HOW I TEACH: Why this Memphis educator hates being called a ‘teacher’ and loves ‘organized chaos’
Helen Carefoot, Chalkbeat Tennessee | 9/8/2017, 11:27 a.m.
How do teachers captivate their students? In the series How I Teach, great educators share how they approach their jobs.
Don’t call Chikezie Madu a teacher. He prefers “facilitator.”
Madu is constantly moving around his biology classroom to foster solution-focused discussions with his students at White Station High School. It might look like “organized chaos,” but it’s quite intentional, he says.
And it’s paid off. This year, he was one of seven Tennessee teachers honored with Presidential Awards for Excellence in Mathematics and Science Teaching, the nation’s highest award for teachers of those subjects.
Born in Nigeria, Madu’s path to teaching high school science has been a long and winding one. He taught music theory at a two-year college, then biology and chemistry at a military high school in Nigeria before joining his wife in 2002 in Memphis, where he began teaching middle school. He took a five-year detour as a cancer and genetics researcher at the University of Tennessee Health Sciences Center, but missed mentoring and working with teenagers.
“They just want to learn and find what intrigues them,” Madu says. “I tell people I can’t believe I get to do this.”
In this installment of How I Teach, Madu talks about how he organizes his classroom and encourages students to learn from one another. (This Q&A has been lightly edited for brevity and understanding.)
Why did you become a teacher?
I delight in the challenge the job presents in coming up with ways of unraveling complex concepts, especially watching youth as their faces light up. Also, I have always cherished mentoring kids and have served in that role since I was in college. Finally, as cliché as this may sound, I was greatly influenced by my high school economics teacher, Mr. Emmanuel Adegoroye.
What does your classroom look like?
It depends on who you ask. To the traditional teacher, I may appear too hands-off. There may be too many students talking (sometimes all at once). It might seem informal with a lot of arguments and disagreements happening, students participating in most of the decision-making process, often cluttered.
On most days, I circulate and facilitate the entire class discussion, allowing the students to learn from each other. I believe that students learn best when they are actively participating in the lesson by explaining, solving, struggling, making mistakes and learning from them.
I couldn’t teach without my . Why?
Visual aids or teaching models.
I use very common materials that students can relate to. For example, a hand-turning whisk may represent ATP synthase (or the enzyme that creates the energy storage molecule adenosine triphosphate) while two zippers stapled together depicts DNA replication.
Almost all students respond very positively to this tactile form of learning. Using common objects to represent intangible phenomenon is a key strategy across all fields of science. Using both hands-on and simulated materials serve as potent learning strategies because the students encounter the materials in their daily lives, triggering reminders of the concepts they learned.
How do you respond when a student doesn’t understand your lesson?