When Anoud’s first graders enter the classroom each morning, they bring with them small stories they are eager to share. Some talk about a game they just discovered, others describe something funny that happened at home. These few minutes of “private time” with students before the Assembly are simple but meaningful. They give Anoud a clear sense of what her students are feeling and what kind of day they might have ahead of them. Most importantly, these glimpses are a reminder of why she chose teaching in the first place.

Anoud’s journey to becoming a teacher at Al Dhait School for Basic Education, and later being recognized as a “Distinguished Teacher – Rising Star” at Ras Al Khaimah Awards for Educational Excellence, developed gradually from dedication to her work and a genuine interest in helping children learn.

A Childhood Dream

“I have always wanted to be a teacher,” says Anoud. Her family hoped she would consider medicine or engineering, and even her aunt, who had worked in education, tried to guide her toward a different career path. None of this changed her mind. After graduating from the Higher Colleges of Technology, she began working as a substitute teacher. After a short time, Anoud felt ready for something more challenging.

That opportunity appeared when the principal of Al Dhait School contacted her about a junior teaching position. There was a small nuance: the role required her to teach in Arabic. Although Arabic is Anoud’s native language, she was never trained to teach in it, which made the first few months of transition far from easy. She accepted the challenge anyway and was determined to succeed.

Building Community through the Friendship Tree

Today, three years into her position, Anoud has developed a classroom environment that reflects the needs of a very diverse group of learners. Her students, many of whom are between ages six and seven, come from Emirati, Filipino, Comorian and other backgrounds. Some students experience instability at home, while others have parents who do not speak Arabic or English. Anoud believes that these circumstances influence how children behave and how they respond to lessons, so she pays close attention to the emotional needs of her students in addition to the academic ones.

One of her students struggled with misbehavior and found it hard to make friends. Instead of relying on punishment, Anoud created an activity she called the Friendship Tree. She placed a small decorative tree in a corner of a classroom and designed a routine around it. When a student had difficulty managing their behavior, they would sit near the tree and listen to songs about friendship. Their classmates would then share something positive about them. Over time, the project helped students build friendships and settle into the class community.

Anoud strongly believes that understanding students on a deeper level is essential for supporting their academic and personal growth. “When you want to cook, you need to know the ingredients.” Teaching, according to her, follows the same logic. Her approach to teaching blends emotional understanding with tools that keep students engaged and curious.

Technology with Purpose

Technology plays an important role in Anoud’s classroom, although she is selective about how she uses it. Most recently, she started using an educational website powered by artificial intelligence (AI) to help students create stories. Instead of giving them a ready-made text, she asks her students to choose characters and plot elements, allowing them to take an active role in shaping the narrative and using their imagination. Most importantly, the activity helps them use digital tools in a meaningful way.

Anoud also shares detailed descriptions of the classroom activities with parents through a parent-teacher communication platform set up by the school. This keeps families informed of their children’s progress in the classroom and supports them in extending that learning at home.

Growing as a Young Teacher

Anoud’s willingness to try new approaches reflects a broader mindset. She often describes herself as someone who is still learning: seeking out professional development opportunities, asking questions, and reflecting on what she can do better. As a young educator, she wants to build a career based on steady improvement. This outlook shaped her decision to apply to the RAK Awards for Educational Excellence.

When she first attended the ceremony in 2024, she wanted to learn from other educators and observe the event. After reading the description of the “Distinguished Teacher” category, Anoud felt encouraged to reflect on her own progress. With guidance from her manager, she prepared an application that focused on her classroom practices and steps she hoped to take in the future. Her selection as a “Rising Star” in the “Distinguished Teacher” category gave her reassurance that her efforts were leading in the right direction. While the award offered a moment of recognition, she prefers to see it as a part of a longer path of learning.

This sense of continuous growth also shapes how Anoud navigates the challenges of early-career teaching. She admits that a challenging aspect of being a young teacher is trying to find balance between work and personal time. She recently completed a time management course to help her organize her days more efficiently.

After school, Anoud spends time with her mother, prepares lessons for the next day, and often talks with a friend, who is a teacher in another school in Ras Al Khaimah. Anoud believes that maintaining a supportive social circle consisting of family members, friends, and colleagues has played a significant role in her success as a young teacher. She encourages others to build such professional networks to foster their personal and professional growth.

Several colleagues have approached her for guidance as they prepare their applications for the 2026 cycle of RAK Awards. Anoud eagerly shares her experience with them and encourages them to view the process as a chance to reflect on their journey and growth as teachers.

Looking Ahead

When discussing the future, Anoud speaks mainly about her students. She is convinced that change starts with individuals like her who are responsible for equipping young children with the skills they need to thrive not only academically but as human beings, “helping them to understand themselves better and grow continuously”. While she does not have specific leadership aspirations at the moment, she hopes to be “a minister for change” when the opportunity arises. For now, she remains focused on supporting her students and strengthening her practice, one classroom experience at a time.