcomed. Each learner comes with a different level of knowledge and a different way of learning, so the teacher must take both the class as a whole and each individual on a learning journey, ensuring the knowledge is properly understood and applied. By guiding rather than dictating, modelling lifelong learning, and adapting to learners’ needs, a good teacher leaves a lasting impact through the confidence, insight, and curiosity they instil.

What is the purpose of the teaching?

This helps you as a teacher plan for the course/class.

A lesson can have a mix, but prioritising one primary purpose keeps the lesson focused.

1. Increase Knowledge

• The aim is to give learners new information or concepts.
• Your role: present clear explanations, examples, and context.
• Assessment: questions, discussions, or short exercises to check understanding.

2. Develop Understanding / Thinking

• Focus is on helping learners think critically or apply knowledge rather than just remember facts.
• Your role: ask open-ended questions, present scenarios, encourage debate or reflection.
• Assessment: discussions, problem-solving tasks, case studies.

3. Build Skills / Competence

• Purpose is to enable learners to perform tasks or skills effectively.
• Your role: demonstrate, model, allow practice, give feedback.
• Assessment: practical exercises, simulations, or role-plays.

4. Encourage Memorisation / Recall

• Sometimes needed if foundational knowledge must be retained (e.g., key terminology, formulas).
• Your role: use repetition, summarising, recall exercises.
• Assessment: quizzes, recaps, or flashcard exercises.

5. Change Attitudes / Behaviours

• Aim is to influence how learners think, feel, or behave in a certain context.
• Your role: facilitate reflection, discussion, and self-assessment.
• Assessment: reflective journals, group discussions, or personal action plans.

What are Adult Learners?

Adult learners are diverse, with different goals, backgrounds, and motivations. They are usually learning by choice, which means their engagement often depends on how useful they find the content.

Adults learn through a combination of listening, discussion, reflection, and application. They benefit from clear explanations, opportunities to ask questions, and practical activities. Learning becomes more effective when they can connect new knowledge to their own experiences and apply it in real situations.

Knowles’ Assumptions about Adult Learners

1. Adult learners need freedom – they want to direct their own learning. They usually know what they want to learn and don’t want to waste time. They may even raise subjects they want covered or teaching styles. Therefore, sometimes it is good to include them in the learning planning process.
2. Adult Learners want to know how the learning will help them solve challenges. They look for how the course, subject, lessons, will have an immediate relevance and value. Therefore, they need clear objectives. Learners also may be working, have children, i.e. time limited. As a teacher it is important to highlight the value of lessons that will be taught and why they should invest in them.
3. Adult learners come with life experience. Their previous experience and knowledge become foundations for new knowledge. They build on already established facts, pre-conceived notions, their knowledge of the world, people and various topics. Therefore, as they are learning, their understanding of the new subject rests on knowledge they already have and are firm in. This also gives easier way to relate to people using existing facts or anecdotes.
4. Adult learners usually have internal motivation to study. They have made a conscious decision to sign up and turn up. As teacher try to understand what motivates them and continue feeding that motivation.

Why teaching adults is different from teaching children

Adults come with prior knowledge, experiences, and formed opinions, unlike children who are learning many things for the first time. Adults are more likely to question, seek relevance, and want to understand the purpose behind what they are learning. They also value respect and autonomy, so teaching them requires a more collaborative and flexible approach.

What kind of learners are there?

These learning types show that adults do not all learn in the same way. Some prefer to think quietly, while others need discussion or hands-on activity to understand. A good teacher uses a mix of methods, such as explanation, discussion, and practical tasks, so each type of learner has a chance to engage. This also helps keep the session balanced and prevents it from becoming too focused on one style.

• Thinkers (reflective, like time to process ideas)
• Debaters (question and challenge ideas)
• Tinkerers (learn by trying and experimenting)
• Problem solvers (focus on tasks and solutions)
• Explorers (curious, like to go beyond the topic)
• Collaborators (prefer working with others)
• Observers (watch first before taking part)
• Doers (prefer action over discussion)
• Sceptical learners (question the value or accuracy of what is being taught)
• Experienced learners (bring prior knowledge and like to contribute to the teaching)

How Learners Engage with Information

These types show that learners differ in how much information they want and how they prefer to receive it. Some want detailed explanations, while others only need the main points or answers to specific questions. A good teacher manages this by varying how content is delivered, giving both summaries and deeper explanations, and allowing time for questions, discussion, and tasks. This helps ensure that each learner gets what they need without the session becoming too overwhelming or too basic.

You can frame these as different types of knowledge seekers:

• Detail seekers (want full explanations and depth)
• Summary seekers (prefer key points and concise overviews)
• Task-focused learners (need information to complete a task or assignment)
• Note-makers (want structured content they can write and revise)
• Question-led learners (only want specific answers to their questions)
• Discussion seekers (prefer open conversation and shared views)
• Debate-driven learners (enjoy challenging and testing ideas)
• Clarity seekers (need simple, clear explanations without complexity)

3 Layers of How Knowledge Is Imparted by John Frame

• Normative knowledge – learning the facts and basic information about something. This includes definitions, rules, and key concepts. It answers the question: What is it?
• Situational knowledge – understanding how to apply that knowledge in real situations. This includes behaviour, decision-making, and recognising why something matters in a given context. It answers: How do I respond and why does this matter here?
• Existential knowledge – deeper understanding that comes when knowledge personally affects you. This is not just emotional, but experiential. It is when something becomes real through lived experience and begins to influence your thinking and actions. It answers: What does this mean for me and how does it change me?

Experiential learning by David Kolb

Experience is at the centre of the learning process.

This is the idea that we learn through experience. There are four stages.

1. Concrete experience – This is learning something new.
2. Reflective observation – The individual will reflect on the experience, the new lesson, the new facts.
3. Abstract conceptualisation – The learner will try to make sense of their observation, what are the next steps to learn further/more, or make use of this new knowledge.
4. Active experimentation – this is the application of number three.

As an example, you can speak about great communication skills. However what sometimes works better is, allow students to practice communication (1) then let them spend a moment reflecting, how they felt, what they could see (2). Then they will think about what they want to change or improve and finally let them have another go, to apply what they have learnt.

This cycle is repeatable.

The classrooms and lesson planning

Generally, we want:

• Clear expectations and structure
• Relevance to real-life experience
• Encouraging participation
• Managing time effectively
• Providing clear instructions
• Giving constructive feedback
• Adapting to different learning styles
• Creating a comfortable physical environment
• Building trust and rapport
• Using a variety of teaching methods

First lesson

Arrival / Settling In

• Greet learners as they enter; make brief personal connections.
• Have name tags or a seating plan if necessary.
• Allow informal conversation to create a relaxed atmosphere.

Introduction

• Introduce yourself: background, experience, and why you are teaching this course.
• Set expectations for participation, respect, and interaction.

Course Overview

• Course title and aim
• Outline the objectives and learning outcomes.
• Present the structure of the course: number of sessions, topics, key assessments or activities.
• Explain how the course is relevant to them: what skills, knowledge, or benefits they will gain.

Introduce Intentions

In Islam, intention is what gives meaning and value to any action. The Prophet ﷺ taught us that actions are judged by the intention behind them, and a person will only get what they intended.

إِنَّمَا الأَعْمَالُ بِالنِّيَّاتِ وَإِنَّمَا لِكُلِّ امْرِئٍ مَا نَوَى

“Indeed, deeds are (judged) by intentions. Every man will be rewarded only for what they intended.”

This means two people might do the same outward action, but the reward and spiritual worth can be completely different based on what is in the heart. Intention also turns everyday habits into worship when the purpose is to please Allah, even things like eating, working, or resting. A sincere intention protects the heart from showing off and keeps deeds purely for Allah alone. And the mercy of Allah is so great that if someone truly intends a good deed but cannot complete it, they are still rewarded for that sincere intention.

The heart is where intentions are formed. Hence, as the heart and mind are interconnected, what we intend will influence our thoughts and then our actions.

Icebreaker Activity

Ice breaker – break the ice using intention setting. your name, why you signed up (why am I here) and what you wanna get out of this course. And “Which form of ibaadah do you enjoy the most?” It could be zikr, salah, tilawah, giving charity, heling others,

Examples of intentions for an Aqeedah class

You can say in your heart:

• “O Allah, I am studying Aqeedah to know You correctly and to strengthen my faith.”
• “I intend to remove doubts and gain clarity so I can worship You with certainty.”
• “I intend to learn so I can protect myself and others from wrong beliefs.”
• “I intend to teach what I learn, for Your sake alone.”

A single good action can carry many good intentions at the same time. For example, attending an Aqeedah class could be for learning, strengthening faith, protecting oneself from doubts, following the Sunnah of seeking knowledge, and uplifting your family or community. Each intention increases reward and deepens the meaning of the action.

Sometimes during an action, the heart can change e.g. pride, laziness, or wanting praise might creep in. Scholars advise renewing your intention during the action and asking Allah to keep your heart sincere. Renewing intention is simply pausing for a moment and silently correcting yourself. Revisit your intentions.

Mini Lesson / Start Lesson

Either begin the actual lesson, or if time is short, give a mini less, an introduction to the topic.

Starting a lesson

Goal

Share the big-picture purpose of the lesson. What the lesson is about, e.g. “Introduce students to the concept of logical reasoning.”

Objectives

It is important to set an objective, this way students know what to expect and what they should know by the end of the lesson.

• By the end of this lesson, all students will be able to…
• By the end of this lesson, some students will be able to…
• By the end of this lesson, a few students will be able to…

Make sure that your learning objectives are geared toward the application of understanding, rather than simply knowledge sharing.

Hook

Include a “hook” at the start of your lesson or lead with a quote related to the subject to jumpstart discussion or begin with a short activity that brings lesson themes into focus. It could be Qur’an, hadith, anecdote.

This is also called creating tension e.g. what do you know about .. ? and let them answer. What if I told you none of that is true, what if I tell you.. this gets attention. And over the lesson you release.

Pop Quiz

If this is not the first lesson, start with a quick pop quiz- this is not to assess but to re-engage students and link to last lesson/s.

Stickability

As you are teaching, you know what you have taught and what the students have learnt. So, use this to build on. Build on what your students already know. Relate current learning and tasks to that. This will help it stick even more.

Present

Don’t present in lecture style only, or for the whole class. Think of being visual, practical, provide examples, even better get them to discuss and engage.

New subjects can be daunting, so break it up to avoid cognitive overload

Assess

As you begin teaching, constantly assess the students, by observation. What do they already know about this topic? Are there gaps in knowledge? Who looks confused?

Over to you

Give students the chance to reflect by getting them to discuss, sharing their opinion, allowing them to apply. Ask them questions: “What do you think?” “Does that make sense?”

Don’t forget to involve the introverts, they won’t speak up.

If you need you can split them into groups.

Tell in another way

Provide more information in a different way. Apply to real world, scenario-based learning

Tell stories as you’re teaching

User their life experience to enhance the learning experience for all

Feedback

Provide students with feedback.

All students respond well to be praise. Praise should always be specific. One can use the sandwich method. If a student makes a mistake, don’t get angry or frustrated.

See if they can identify where they have gone wrong. If they can’t, explain their error and try to offer them a general rule for how to solve this kind of issue in future.

Recap

Recap what you have learned

During the lesson

Creating an Effective Learning Environment

Creating an effective learning environment means making learners feel safe, respected, and involved, while also keeping the session organised and purposeful. The teacher should set clear expectations, explain things in a simple way, and connect the topic to real-life situations so it feels useful. Learners should be encouraged to take part, ask questions, and share opinions, even if they disagree, without fear of being judged. At the same time, the teacher needs to manage time well, handle difficult behaviour calmly, and adjust their approach to suit different learners. A good environment is one where learners feel comfortable, focused, and motivated to learn.

Presence and Movement

• Be purposeful with movement: Move naturally around the room, don’t pace nervously. Approach groups when addressing questions or giving feedback.
• Open body language: Keep arms relaxed, maintain good posture, make eye contact with everyone, not just one section.
• Facial expressions: Reflect engagement, curiosity, and attentiveness; avoid looking bored or distracted.

Tone, Pacing, and Clarity

• Vary your tone: Emphasise key points with changes in pitch and volume; avoid a monotone delivery.
• Moderate pacing: Speak neither too fast nor too slow; pause after important points to allow reflection.
• Clarity: Use simple, precise language; repeat or rephrase important concepts.

Engagement Techniques

• Avoid reading slides or notes: Use them as prompts, not a script. Explain ideas in your own words.
• Ask questions strategically: Open-ended questions encourage discussion; reflective questions invite personal experience.
• Encourage participation: Validate contributions, manage dominant voices, draw in quieter participants.

Storytelling and Narrative

• Build a narrative: Adults retain information better when it’s contextualised or linked to real-life examples.
• Create tension or curiosity: Pose a problem, scenario, or question at the start, then guide learners through discovering the solution.
• Use relatable examples: Draw from work, social life, or current events to make content tangible.

Professional Demeanour

• Be confident but approachable: Assert your expertise without being intimidating.
• Manage energy: Match your energy to the content and audience; too much enthusiasm can be off-putting, too little can be disengaging.
• Adaptability: Be prepared to adjust based on the class’s response, comprehension, and engagement levels.

End of lesson

• Reflection / Wrap-Up (5–10 minutes)
• Summarise key points from the mini lesson.
• Preview the next session and any preparatory work (if relevant).
• Ask learners what they found interesting or confusing.
• Encourage ongoing questions and participation.
• Remind learners of timings and materials.
• If there is homework or prep, then mention here.

The Duties of the Guiding Teacher in Islam

Welcoming and Valuing Students

Abu Haroon Abdi and Shahr ibn Haushab relate that when they visited Hazrat Abu Sa‘eed Khudri (رضي الله عنه) as students, he would say:

“Welcome, O bequest of the Messenger of Allah ﷺ.”

He then mentioned that the Prophet ﷺ said:

“Soon the world will become opened to you, and young people will come to you thirsting for knowledge. They will seek deep understanding of the Deen. When they come to you, teach them and treat them kindly, be patient with them, and teach them the Hadith.”

This shows that students are not a burden, but a trust from Rasulullah ﷺ. They deserve kindness, patience, and respect.

Being Soft-Hearted and Gentle

One of the most important qualities of a guiding teacher is softness of the heart. A teacher should treat students like their own children, in light of the Prophet’s ﷺ words:

“I am to you like a father to his children.”

The journey of life is like a long road with many stops. Travelers who show gentleness and care towards one another naturally develop love and unity. If this is true for worldly journeys, then how much more important is it for the journey towards Allah سبحانه وتعالىٰ and Jannah?

Allah says:

“The believers are but brothers.” (Surah al-Hujurat, 49:10)

If a student has turned away from the distractions of the world to seek something that benefits them in this life and the Hereafter, why make their path difficult? Why be harsh towards someone whom Allah is guiding to the straight path?

Students are naturally drawn to teachers who are calm, approachable, and balanced. This does not mean being immature or careless, but rather not being overly harsh or burdening the learning process with unnecessary severity.

Teaching for the Sake of Allah

A guiding teacher must teach for Allah alone. The Prophet ﷺ said:

“Do not seek a wage for teaching.”

Allah سبحانه وتعالىٰ says:

“We seek from you neither reward nor thanks.” (Surah al-Insan, 76:9)

Even if students feel indebted to their teacher, the reality is that the teacher is also indebted to the students. Through teaching them, the teacher draws closer to Allah by nurturing knowledge and faith in their hearts.

It is permissible for a teacher to receive payment for time, effort, or expertise. However, money must never be the primary intention. Both teacher and student must remember that sincerity (ikhlāṣ) is a condition for the acceptance of deeds. Without sincerity, knowledge can become a source of loss rather than success.

The Prophet ﷺ warned:

“Whoever seeks knowledge of Deen by which Allah’s pleasure is sought, but learns it only to gain worldly benefit, will not even smell the fragrance of Jannah.”
(Abu Dawood, Ibn Majah)

Act on knowledge yourself

The best state of a guiding teacher is when knowledge and action go hand in hand. Teaching without practice is spiritually dangerous.

The Prophet ﷺ mentioned that among the first people to be judged on the Day of Resurrection will be a man who learned knowledge, taught it, and recited the Qur’an. Allah will say to him:

“You have lied. You learned so that it would be said, ‘He is a scholar,’ and you recited so that it would be said, ‘He is a reciter.’”

He will then be dragged on his face into the Fire. (Nasā’ī)

‘Ali (رضي الله عنه) said:

“O bearers of knowledge, act upon it. The true scholar is the one whose actions match his knowledge. There will be people who carry knowledge that does not go beyond their throats; their actions contradict what they know, and their inner lives oppose their outward appearance. They sit in gatherings boasting to one another… Such people’s deeds do not rise to Allah.”

This is a powerful reminder that knowledge without action can become a proof against a person rather than in their favour.

Patience and Self‑Control

A guiding teacher must be patient and composed, especially when dealing with children and students. One should never discipline or correct while angry. An angry doctor cannot cure a patient, and likewise an angry teacher, lacking self‑control, will only cause harm instead of reform.

A counsellor who advises with scorn merely adds poison to poison. Experience shows that gentle words reach hearts far more effectively than harshness ever can.

Imam al‑Ghazali رحمه الله stated that a teacher must have an exceptional level of tolerance. Shaykh ‘Abdul Qadir Jilani رحمه الله said:

“So long as anger overcomes you, do not count yourself among the people of knowledge.”

A pious person once said that a teacher should be the embodiment of love and mercy, because no one is willing to accept guidance delivered with cruelty.

Allah reminds the Prophet ﷺ:

“Had you been harsh and hard‑hearted, they would surely have dispersed from around you.”
(Surah Aal ‘Imran, 3:159)

Being Open to Correction

If an ustaaz realises he has made a mistake during a lesson, he should correct it immediately. If a student presents the correct explanation of an ibārah (text or sentence), the teacher should accept it openly. This does not diminish the teacher’s status, rather, it highlights his integrity and humility. In fact, it strengthens the students’ trust in his sincerity, piety, and reliability.

Muhammad bin Ka‘b al‑Qurazi رحمه الله relates that a man once questioned an explanation given by Hadhrat ‘Ali رضي الله عنه and said:

“O Ameer al‑Mu’mineen, the matter is not as you explained. This is the correct explanation.”

Hadhrat ‘Ali رضي الله عنه replied:

“Without doubt, what you have said is correct. I have erred.”

Likewise, Hadhrat ‘Abdullah ibn ‘Umar رضي الله عنهما was once asked a question to which he replied, “I do not know.” The questioner remarked:

“Ibn ‘Umar has chosen the best path.”

Admitting ignorance when one truly does not know is a sign of wisdom. Hadhrat Abu Darda رضي الله عنه said:

“Saying ‘I do not know’ when one lacks knowledge is half of knowledge.”

Correcting with Wisdom and Dignity

When advising or correcting a student for a mistake that would embarrass him if mentioned publicly, the teacher should counsel the student privately and with discretion. Later, the same advice may be given generally to the class without identifying the individual.

In this way, the student’s dignity is protected, resentment is avoided, and others still benefit from the guidance.

Being a Living Example

Students naturally view their teachers as role models. They observe not only what is taught, but how the teacher behaves, e.g. his character, manners, reactions, and conduct.

Imam al‑Shafi‘i رحمه الله spent ten years in the company of Imam Malik رحمه الله. He later said:

“Two years were spent acquiring knowledge, and eight years were spent learning his character and conduct.”

This teaches us that ihsān, good character, and taṣawwuf are not merely taught through words, but demonstrated through behaviour.

If a student behaves in a way that conflicts with the ustaaz’s temperament, the teacher should reflect that it is through these very students that Allah has given him an opportunity to serve the Deen. By forgiving the student, the teacher draws closer to Allah Ta‘ala.

Correcting Without Harming Reverence

A guiding teacher must encourage virtue and prevent blameworthy traits in students. However, this should often be done indirectly rather than bluntly. Excessive direct criticism can strip away the natural sense of respect and reverence that students hold for their teacher.

Furthermore, a teacher must first be upright himself before expecting uprightness from students. Advice carries weight when actions support it. Following someone’s deeds is far more powerful than merely listening to their words.

How beautiful and inspiring are the speeches delivered from pulpits, yet when personal actions contradict those words, their impact is lost.

Respecting the Time of Students

A guiding teacher must respect the limited time of students. Classes should begin on time and end on time. If the teacher is late or needs to go over the allotted time, an apology should be offered. This teaches humility and respect by example.

If some students arrive on time while others are late, the teacher should not delay the lesson unnecessarily, unless there is a prior agreement. Those who arrive punctually have made an effort and their commitment deserves recognition. Valuing students’ time shows sincerity and professionalism in teaching.

Speaking at the Students’ Level

A teacher must speak in a way that suits the students’ level of understanding. The Messenger of Allah ﷺ said:

“I have been commanded to address people according to their status and to speak to them according to their level of understanding.”

The Prophet ﷺ also warned that speaking to people about matters beyond their comprehension can lead to confusion and fitnah. A wise teacher knows how to simplify ideas without watering them down and avoids burdening learners with concepts they are not yet ready to grasp.

Nurturing Students Gradually

True teaching is nurturing, not rushing. A teacher should guide students step by step, beginning with the basics and gradually leading them towards deeper understanding and proficiency. Appropriate books and texts should be chosen for each stage of learning, with suitable memorisation and reading goals.

Allah Most High says:

“Be devoted servants of your Lord by virtue of what you read of the Scripture and what you teach.”
(Surah Aal ‘Imran, 3:79)

A good teacher allows students to think, attempt solutions, and express themselves. Rather than intervening immediately, the teacher listens carefully and lets students work through problems, offering guidance when needed.

Building Friendship and Rapport

While students naturally respect and look up to their teachers, a strong bond is built through warmth and approachability. Sharing relevant stories—whether related to the subject matter or appropriate personal experiences—helps build rapport, break the ice, and create a positive learning environment.

This balance allows students to feel comfortable asking questions while maintaining respect and reverence for the teacher.

Remaining a Learner

A good teacher never stops learning. They reflect on their teaching methods, continue to seek knowledge, and remain open to new insights and perspectives. This attitude not only improves their teaching but also helps them better understand their students and the challenges they face.

When students see a teacher committed to growth, they are inspired to adopt the same mindset.

Authenticity and Honesty

Students quickly sense when a teacher lacks clarity or confidence. Pretending to know something rarely goes unnoticed and often damages trust. On the other hand, honestly saying “I don’t know” strengthens credibility and builds respect.

Authenticity makes a teacher more relatable and trustworthy. Admitting limits in knowledge teaches students humility and shows them that learning is a lifelong journey, one that even the teacher is still on.

Passion, Humility, and Credibility

Passion in teaching brings life to knowledge. When a teacher is genuinely enthusiastic about what they teach, learners become more attentive and engaged. Passion shows students that the subject matters and that it is worth investing effort into.

Humility allows a teacher to acknowledge mistakes, accept correction, and remain open to learning. A humble teacher does not feel threatened by questions or challenges, but sees them as opportunities for growth.

Credibility is built over time through sound knowledge, consistency, and good character. When a teacher is reliable in speech and action, learners naturally take them seriously and place trust in their guidance.

Building Trust and Rapport

Trust develops when students feel respected, treated fairly, and dealt with consistently. A teacher who listens attentively, responds thoughtfully, and avoids favouritism creates a safe and positive learning environment.

Strong rapport helps students feel comfortable participating, asking questions, and admitting what they do not understand. When learners feel at ease, engagement increases and the learning experience improves for everyone.

However, trust and rapport must always be balanced with dignity and boundaries, so that respect for knowledge and the teacher’s role is preserved.

A Serious Reminder About Knowledge

Aamir ibn ‘Abdullah bin Qais al‑Taabi‘i رحمه الله used to say:

“On the Day of Qiyamah, we will regret why we acquired so much knowledge, for this knowledge will be a proof against us for not acting upon it.”

This reminder should instil fear and sincerity in both teachers and students. Knowledge is not merely to be collected or discussed, but to be lived and reflected in belief, character, and action.

Self‑Improvement as a Teacher

Self‑improvement is an ongoing responsibility of the guiding teacher. It involves regularly reviewing one’s teaching practice and actively seeking ways to improve. This includes reflecting on what went well, identifying what can be improved, and learning from the experiences of others.

A reflective teacher sets personal goals, experiments with new approaches, and remains open to feedback. Staying informed about effective teaching methods helps the teacher adapt to different learners and improve confidence and effectiveness over time.

Key aspects of self‑improvement include:

• Setting personal goals for growth
• Identifying strengths and weaknesses
• Trying new teaching approaches
• Keeping up to date with good teaching practices
• Seeking mentorship or support
• Reviewing learner progress and outcomes

Through this process, a teacher continues to grow both professionally and spiritually.

Providing Learning Resources

Students differ in how they learn. Some feel motivated to explore topics in greater depth, while others benefit from materials that help reinforce and consolidate what has already been taught. A good teacher recognises these differences and provides appropriate resources, such as readings, notes, or references, to support both types of learners.

By doing so, the teacher nurtures independent learning while strengthening understanding and retention.

Etiquettes of the Learner

As for the etiquettes of the learner, here are some of them

• The student should seek a qualified teacher who has received knowledge and recitation from scholars with an unbroken chain of transmission back to the Messenger of Allah (Allah bless him and give him peace) and who is recognized by scholars for their qualifications. Muhammad Ibn Sirin said: “This knowledge is religion, so look carefully from whom you take your religion.” [Muslim; Darimi]
• The student should maintain respect for their teacher by not raising their voice in their presence, not talking to their peers, not engaging in side conversations, and not neglecting what the teacher has assigned them.
• The student should be humble and gentle with the teacher and should not look down upon them, for a student will not benefit from a teacher they do not respect.
• The student should endure any occasional harshness or strictness from the teacher, as teachers are human and have their own circumstances. The student should not expect the teacher to explain all their personal feelings or challenges. As the saying goes: “Be patient with the bitterness of a teacher’s harshness, for the knowledge’s firm roots are in their occasional strictness. Whoever doesn’t taste the bitterness of learning for an hour, will drink the cup of ignorance for a lifetime.”
• The student should give special respect and honor to their teacher over others.
• ‘Ali (Allah be pleased with him) said: “It is from the right of the teacher over you to greet the people generally and to specifically greet him more. Sit in front of him and do not gesture with your hand. Do not blink your eyes, do not say ‘so-and-so said the opposite of what you say,’ do not backbite anyone with him, do not consult anyone while in his assembly, do not grab his garment if he rises, and do not insist upon him if he is reluctant.” [Nawawi, al-Tibyan fi Adab Hamalat al-Quran]
• The student should defend their teacher against backbiting if they are able, and if not, they should leave that gathering.
• The student should frequently pray for their teachers, as they are the ones who have taught, disciplined, and advised them.

There is a beneficial book all students should read and implement, Etiquette of the Learner, by Imām Badr Ad-Din ibn Jamāʿa al-Kinānī, translated by Shoaib Shah.

Likewise The Art of Studying – A Reading of the Ruh Taʿlim al-Mutaʿallim P1, The Art of Studying – A Reading of the Ruh Taʿlim al-Mutaʿallim P2.