GOOD MANNERS-Almasi

Teaching our children good manners at an early age may solve many problems down the road. Manners, proper etiquette some would say, may be one of the top lessons a child needs to learn. As an adult we have to behave in a certain manner. We all know someone, an adult; we feel has terrible manners or no etiquette at all. Do you want your children to be one of those adults that everyone avoids because they don't have good manners?

Not sure what to do or say? Well, just take your time strolling through the information, books and websites listed below. You must understand though that not all of these things will work with every child or even every family. There is one idea that will work every time with every family and with every child.

Make time for the entire family to be together, to talk and just have fun.

Mind Your Manners

Do your children "lose it" when you're out in public? You know they can use good manners, but once they step out your front door, does it seem they can't remember anything? Don't worry, you're not alone. This can be one of the most frustrating parts of parenting!

Remember, three important ideas shape good manners--custom, common sense, and consideration.

Custom is the habit of doing things a certain way. For example, in Western culture, most adults greet one another by shaking hands.

Common sense is what makes sense to most people. Ask your child, is it polite to push your way up an escalator just because you want to get to the top faster?

Consideration is thinking about the way the other person feels. Being rude to someone is bad manners--not because a book says so, but because it hurts that person's feelings.

If we teach these basic ideas at home, then our children should behave well in public. But be warned: If you tell your children what they're supposed to do, then fail to practice those rules yourself - well, your children might just do what you do, not what you say.

Practice what you preach
Here are a few suggestions to help you guide your children to use good manners, at home and anywhere else they roam.

General "out in public" manners:

1. Treat everyone with kindness and respect. Don't stare or make fun of anyone, no matter how strange they may look.
2. Put litter in its place.
3. Say you're sorry if you bump into someone or accidentally step on someone's toe.
4. Remember to say please and thank you.
5. Don't walk in bunches so that you block others.
6. If you need to stop and talk, move over to the side away from the flow of traffic.

Tips for parents: Before you go out, talk to your child about good manners and what behavior you expect. If your child behaves in a rude way, lead him away from other people to correct him. Remind him that he gets to go on special outings when he behaves well.

Table manners for kids (and parents):

1. Swallow all your food before you talk.
2. If you put something in your mouth that's too hot, don't spit it out. Instead, reach for your drink and take a quick sip.
3. Ask someone to pass food that is not right in front of you. Don't reach for it.
4. Sit up straight and don't slouch.
5. Chew with your mouth closed.
6. Keep elbows off the table.
7. Food is for eating, not for playing.
8. Ask the server to replace dropped silverware. Don't crawl under the table to get it.
9. Take spills in stride. Let children know you understand their motor skills are still growing. The server will help you clean up.
10. Don't comb hair at the table.

Tips for parents: When dining out, try to keep your meal schedule as close as possible to the one you follow at home. You might try eating a little early to avoid the crowd. If you have younger children, let them sit facing a window, so they will find something to entertain and distract them. If that's not possible, let your children sit by a wall or out of the way of other diners.

Keep in mind that all children need frequent reminders, at home and out in public. Praise your children for using good manners. If you only tell your children what they've done wrong, they have no reason to behave well. After all, you're only giving them attention when they misbehave.

Most importantly, model good behavior. Your children watch everything you do. Teaching them to use good manners is not about impressing anyone. Rather, you are building in your child confidence, awareness, and consideration of others. With these tools, they will succeed wherever they choose to go.

Basic Manners

Manners are taught as soon as your child understands what you're saying. Also, children will need coaching and reminders on manners throughout their childhood. It's best to give positive reinforcement, that is, when your child does something right, let them know. When your child does something wrong, do not be negative about it, but gently tell them how it is best done and why.

10 Basic Manners for Kids

1. Waiting their turn and not interrupting other people when they are speaking. No one can be heard if there are too many voices at once. Gently tell them to wait until someone is done speaking, and then ask their question. Be sure and give your child your full attention when you are done speaking so as to reinforce their positive behavior of waiting their turn. While your child is patiently waiting, hold their hand or put your arm around them to let them know you are aware of their presence.

2. No name calling. Even if it's in "fun", name calling hurts. Instead of labels, ask your child to explain what the behavior is that bothers them.

3. Always greet someone when they come over to your house. Depending on your level of formality, you can teach your child to shake hands with adults who come over, but it's not necessary to shake hands with other children. But, your child should always say, "hello" or "hi" when someone visits so that the guest feels welcome.

4. Say, "Please" and "Thank you" often. It shows respect and appreciation. In addition, if they are thanked, then say "You're welcome".

5. Clean up after yourself. Whether at home or at a friend's house, always pick up after yourself. It's their mess, so they need to clean it up. If your child does leave a mess, remind them that they need to clean up before the next activity can begin, and stick to it.

6. Good sportsmanship. After playing a game (sports, cards, board game) , no matter the outcome, be pleasant. If your child wins, tell them to not gloat or show off, but be kind. If they lose, don't sulk or get mad, but be a good sport and tell the other child(ren) "good game" or speak well of them.

7. Take compliments courteously. If someone praises your children, teach them to be gracious and say, "thank you", and avoid putting themselves down or pointing out flaws.

8. Opening doors for others. When going into buildings, allow elders to go first and open the door for them. When preceding others into a building, don"t let the door slam in the face of those behind, but hold the door until the person behind can grab it. Also teach your children that if someone holds the door for them, then remember to say "thank you".

9. Exiting/Entering etiquette. Elevators: allow those in the elevator to exit first before entering the elevator. Same with buildings or rooms - if someone is exiting the building or room through the same door you are entering, let them exit first.

10. Respect differences. When people do things differently from your family because of diversity in culture, race, or religion, then teach your child respect. Point out how interesting it is or how different families do different things. Families have their own traditions or rituals and it is important and has meaning for that family.

Whether in a restaurant or in a home, here are some basic table manners to teach kids:

1. Eat with a fork unless the food is meant to be eaten with fingers. Only babies eat with fingers.

2. Sit up and do not hunch over your plate; wrists or forearms can rest on the table, or hands on lap. You don't want to look like a Neanderthal.

3. Don't stuff your mouth full of food, it looks gross, and you could choke.

4. Chew with your mouth closed. No one wants to be grossed out seeing food being chewed up or hearing it being chomped on. This includes no talking with your mouth full.

5. Don't make any rude comments about any food being served. It will hurt someone's feelings.

6. Always say thank you when served something. Shows appreciation.

7. If the meal is not buffet style, then wait until everyone is served before eating. It shows consideration.

8. Eat slowly and don't gobble up the food. Someone took a long time to prepare the food, enjoy it slowly. Slowly means to wait about 5 seconds after swallowing before getting another forkful.

9. When eating rolls, tear off a piece of bread before buttering. Eating a whole piece of bread looks tacky.

10. Don't reach over someone's plate for something. Politely ask that the item to be passed to you. Shows consideration.

11. Do not pick anything out of your teeth, it's gross. If it bothers you that bad, excuse yourself and go to the restroom to pick.

12. Always use a napkin to dab your mouth, which should be on your lap when not in use. Remember, dab your mouth only. Do not wipe your face or blow your nose with a napkin, both is gross. Excuse yourself from the table and go the restroom to do those things.

13. When eating at someone's home or a guest of someone at a restaurant, always thank the host and tell them how much you enjoyed it. At least say that you liked the dinner or mention a specific item that was particularly tasty, i.e. the dessert was great. Again, someone took time, energy, and expense to prepare the food, so show your appreciation.

Table Manners

For informal dining situations, it's okay to rest an elbow on the table if you're not actually eating. But, if you're eating, then only rest the forearm or wrist on the edge of the table. One doesn't want to be hunched over their food. At formal functions, no elbows on the dining table.

Tell your kids that table manners are more than about proper eating, it's about being kind and considerate of others. Also, tell them although you know that they are smart and nice, other people will judge them on how they appear. Having proper table manners is one way people judge others, and they wouldn't want people to think that they're yahoo's, do they?

Whether in a restaurant or in a home, here are some basic table manners to teach kids:

1. Eat with a fork unless the food is meant to be eaten with fingers. Only babies eat with fingers.

2. Don't stuff your mouth full of food, it looks gross, and they could choke.

3. Chew with your mouth closed. No one wants to be grossed out seeing food being chewed up or hearing it being chomped on. This includes no talking with your mouth full.

4. Don't make any rude comments about any food being served. It will hurt someone's feelings.

5. Always say thank you when served something. Shows appreciation.

6. If the meal is not buffet style, then wait until everyone is served before eating. It shows consideration.

7. Eat slowly, don't gobble up the food. Someone took a long time to prepare the food, enjoy it slowly. Slowly means to wait about 5 seconds after swallowing before getting another forkful.

8. When eating rolls, break off a piece of bread before buttering. Eating a whole piece of bread looks tacky.

9. Don't reach over someone's plate for something; ask for the item to be passed to you. Shows consideration.

10. Do not pick anything out of your teeth, it's gross. If it bothers you that bad, excuse yourself and go to the restroom to pick.

11. Always use a napkin to dab your mouth, which should be on your lap when not in use. Remember, dab your mouth only. Do not wipe your face or blow your nose with a napkin, both is gross. Excuse yourself from the table and go the restroom to do those things.

12. When eating at someone's home or a guest of someone at a restaurant, always thank the host and tell them how delicious it was, even if it wasn't. Again, someone took time, energy, and expense to prepare the food, shows your appreciation.

How to Elegantly Sit and Stand From Chair

1. Walk toward the chair or couch and stand directly in front of it.

2. Without looking backwards or down, back up slightly towards the chair, feel the chair gently with your leg.

3. Then, while keeping your back straight, gently sit down onto the front of the chair.

4. Slide back onto the seat a little more, but keep feet on the floor.

5. Keep your knees together and either tuck one foot behind the other or keep your ankles together. Feet can be slightly to the side.

To stand up, uncross your ankles, place your feet flat in front of you. Slide forward until you are at the edge of the chair. Keeping your back straight, stand up.

Here are some easy ways parents can help children learn how to greet people properly.

1. Teach your child to look for the color of people’s eyes.
   Young children may feel shy about looking into people’s eyes, and this is a way to help them feel less intimated, says Patricia Rossi, author of Everyday Etiquette.
2. Stick to small sound bites.
   Brief your child right before walking into a store, library, or any other place where your child may meet people, go over some things she can say. Tell her that if anyone asks how she is doing, all she has to do is say, “Fine, thank you.” Giving your child some short and simple sound bites to work with can help her feel less pressured about coming up with things to say, says Rossi.
3. Be supportive.
   Review how things went with your child soon after he greets someone. If he wasn’t able to muster a hello, then reassure your child that you know that he will do better next time. If things went well, tell him how proud you are of him for greeting someone so nicely. Say something like, “You made that person feel so good and brightened their day with your voice,” suggests Rossi.

1. Teach your child to shake hands.
   Even kindergarteners can greet someone by shaking hands. Do some role playing to help your child practice shaking hands and have him greet you with a confident handshake. Teach your child to face someone with his bellybutton and toes pointed toward that person when greeting that person.
2. Tell her to stand.
   If your child is seated -- say at a restaurant or on the sofa at home -- and a visitor or an acquaintance comes to say hello, teach him to stand up before saying hello.
3. Have fun.
   Don’t forget to make this about having fun and connecting with people rather than presenting it as a chore kids have to do. Have a little fun while role-playing, and be sure to give them lots of praise. Explain to your child that when she greets people politely, they will reward them with compliments.

arithmetics

Cardinal and Ordinal Numbers Chart

A Cardinal Number is a number that says how many of something there are, such as one, two, three, four, five.

An Ordinal Number is a number that tells the position of something in a list, such as 1st, 2nd, 3rd, 4th, 5th etc.

Cardinal			Ordinal
1	One		1st	First
2	Two		2nd	Second
3	Three		3rd	Third
4	Four		4th	Fourth
5	Five		5th	Fifth
6	Six		6th	Sixth
7	Seven		7th	Seventh
8	Eight		8th	Eighth
9	Nine		9th	Ninth
10	Ten		10th	Tenth

What is Your Teaching Style? 5 Effective Teaching Methods for Your Classroom- ALMASI

What is Your Teaching Style? 5 Effective Teaching Methods for Your Classroom

Teachers! What is your teaching style?

No two teachers are alike, and any teacher with classroom teaching experience will agree that their style of teaching is uniquely their own. An effective teaching style engages students in the learning process and helps them develop critical thinking skills. Traditional teaching styles have evolved with the advent of differentiated instruction, prompting teachers to adjust their styles toward students’ learning needs.

What are the different styles of teaching?

The following list of teaching styles highlights the five main strategies teachers use in the classroom, as well as the benefits and potential pitfalls of each respective teaching method.

Authority, or lecture style

The authority model is teacher-centered and frequently entails lengthy lecture sessions or one-way presentations. Students are expected to take notes or absorb information.

• Pros: This style is acceptable for certain higher-education disciplines and auditorium settings with large groups of students. The pure lecture style is most suitable for subjects like history that necessitate memorization of key facts, dates, names, etc.
• Cons: It is a questionable model for teaching children because there is little or no interaction with the teacher.

Demonstrator, or coach style

The demonstrator retains the formal authority role while allowing teachers to demonstrate their expertise by showing students what they need to know.

• Pros: This style gives teachers opportunities to incorporate a variety of formats including lectures, multimedia presentations and demonstrations.
• Cons: Although it’s well-suited for teaching mathematics, music, physical education, arts and crafts, it is difficult to accommodate students’ individual needs in larger classrooms.

Facilitator, or activity style

Facilitators promote self-learning and help students develop critical thinking skills and retain knowledge that leads to self-actualization.

• Pros: This style trains students to ask questions and helps develop skills to find answers and solutions through exploration; it is ideal for teaching science and similar subjects.
• Cons: Challenges teacher to interact with students and prompt them toward discovery rather than lecturing facts and testing knowledge through memorization.

Delegator, or group style

The delegator style is best-suited for curriculum that requires lab activities, such as chemistry and biology, or subjects that warrant peer feedback, like debate and creative writing.

• Pros: Guided discovery and inquiry-based learning places the teacher in an observer role that inspires students by working in tandem toward common goals.
• Cons: Considered a modern style of teaching, it is sometimes criticized as newfangled and geared toward teacher as consultant rather than the traditional authority figure.

Hybrid, or blended style

Hybrid, or blended style, follows an integrated approach to teaching that blends the teachers’ personality and interests with students’ needs and curriculum-appropriate methods.

• Pros: Achieves the inclusive approach of combining teaching style clusters and enables teachers to tailor their styles to student needs and appropriate subject matter.
• Cons: Hybrid style runs the risk of trying to be too many things to all students, prompting teachers to spread themselves too thin and dilute learning.

Because teachers have styles that reflect their distinct personalities and curriculum — from math and science to English and history — it’s crucial that they remain focused on their teaching objectives and avoid trying to be all things to all students.

What you need to know about your teaching style

Although it is not the teacher’s job to entertain students, it is vital to engage them in the learning process. Selecting a style that addresses the needs of diverse students at different learning levels begins with a personal inventory — a self-evaluation — of the teacher’s strengths and weaknesses. As they develop their teaching styles and integrate them with effective classroom management skills, teachers will learn what works best for their personalities and curriculum.
Our guide encapsulates today’s different teaching styles and helps teachers identify the style that’s right for them and their students. Browse through the article or use these links to jump to your desired destination.

Emergence of the teaching style inventory

How have teaching styles evolved? This is a question teachers are asked, and frequently ask themselves, as they embark on their careers, and occasionally pause along the way to reflect on job performance. To understand the differences in teaching styles, it’s helpful to know where the modern concept of classifying teaching methods originated.
The late Anthony F. Grasha, a noted professor of psychology at the University of Cincinnati, is credited with developing the classic five teaching styles. A follower of psychiatrist Carl Jung, Grasha began studying the dynamics of the relationship between teachers and learning in college classrooms. His groundbreaking book, “Teaching with Style,” was written both as a guide for teachers and as a tool to help colleagues, administrators and students systematically evaluate an instructor’s effectiveness in the classroom.
Grasha understood that schools must use a consistent, formal approach in evaluating a teacher’s classroom performance. He recognized that any system designed to help teachers improve their instructional skills requires a simple classification system. He developed a teaching style inventory that has since been adopted and modified by followers.

• Expert: Similar to a coach, experts share knowledge, demonstrate their expertise, advise students and provide feedback to improve understanding and promote learning.
• Formal authority: Authoritative teachers incorporate the traditional lecture format and share many of the same characteristics as experts, but with less student interaction.
• Personal model: Incorporates blended teaching styles that match the best techniques with the appropriate learning scenarios and students in an adaptive format.
• Facilitator: Designs participatory learning activities and manages classroom projects while providing information and offering feedback to facilitate critical thinking.
• Delegator: Organizes group learning, observes students, provides consultation, and promotes interaction between groups and among individuals to achieve learning objectives.

Although he developed specific teaching styles, Grasha warned against boxing teachers into a single category. Instead, he advocated that teachers play multiple roles in the classroom. He believed most teachers possess some combination of all or most of the classic teaching styles.

How does differentiated instruction impact teaching styles?

Carol Ann Tomlinson, a professor at the University of Virginia, is an early advocate of differentiated instruction and a pioneer in the development of learning-based teaching styles. If Grasha laid the groundwork for 20th-century teachers to adopt styles tailored to match their personalities and strengths, Tomlinson has advanced this theme into the 21st century by focusing on differentiated instruction.
In the simplest terms, differentiated instruction means keeping all students in mind when developing lesson plans and workbook exercises, lectures and interactive learning. These student-focused differences necessitate instructional styles that embrace diverse classrooms for students at all learning levels and from various backgrounds without compromising the teacher’s strengths.

What teaching style is best for today’s students?

Whether you’re a first-year teacher eager to put into practice all of the pedagogical techniques you learned in college, or a classroom veteran examining differentiated instruction and new learning methodologies, consider that not all students respond well to one particular style. Although teaching styles have been categorized into five groups, today’s ideal teaching style is not an either/or proposition but more of a hybrid approach that blends the best of everything a teacher has to offer.
Here is a recap from the list of teaching methods described earlier.

• Authority, or lecture style: This traditional, formal approach to teaching is sometimes referred to as “the sage on the stage.”
• Demonstrator, or coach style: This style retains the formal authority role while allowing teachers to demonstrate their expertise by showing students what they need to learn.
• Facilitator, or activity style: This approach encourages teachers to function as advisors who help students learn by doing.
• Developer, or group style: This style allows teachers to guide students in a group setting to accomplish tasks and learn what works or doesn’t.
• Hybrid, or blended style: This approach incorporates different aspects of the various styles and gives teachers flexibility to tailor a personal style that’s right for their coursework and students.

The traditional advice that teachers not overreach with a cluster of all-encompassing teaching styles might seem to conflict with today’s emphasis on student-centered classrooms. Theoretically, the more teachers emphasize student-centric learning the harder it is to develop a well-focused style based on their personal attributes, strengths and goals.
In short, modern methods of teaching require different types of teachers — from the analyst/organizer to the negotiator/consultant. Here are some other factors to consider as teachers determine the best teaching method for their students.
Empty vessel: Critics of the “sage on the stage” lecture style point to the “empty vessel” theory, which assumes a student’s mind is essentially empty and needs to be filled by the “expert” teacher. Critics of this traditional approach to teaching insist this teaching style is outmoded and needs to be updated for the diverse 21st-century classroom.
Active vs. passive: Proponents of the traditional lecture approach believe that an overemphasis on group-oriented participatory teaching styles, like facilitator and delegator, favor gifted and competitive students over passive children with varied learning abilities, thereby exacerbating the challenges of meeting the needs of all learners.
Knowledge vs. information: Knowledge implies a complete understanding, or full comprehension, of a particular subject. A blend of teaching styles that incorporate facilitator, delegator, demonstrator, and lecturer techniques helps the broadest range of students acquire in-depth knowledge and mastery of a given subject. This stands in contrast to passive learning, which typically entails memorizing facts, or information, with the short-term objective of scoring well on tests.
Interactive classrooms: Laptops and tablets, videoconferencing and podcasts in classrooms play a vital role in today’s teaching styles. With technology in mind, it is imperative that teachers assess their students’ knowledge while they are learning. The alternative is to wait for test results, only to discover knowledge gaps that should have been detected during the active learning phase.
Constructivist teaching methods: Contemporary teaching styles tend to be group focused and inquiry driven. Constructivist teaching methods embrace subsets of alternative teaching styles, including modeling, coaching, and test preparation through rubrics scaffolding. All of these are designed to promote student participation and necessitate a hybrid approach to teaching. One criticism of the constructivist approach is it caters to extroverted, group-oriented students, who tend to dominate and benefit from these teaching methods more than introverts; however, this assumes introverts aren’t learning by observing.
Student-centric learning does not have to come at the expense of an instructor’s preferred teaching method. However, differentiated instruction demands that teachers finesse their style to accommodate the diverse needs of 21st-century classrooms.

The ‘sage on the stage’ meets the ‘tiger mom’

The objective of blending teaching styles to leverage the teacher’s strengths while meeting the demands of diverse students has become increasingly difficult, as parents take a decidedly proactive role in child-learning techniques.
The traditional authoritative/expert, or “sage on the stage” lecture style, has come under attack by some parents — and contemporary educational leaders — who emphasize that a more diverse approach to teaching is necessary to engage students. This is compounded by the rise of “tiger moms,” a term made popular by parents devoted to improving the quality of education with laser-precision focus on A-list schools and a highly competitive job market.

Age of the proactive parent

Regardless of what style a teacher adopts, it’s important for teachers to develop positive attitudes, set goals and establish high expectations for students.
“Assume students can excel!” education authors Harry and Rosemary Wong declare. As former teachers with a combined 80-plus years of educational experience, the Wongs emphasize in their best-selling book, “The First Days of School: How to Be an Effective Teacher” and their more recent, “The Classroom Management Book” that successful teachers share three common characteristics:

• effective classroom management skills
• lesson mastery
• positive expectations

All instructors, when developing their teaching styles, should keep in mind these three goals, as well as the primary objective of education: student learning.

How does classroom diversity influence teachers?

It is abundantly clear that today’s teachers are responsible for students with a diverse range of learning abilities. The 21st-century teacher does not have the luxury of “picking the low-hanging fruit” and then leaving the rest of the tree for experts who specialize in children with behavioral issues or learning disorders.
Today’s teachers must develop instructional styles that work well in diverse classrooms. Effective teaching methods engage gifted students, as well as slow-learning children and those with attention deficit tendencies. This is where differentiated instruction and a balanced mix of teaching styles can help reach all students in a given classroom — not just the few who respond well to one particular style of teaching.
The wonderment of teaching, what author/educator Dr. Harry Wong refers to as “that ah-ha moment” when a child “gets it,” is one of the most rewarding and seemingly elusive benefits of becoming a teacher. This transference of knowledge from expert to student is an art form and a skill. Fortunately, both can be learned and perfected.
Knowing how to engage students begins with selecting the teaching style that’s right for you. And remember, even though you may prefer one teaching style over another, you must find the style that works best for your students! Try different styles to meet different objectives, and always challenge yourself to find ways to reach each student.

MJUE MWIGIZAJI WA FILAMU YA YESU AMBAYE BAADHI YA WATU HUDHANI KWAMBA NI YESU. - almasi

MJUE MWIGIZAJI WA FILAMU YA YESU AMBAYE BAADHI YA WATU HUDHANI KWAMBA NI YESU.

Brian Deacon akiigiza kama Yesu ndani ya filamu ya JESUS.

Ikiwa leo ni Ijumaa kuu,siku ambayo wakristo ulimwenguni wanakumbuka mateso ya mkombozi wa ulimwengu Yesu Kristo aliyekuja duniani takribani miaka 2000 iliyopita.Gospel kitaa imeamua basi kuwaletea historia ya mtu ambaye ameigiza filamu ya Yesu inayofahamika kwa jina la ''JESUS'' ambayo iliigizwa mnamo mwaka 1979 huko nchini Israel, GK imeamua kufanya hivi baada ya kuona ni kwa jinsi gani filamu hiyo imekuwa ikigusa maisha ya watu wengi kiasi kwamba baadhi ya watu wanasahau kwamba mtu aliyemo kwenye filamu hiyo ni mwigizaji tu na siyo Yesu.hata yeye amekiri kwamba wakati wa uigizaji alikuwa akisuluhisha mambo yaliyokuwa yakijitokeza yeye na waigizaji wenzake baada ya wao kusahau kwamba yeye si Yesu bali anaigiza tu. KARIBU.

Brian Deacon ndani ya filamu ya ''JESUS''

Brian Deacon ndio jina lake mwigizaji huyo ambaye ni mwingereza aliyezaliwa mnamo tarehe 13/02/1949 huko Oxford nchini Uingereza akiwa ni mtoto wa pili katika familia yao baba yake akiwa fundi makenika na mama yake akiwa ni nesi ndoa yake ya kwanza na Rula Lenska ilivunjika ambapo alizaa na mkewe huyo binti yao aitwaye Lara Deacon,ndoa yake ya pili alioana na mwanamama Natalie Bloch mnamo mwaka 1998 mpaka sasa wapo kwenye ndoa hiyo.

Aliigiza filamu ya Yesu ambayo pia ilimfanya aokoke mara baada ya kuitazama akiwa na miaka 30,baada ya kupita kwenye mchujo mkali wa waigizaji zaidi ya elfu moja ambao walifanyiwa mahojiano huku 260 wakijaribishwa kuigiza(screen test)kuona kwamba wanafaa akiwa ni mwingereza pekee kati ya waigizaji Waisrael walioingia kwenye usaili huo akiwa chini ya kampuni iitwayo New shakespears ambako alikuwa akifanya sanaa za majukwaani na uigizaji.

Brian Deacon miaka iliyofuatia baada ya kuigiza kama Yesu.

Amesema kabla ya kuchaguliwa mtihani wake wa kwanza ulikuwa kutoka kwa wakala wake aliyemvunja moyo kwakumweleza hadhani kama yeye(Brian)atafaa kwenye kumwigiza Yesu,lakini anasema alifanikiwa,baada ya hapo akawa na wakati mgumu kutoka kwa watu ambao kila mmoja alikuwa anajaribu kumweleza jinsi anavyotakiwa kuigiza,sauti yake na mambo mengine,ingawa yeye alisema nitatumia sauti yangu na maelezo kutoka kwa muongozaji.Amesema wiki tatu kabla hawajaanza kurekodi filamu hiyo alisoma kitabu cha Luka mtakatifu zaidi ya mara 20 kwakuwa filamu hiyo imenukuliwa kutoka kitabu hicho ambapo Brian amesema kusoma kwake kulimpa nguvu sana na moyo wa kuigiza filamu hiyo na kuweza kumfahamu vyema Yesu kuwa ni mtu wa aina gani.

watu wakiangalia filamu ya Yesu ambayo bwana Brian Deacon ni mwigizaji mkuu.

Katika miezi saba waliyochukua kuigiza filamu hiyo Brian amesema,walikuwa wanaigiza kwa masaa mengi kuanzia saa kumi za alfajiri mpaka mwisho wa siku kiasi kwamba wakati mwingine aliwaambia wenzake kwamba wamsaidie kwani  amechoka sana hajui kwamba angeweza kuigiza kwa siku hiyo lakini anasema alikuwa anashangazwa na nguvu za ajabu alizokuwa akizipata na kuendelea kuigiza ingawa wakati huo nasema alikuwa mkristo jina wa kanisa katoliki,alikuwa anauwalakini kuhusu mafundisho na huduma ya Yesu kwa ujumla,siku moja wakati anaigiza alikuwa anawaombea watu mara mwanamke mmoja alishika mkono wake kumbe alikuwa na mapepo alimuombea na mapepo yalimtoka mwanamama huyo.

Siku nyingine waliokuwa wakiigiza kama wanafunzi wa Yesu wapatao 12 wakiwa ndani ya basi walikuwa wamepanga kugoma kutokana na malipo waliyokuwa wakipata cha ajabu Brian anasema director alikuja kumuomba yeye (Brian) azungumze nao warejee kazini akashangaa akamwambia mimi sio Yesu ni Brian Deacon, akaamua kuzungumza nao, baada ya masaa 36 walikubali kurudi kuendelea na kazi.

Amesema mtihani mwingine ni siku alipokuwa hotelini Tel Aviv ghorofa ya 18 usiku mara kukawa na moto hotelini hapo baada ya mwingereza mmoja aliyekuwa akivuta sigara kusahau kuizima hivyo kusababisha moto,lakini anasema bahati nzuri hakuna aliyejeruhiwa ila walifanya kazi siku inayofuatia muda mrefu bila muongozaji kujali kwamba hawakulala vyema usiku.

Amesema siku hiyo mmoja wa waigizaji anayeitwa Tom Panella alianzisha mada kwa kusema moto uliokuwa umetokea ni hila za shetani,na kusababisha mjadala wa muda mrefu ni vipi shetani anahusishwa kwenye swala hilo lakini jibu likawa,shetani hataki filamu hiyo irekodiwe ndio maana analeta hila zake.haikuwa kazi rahisi kurekodi filamu hiyo na pia si ujuzi wa kufurahia,baada ya kumaliza kurekodi kwa takribani miezi 18 ilianza kuonyeshwa kwa baadhi ya watu na ndipo hata yeye kwa mara ya kwanza akaona ni kwa jinsi filamu hiyo ilivyonanguvu,ukweli na kugusa mioyo ya watu.

 

Baada ya filamu hiyo Briana anasema alirudi kuigiza majukwaani na kwenye runinga, ambapo kwa miaka zaidi ya 30 sasa tangu kutoka filamu ya Yesu tayari imetazamwa na watu zaidi ya bilioni tatu katika nchi 133 (kwa takwimu za mwaka 2001), zaidi ya watu milioni 117 waliamua kubadilisha maisha yao na kumpokea Yesu,filamu hiyo ambayo ilitengenezwa chini ya Campus Crusade for crusade ambao kwasasa wanaitwa Life Ministry pia nchini Tanzania wapo chini ya mkurugenzi Dismas Shekhalage.ambapo tayari imetafsiriwa katika lugha zaidi 500 huku nyingine zaidi ya 200 zikiwa njiani kutafsiriwa.

Brian anawaambia watu kwamba yeye ni mwigizaji tu na sio Yesu kama watu wengine na kuwataka watu hao kujua hivyo ambapo anasema ameendelea kupata barua mbalimbali za kumpongeza na kumshukuru kwa kazi nzuri aliyofanya kwenye filamu hiyo,ambapo kwa upande wake anasema anayo nakala ya filamu hiyo kwenye maktaba yake nyumbani kwao Uingereza,ambapo kwa takribani miaka 20 filamu hiyo imekuwa ikitazamwa duniani kote na kubadilisha maisha ya watu.

Kati ya filamu alizowahi kushiriki ni pamoja na A zed & Two Noughts ya mwaka 1985, The Feathered Serpent ya mwaka 1976-1978 na Tamthilia iitwayo Lillie iliyoigizwa mwaka 1978 akitumia jina la Frank Miles.

Huyo ndiye Brian Deacon mwigizaji mkuu wa filamu ya ''JESUS''iliyoigizwa mwaka 1979 huko nchini Israel. Habari kwa msaada wa mtandao.