My Teacher Noe

Noe, beacon of dancing melodies,

your joy, a sun that sets the room ablaze.

Every step, a touch of light,

every turn, a whirlwind of emotions.

In your gaze, empathy blossoms,

a garden where souls meet.

You listen with an open heart,

you understand the language of the body.

A tireless professional, you give yourself completely,

sowing seeds of passion and discipline.

Your dedication is a priceless gift,

a treasure we cherish in every class.

You dance with your soul, Noe,

and invite us to fly with you.

In every movement, a lesson,

in every smile, an inspiration.

Thank you for being our guide and companion,

for illuminating our path with your art.

Your mark will endure in our hearts,

like an eternal melody.

GRACIELA NOEMI VILLAVERDE is a writer and poet from Concepción del Uruguay (Entre Rios) Argentina, based in Buenos Aires She graduated in letters and is the author of seven books of poetry, awarded several times worldwide. She works as the World Manager of Educational and Social Projects of the Hispanic World Union of Writers and is the UHE World Honorary President of the same institution Activa de la Sade, Argentine Society of Writers. She is the Commissioner of Honor in the executive cabinet IN THE EDUCATIONAL AND SOCIAL RELATIONS DIVISION, of the UNACCC SOUTH AMERICA ARGENTINA CHAPTER.

How Wonderful

Morning awakens us

Life finds the meaning there

With the chirping birds outside

On the deep forest leaves of trees

On the colorful flying of butterflies

It’s a journey running at a stretch or stopping at some places

As I can see through the window of a train

The blooming earth

Spreading green paddy field velvet

The sight mixes at the horizon

With the morning shine

The world smiles with a charm

Overwhelming but not to be expressed in words

You are sitting before me

And raising a storm of the last days stories

Over a cup of tea

Nobody stands by me but someone whispers

I lost my senses

And kept on beholding the green paddy fields

What a wonder!

O life! You are running so deep in speed

The spreading beauty on the earth sometimes stops

Sometimes stops us in no reason

On the other hand, it seems a great reason behind there

Sometimes with you for a cup of tea

How wonderful the life led by!

Chapainawabganj, Bangladesh

08 October, 2025.

Md. Mahbubul Alam is from Bangladesh. His writer name is Mahbub John in Bangladesh. He is a Senior Teacher (English) of Harimohan Government High School, Chapainawabganj, Bangladesh. Chapainawabganj is a district town of Bangladesh. He is an MA in English Literature from Rajshahi College under National University. He has published three books of poems in Bangla. He writes mainly poems but other branches of literature such as prose, article, essay etc. also have been published in national and local newspapers, magazines, little magazines. He has achieved three times the Best Teacher Certificate and Crest in National Education Week in the District Wise Competition in Chapainawabganj District. He has gained many literary awards from home and abroad. His English writings have been published in Synchronized Chaos for seven years.

a groaning mid-afternoon loss of Thou



beginning to suspect he's not the target audience



before expulsion
a bit 
of the Pater Noster



 'don't write that down...you're the only one 
who doesn't know it'
 


discovering another Jovian moon in the ice cream truck's jingle



when children are eating the wild grasses



scent of crushed sage off the bare shoulders of a stranger



above the skeevy gas-station urinal 
a tally-ho senryu



when the lime-green hummingbird thrummed in the air between us



before Les Mots
I could play Wipe Out
on the surface of the sun



Milarepa...
when she says
'rebuild over there'

Cleaning House

            It’s one of the oldest metaphors and it should be, since the job is never done in either case. After six years of formal study in philosophy, which followed more than a decade of religious indoctrination, I always wrongly believed I understood what it meant to “know thyself.” I probably did. But one must account for denial. No is often an overlooked necessity. I learned that when one joins a Buddhist monastery the first thing they hand you is not a manuscript of the Dhammapada, or any other scroll full of teachings. It’s a broom. I believed I had it figured out. 

I took a week off, and the first few days were working; spent; spent working. I cleaned the toilets, but I failed, because I needed cleansers. I cleaned the tiles in the bathrooms, but this necessitated a new need. More failure. But things were cleaner. I vacuumed. I needed the machine for that; more needs: more failure. But things were cleaner. Dishes. Laundry. Folded clothes. Swept the hardwood floors. Wiped down the counters. Dusted the shelves. Brought out the window cleaner and did the windows. I wiped clean the framed pictures in the office, the place where poetry does not begin, but the place it passes through, on its way from wherever it once was, to wherever I was, and onto wherever a reader was reading it. I have pictures of others, for inspiration, perhaps, or just for the pure aesthetics of it, on the walls of that office. After some blue spray and some wiping, Charles Bukowski never looked better. Ezra Pound was never more clear. I did the sheets, and wished one could do the same with the sheets in the printer: just wash it all away and start over, leave new stains, with more beautiful patterns, patterns more indicative of life-making or love-making, and less indicative of waste. 

It all looked very good as I walked about the place, though realizing it is never done, but realizing the joy and peace I experienced in just doing it. For 48 hours I held my metaphorical broom, and had found my place in my monastery. 

            Something felt incomplete still the same; something felt still; something felt the same. After cleaning off the glass that housed the framed images and art I moved on to the windows. And then I looked in the mirror. And I realized, my work here is not only unfinished, but that I had hardly begun. 

It was a very dirty mirror, it still needed cleaning, but only when I looked into it. The surface was fine.

A Cup of Coffee

My morning cup of coffee

On the table of displacement

I taste the bitterness of life

And live the dark and terrible nights

I watch the violent storm inside

Eradicating my tent so far

And the dogs attack my innocent children.

I see the world as a foam

Cover the heinous crimes

While we are drowning so deep.

I smell the scent of blood

With every sip of my cup

And I see the faces of the children

Who immersed in their blood.

After awhile,

I woke up while I’m absent-minded sitting

On the table of displacement

Gazing inside my coffee

And listening to the silence of the the world.

1. Flowers

Li Mengxi (11, Xiaohe Poetry Club)

For whom do flowers bloom?

By whom are they praised as “excellent”?

When flowers fall, who will pity them?

For whom do they strive all their lives?

2. Returning Home

Chen Yuyao (10, Xiaohe Poetry Club)

The city is filled with tall buildings;

The countryside has green mountains, clear waters, singing birds and fragrant flowers—

Such is the contrast.

Even if I can never step out of the mountains,

I am still willing.

3. Sweet Osmanthus

Liu Zihan (12, Xiaohe Poetry Club)

Huh? Can you smell it?

This lingering fragrance—

Whose is it?

Huh? What’s that?

Wow, it’s sweet osmanthus!

This rich, dense scent—

Fills every corner of our house.

I won’t allow it: no one should fail to smell the osmanthus yet.

Because the osmanthus wants everyone in the world

To catch its faint sweetness!

4. Loss

Meng Lianghua (11, Xiaohe Poetry Club)

My dad has uremia.

If one day he’s gone,

I’ll be so sad.

I’m scared of losing my friends and other family.

When I grow up, I want to be a soldier—

To guard my friends,

Guard my family,

Guard the country.

5. Ode to Beans

Zhang Yuxuan (11, Xiaohe Poetry Club)

Beans, beans, beans—

The little bean vines

Climb up the frame.

After autumn passes,

I’ll help Mom harvest mung beans.

6. Why It Has to Be Glutinous Rice Balls

Su Moyan (10, Gongyelu Primary School, Gaocheng District, Shijiazhuang City, Hebei Province)

If only you were the moon—

You could hang high in the sky.

Being a bird’s egg would be nice too,

Hatching into a bird that flies far away.

Even being a ping-pong ball works,

Bouncing and spinning happily.

Being a gem would be even better,

Worn on the king’s crown—

Who would dare to offend the king?

But you just have to be glutinous rice balls.

Sigh, I always want to gobble you up in one bite.

7. Socks

Li Qiaoyu (8, Gongyelu Primary School, Gaocheng District, Shijiazhuang City, Hebei Province)

Once I had lots of colorful socks—

With little tigers, little crocodiles, all kinds of designs…

But I often wore

A red one on the left foot and a green on the right,

Ne Zha on the left and Ao Bing on the right.

Later, Mom had to replace them

With a pile of identical white socks.

No matter how I mix them, I can pretend they’re a pair.

8. Little Bee Takes a Bath

Xue Ziyang (9, Guanzhuang Primary School, Jiashizhuang Town, Gaocheng District, Shijiazhuang City, Hebei Province)

The little bee takes a bath in the flower—

Tosses left, glances right.

What is it looking for?

Oh, it’s searching for nectar shampoo!

The greedy little bee,

After bathing,

Carries two buckets full of shampoo

And heads home.

9. The Wind That Loves Sleeping

Xue Jiayi (9, Guanzhuang Primary School, Jiashizhuang Town, Gaocheng District, Shijiazhuang City, Hebei Province)

The naughty wind

Loves sleeping.

When it sleeps,

It loves snoring.

One snore—

Brings a late spring cold.

10. A Rabbit’s Words

Xue Yaozong (9, Guanzhuang Primary School, Jiashizhuang Town, Gaocheng District, Shijiazhuang City, Hebei Province)

Don’t laugh at my short tail—

It’s actually my advantage.

You don’t know:

When enemies come,

It won’t happen that

My body gets into the hole,

But my tail is still stuck outside.

The Importance of Using Text Analysis in the Artistic and Aesthetic Education of Primary School Students

Kokand University, Andijan Branch,

 Primary Education Department

 (Distance Learning),

 Group 24-03, 2nd Year
• Azamova Kumushoy Akramjon qizi

Abstract:
This article thoroughly explores the importance of text analysis in the process of artistic and aesthetic education of primary school students. Through the analysis of literary works, students develop a sense of beauty, the ability to evaluate characters, and improve their speech culture. The use of methods such as question-and-answer, discussion, and role reading helps enhance students’ creativity and imagination. The article highlights the significance, methods, and practical opportunities of this process and justifies the role of artistic and aesthetic education in the educational system.

Keywords: artistic and aesthetic education, text analysis, primary school, creativity, speech culture.

Introduction

In the Republic of Uzbekistan, extensive reforms are being carried out to modernize the education system and bring it in line with contemporary standards. The decrees and resolutions of the President, decisions of the Cabinet of Ministers, and the principle of “New Uzbekistan begins at the doorstep of education” clearly demonstrate these reforms.

Particular attention is given to the primary education stage, as it plays a crucial role in shaping students’ spiritual maturity, aesthetic taste, and speech culture.

In recent years, a number of innovations have been introduced into primary education, including:

• development and gradual implementation of new curricula;
• organization of lessons through digital education platforms;
• establishment of professional development courses for primary school teachers;
• publication of new textbooks and manuals on literature and artistic-aesthetic education;
• promotion of reading culture through state programs and various literary activities.

All these reforms aim to help students acquire modern knowledge, moral education, and respect for national and universal values.

Educational activities based on literary texts strengthen such moral qualities as kindness, patriotism, and friendship. Primary education is an important stage in the formation of students’ moral integrity, aesthetic taste, ethical qualities, and personal worldview.

Through text analysis, students’ artistic perception expands—they learn to understand life phenomena more deeply and develop creative thinking as well as an aesthetic sense.

Working with literary texts promotes moral ideas such as friendship, compassion, patriotism, and diligence. This not only fosters independent thinking but also helps students develop the ability to make morally sound life decisions.

Therefore, teaching literary works and organizing text analysis in primary classes plays an invaluable role in students’ aesthetic development, psychological growth, and personal education.

Text analysis also serves as an important tool for improving students’ speech culture. By analyzing the behavior of characters, students form their own attitudes toward social events and gain a deeper understanding of honesty, justice, empathy, and indifference.

The main goal of modern education is not only to provide knowledge but also to nurture well-rounded individuals. In this regard, the use of text analysis in primary education is of great importance. Through artistic and aesthetic education, children develop not only creative thinking but also aesthetic appreciation, national pride, and moral sensitivity.

In teaching reading literacy, the communicative approach plays a key role. Since language primarily functions as a means of communication, interactive, activity-based, exploratory, and critical approaches are prioritized.

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Methodological Foundations of Text Analysis

1. Developing correct, fluent, expressive, and conscious reading skills through the analysis of literary content.
2. Analyzing a work’s theme, idea, imagery, and stylistic devices plays an essential role in the student’s personal development.
3. Understanding a text’s meaning based on students’ life experience is a key condition of effective text analysis.

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Review of Related Literature

The issue of artistic and aesthetic education of primary school students has been widely studied in Uzbek and world pedagogy. Various scholars and methodologists have proposed effective ways to achieve educational and aesthetic goals through text analysis.

Abdulla Avloni, in his work “Turkiy Guliston yoki Axloq” (The Turkic Garden or Ethics), emphasized the inseparable connection between education and upbringing, especially the role of literary texts in instilling goodness and beauty in the young generation — a concept that remains relevant today.

Similarly, in I. A. Karimov’s book “High Spirituality is an Invincible Power,” the exceptional role of literature and art in nurturing spiritually mature youth is highlighted. Literary works, in particular, develop students’ sense of national pride and love for their homeland.

Modern Uzbek methodologists such as D. Makhmudova and O. Kochkarova have developed methods for working with texts in primary grades. Their research shows that the use of interactive methods significantly enhances students’ artistic and aesthetic taste.

Foreign educators, including Jean Piaget, in his theory of cognitive development, also confirmed that literary text analysis plays an essential role in shaping knowledge and values in children.

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Main Part

In recent years, significant reforms have been carried out in Uzbekistan’s education system, especially in primary education. The policy based on the principle “New Uzbekistan – New Education” has been directed toward improving the quality of teaching and learning.

One of the most important innovations in primary education is the introduction of new state curricula, designed according to students’ age and psychological characteristics, aimed at developing independent thinking, creativity, and communication skills.

Furthermore, within the framework of the digital education concept, students are being taught computer literacy and the use of information technologies. Electronic resources, multimedia materials, and interactive platforms are actively integrated into lessons.

Improving teachers’ qualifications plays a key role in enhancing education quality. Professional training courses for primary school teachers now focus on modern pedagogical methods, STEAM technologies, and interactive approaches.

In addition, the inclusive education system is being widely implemented, ensuring equal learning opportunities for children with special needs and promoting social justice.

The new edition of the “Reading Literacy” textbook differs significantly from the previous versions. It contains engaging and age-appropriate materials aimed at developing reading, listening, speaking, writing, and grammar skills.

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Analysis and Results

The primary school period is a decisive stage in a child’s personal development. During the research, text analysis sessions were conducted with students based on the tales “The Golden Melon” and “Zumrad and Qimmat.”

Through “The Golden Melon,” students learned to appreciate honesty, generosity, and loyalty, while understanding that greed and envy lead to negative consequences. The tale “Zumrad and Qimmat” strengthened positive traits such as modesty, kindness, and diligence.

Interactive activities such as drawing, dramatization, and expressive reading were included in the lessons. As a result, students’ speech culture, imagination, creative thinking, and aesthetic taste developed noticeably.

Artistic and aesthetic education thus fosters harmony in personal growth, laying the foundation for children to become spiritually mature, sensitive to beauty, and socially responsible individuals in the future.

Conclusion

In conclusion, the use of literary text analysis in primary education develops not only students’ reading skills but also their moral qualities, aesthetic sense, and creative thinking. Through the analysis of the tales “The Golden Melon” and “Zumrad and Qimmat,” students learn to distinguish between good and evil and to understand the importance of such human values as honesty, diligence, and compassion in real life.

Text analysis enables students to express their emotions, visualize artistic images, expand their vocabulary, and appreciate beauty. This process contributes to their spiritual maturity and positively influences their personal development.

Thus, literary text analysis is one of the most effective means of harmoniously developing moral and aesthetic education among primary school students.

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References

1. Hasanboeva, O., & Yo‘ldosheva, Sh. (2019). Boshlang‘ich ta’lim metodikasi [Methods of Primary Education]. Tashkent: O‘qituvchi.
2. Karimova, D. (2021). Means of Aesthetic Education in Primary School Students. Education and Development Journal, (2), 55–60.
3. Ministry of Public Education of the Republic of Uzbekistan. (2023). Reading Literacy Textbook (Grades 1–4). Tashkent: Sharq.
4. Azizkhojayeva, N. (2020). Pedagogical Technologies and Pedagogical Skills. Tashkent: TSPU Press.
5. Jalolova, N. (2020). The Educational Importance of Using Folk Tales in Primary School. Pedagogy and Innovations, (4), 72–78.