In my city Jenin, at Elaf Scientific Schools, my true journey in leading change began—not only in the schoolyard, but in the way I think as a teacher.
When I joined the fellowship program with “Teach for Palestine,” I was looking to develop my teaching tools. Instead, I found something much deeper: a new vision for my role as a leader of change inside and outside the classroom.
During my journey with “Teach for Palestine,” I received intensive training in the STEAM approach and project-based learning—two experiences that marked a real turning point in my educational career. I learned how to integrate science, technology, engineering, arts, and mathematics into a connected context that reflects real life, and how to design learning that begins with an authentic question and a real problem students experience. This training did not simply provide me with teaching strategies; it transformed the way I think. I began to see every challenge as an opportunity for a project, and every idea as the start of a journey of inquiry and discovery.
This approach inspired me and practically empowered me to design and implement the “World of Recycling” project. I used project-planning tools, crafted a driving question, and connected scientific concepts to practical application—turning the idea into a genuine learning experience led by students, who created its impact with their own hands.
From a Simple Observation to a Complete Project
One day, I looked at the schoolyard after recess. I saw scattered waste… but I did not see just a problem; I saw a real learning opportunity.
I asked myself:
How can I turn this scene into a project-based learning experience?
And from there, the “World of Recycling” project was born.
I posed a driving question to my students:
How can we transform our school’s waste into something valuable and beautiful?
When STEAM Meets Reality
I applied what I learned in the STEAM training step by step:
• We began with an awareness and research phase about the impact of waste on the environment.
• The students designed their own waste-sorting containers.
• We repurposed materials:
In this project, the students were not learning science or art separately; they were living an integrated experience that combined scientific and engineering thinking, artistic creativity, and teamwork.
What Changed?
What made me happiest was not the beautiful mural, but what I saw in my students’ eyes:
• Growing self-confidence.
• Genuine pride in what they created.
• A deep sense of responsibility toward their environment.
• Improved problem-solving skills and stronger teamwork.
This journey also inspired me to author a STEAM booklet for fourth grade, which was adopted at Elaf Scientific Schools as a practical guide to expand the circle of impact.
My Message to Every Teacher
The training I received with “Teach for Palestine” did not just give me tools—it gave me the belief that change begins with a small idea inside the classroom.
Today, I believe that:
The resources around us can become raw materials for creativity, a problem can become a project, and a small idea can create an impact that lasts.