Interview with Hedya El-Bohaisi
By: Manar Alzraiy
August 29, 2024
In the besieged and war torn Gaza Strip, where the air is thick with the echoes of death and destruction, the pursuit of education has become a testament to resilience and hope. The region, ravaged by recurrent wars and blockades, faces unparalleled challenges that have deeply impacted every facet of life, particularly education. Schools have been destroyed, classrooms have turned into rubble, and the lives of students and teachers have been upended. The schools that survived destruction have been turned into shelters where hundreds of thousands of internally displaced residents take refuge. Yet, amidst the ruins and uncertainty, the spirit of education endures, thanks to the unwavering dedication of teachers who refuse to let their students’ futures be dimmed by the shadows of war.
One such beacon of hope is Hedaya Jamil El-Bohaisi, an English teacher in Gaza. With over a decade of experience in education, Mrs El-Bohaisi has not only adapted to the harsh realities of her environment but has also pioneered innovative methods such as WhatsApp to ensure that learning continues, even in the most trying circumstances. Her story is one of determination, innovation, and a profound belief in the transformative power of education.
In an exclusive interview, Mrs El-Bohaisi shares her journey, the challenges she faces, and the innovative approaches she employs to keep the flame of education alive in Gaza.
Can you tell us a bit about yourself and your background in teaching?
“I am Hedaya Jamil El-Bohaisi, an English teacher at Sukina Bint Al-Hussein Secondary School in Deir El Balah, Gaza. I am also a member of the English Language Committee in the Central Directorate of Education. I have prepared numerous training materials for twelfth-grade students in collaboration with my supervisors and colleagues on the committee. I have participated in organizing and implementing various activities and competitions at the directorate level and have received several awards, including the General Secretariat Award and the Distinguished Teacher Award. I have been actively involved in e-learning and run an educational YouTube channel with comprehensive explanations of the twelfth-grade curriculum. Additionally, I manage a Facebook group for sharing experiences and providing students with necessary resources across all stages.”
What inspired you to become a teacher, and why did you choose to teach English?
“I fell in love with the English language at a young age and found it easy to learn. It was my favorite subject, and I had a strong desire to master it. Teaching, on the other hand, was a profession where I felt I could truly find myself. I firmly believe in the sanctity of this profession and its significant impact on our Palestinian society in preparing a generation capable of facing future challenges. The role of a teacher goes beyond delivering educational content; a teacher can become one of the closest people to a student if they earn their trust and treat them responsibly. Moreover, a teacher can inspire students through their style and responsible behavior.”
How did you start using WhatsApp as a teaching tool? Are there other tools you currently use?
“WhatsApp serves as a supplementary application alongside other tools. Its ease of use and accessibility for all students make it particularly valuable. I began using WhatsApp several years ago, initially on an individual basis, then creating WhatsApp groups alongside virtual classrooms and my educational channel during the COVID-19 pandemic. WhatsApp complements other applications by facilitating communication with students, sending files and educational videos, assigning homework, and discussing students’ questions and providing necessary clarifications through recorded voice messages.”
What motivates you to continue teaching under these difficult circumstances?
“Teaching in these times cannot replace traditional face-to-face education, but the sense of responsibility towards my students and all students in Gaza drives me. Many teachers face severe circumstances preventing them from communicating with their students. To ensure our students do not succumb to negative thoughts and despair, I initiated contact with those I could reach, whether students or colleagues, through available communication means. After receiving their willingness and enthusiasm, I began preparing appropriate educational material and organizing Zoom meetings to review previous lessons and introduce new ones using all possible means of explanation.”
What are the biggest challenges you face while teaching during wartime?
“The challenges are immense. In Gaza, we live in exceptional and dangerous conditions characterized by death, destruction, and the lack of basic necessities, affecting everyone. Specifically, in education, the main obstacles to reviving the educational process include instability, repeated displacement, continuous disruptions in communications and internet networks due to power outages, and the psychological impact on students who lose family members or homes. These challenges add an extra burden on teachers to find alternative ways to ensure that the largest number of students benefit from these initiatives.”
How do you and your students cope with the psychological stress of the current situation?
“Despite the difficulty, we must be the guiding and psychological support for students in these harsh circumstances, offering them comfort and reassurance through our presence. The teacher’s role extends beyond delivering academic content. Given the current situation, many students face psychological issues and harsh living conditions. It is our duty as teachers to support and stand by them to help them overcome this exceptional phase in our people’s lives.”
How do you plan and organize English lessons using WhatsApp?
“WhatsApp complements other applications. Given the absence of direct communication means in a classroom, it is necessary to find alternative methods to simplify the educational material and speed up its delivery to students. I have prepared extensive digital materials over the years, including PowerPoint files, detailed explanations using images and diagrams, and all possible means of clarification. Sometimes, it requires adjustments and additions for further simplification and to allow greater student participation. WhatsApp is then used to coordinate with students, schedule Zoom meetings, send educational files, and follow up with electronic tests and recorded sessions for those who couldn’t attend live due to internet issues.”
What are the advantages and disadvantages of using WhatsApp for teaching?
“The main advantages of WhatsApp are its accessibility and direct communication between teacher and student, ease of sending various files including texts, images, videos, and educational links, and social interaction among students. However, challenges include power outages affecting internet connectivity and direct communication, and the lack of certain features found in other applications. Yet, these challenges can be managed effectively.”
How do you assess students’ progress and provide feedback through WhatsApp?
“Assessment occurs through participation and interaction during Zoom sessions. After each session, an electronic test is sent via WhatsApp. Following sufficient time for students to respond, common errors are discussed, and necessary feedback is provided. Some students prefer individual communication for feedback.”
What have you learned from teaching in such a challenging environment?
“Teaching in a difficult environment has been a journey filled with challenges and lessons. It has instilled in me the importance of building bridges of hope and fostering optimism among students, regardless of the difficulties. This experience has reinforced my belief that hardships foster determination and that willpower is key to success in any environment. These challenges push teachers to innovate daily solutions, and human communication and psychological support are the most effective ways to reach students. A single word of encouragement can light up a student’s path in the darkest times.”
To your knowledge, is there an interest among your colleagues in teaching during this period?
“There are indeed efforts from some colleagues to engage in various educational stages through e-learning or setting up educational tents. Some educational centers have adopted initiatives targeting younger students, involving experienced and competent teachers and volunteers. These initiatives have been well-received by parents who struggle with their children due to prolonged school closures during the war.”
Can you share a specific or impactful experience you’ve had with your students during this period?
“My main focus has been reaching as many students as possible to keep them engaged and ready for future studies. I have also been in contact with students from Gaza now in Egypt, preparing for their high school exams, providing them with necessary educational materials and support. Thankfully, my students there successfully took their English exam today. I pray for their success and excellence. Additionally, I participated with two of my students in a meeting organized by Birzeit University last month, discussing the educational reality in Gaza amid genocide, where they shared the struggles of students, especially those in high school.”
What are your hopes for the future of education in Gaza, and your vision for recovering lost learning?
“My vision includes a comprehensive strategy starting with enhancing the use of technology in education to provide interactive digital platforms accessible across Gaza. This requires supplying necessary devices and training teachers efficiently. Programs should focus on essential skills and cater to students’ future needs, especially those with new physical or psychological disabilities. Psychological and social support programs are also crucial, aimed at building strong, independent characters academically and psychologically. These programs can include counseling and recreational activities to enhance social communication and life skills.”
How can the local and international community support teachers and students in war-torn areas like Gaza?
“To support education in war-torn areas like Gaza, the local and international community can help by improving technological infrastructure in schools, providing high-quality remote education, offering professional development for teachers on using technology and effective teaching methods, providing psychological and social support services for teachers and students to cope with trauma, and fostering cooperation between international and local organizations to expand the reach and effectiveness of educational programs.”
Is there anything else you would like to share about your experiences or any message you would like to convey to a broader audience?
“In light of the tragic reality of education in Gaza, we must exert our utmost efforts with our students to emerge with minimal losses. Any attempt to revive the educational process, no matter how simple, must make a difference somewhere. Therefore, we should harness all available resources and capabilities to revive education in the simplest ways until regular education resumes. This requires adopting any initiative that instills reassurance and hope in our students and encourages them to move forward to fulfill their aspirations and future goals.”
Hedaya Jamil El-Bohaisi’s story is a testament to the resilience and dedication of educators in Gaza. Her innovative use of technology and unwavering commitment to her students despite the challenges highlight the critical role teachers play in sustaining hope and providing education under the most difficult circumstances. Her efforts and those of her colleagues ensure that the light of knowledge continues to shine brightly, even in the darkest of times.