The Fulbright Teaching Excellence and Achievement (FTEA) program was a transformative experience that reshaped my teaching philosophy and profoundly impacted my students.
Coming from Ngomgham, a community grappling with challenges like truancy, banditry, and substance abuse, I often struggled to inspire my students and foster a passion for learning. The six weeks I spent immersed in the FTEA program equipped me with innovative strategies and tools to overcome these challenges, making education an accessible and exciting journey for my students.
Challenges in the Classroom
In my school, implementing the Competency-Based Approaches (CBA) mandated by the government has been an uphill task. With an average of 62 students per class and only 45 minutes to deliver a Physics lesson, I faced the daunting challenge of balancing theoretical explanations, practical demonstrations, and skill transfer. The sheer size of the classes often led to reverting to traditional teaching methods, which left students disengaged and struggling to grasp key concepts. The CBA’s emphasis on developing competencies for future readiness remained elusive due to these constraints.
Introducing the CREATEF Strategy
Inspired by the knowledge and strategies gained through the FTEA program, I adopted the CREATEF strategy to address these challenges. The model aligns with the goals of CBA and focuses on fostering curiosity, collaboration, and real-world application. CREATEF consists of seven interconnected sections:
C – Community Engagement: Inviting community experts to co-teach and share their real-world expertise.
R – Real-world Experiences: Incorporating experiential activities and videos of global student innovations.
E – Experiments and Exploration: Using hands-on experiments and projects to foster curiosity and understanding.
A – Active Collaboration: Encouraging group work, group tests, and connecting with colleagues worldwide to discuss diverse cultures and ideas.
T – Technology Integration: Utilizing videos, simulations, and projections to enhance visual and interactive learning.
E – End-of-Topic and Final Projects: Assigning meaningful projects that consolidate and apply knowledge (For example: https://youtu.be/5MfNz0oifFs?si=Bw5SFSGOT-rhqGKR).
F – Flipped Learning: Creating video lessons uploaded on platforms like Edpuzzle for pre-class engagement. When self-made videos are unavailable, MINESEC (Ministry of Secondary Education) distance-learning videos are used.
Impact and Results
The results of implementing CREATEF have been remarkable. Out of 188 students, we achieved an average success rate of 50.8% in the first term—a significant milestone for students who initially found Physics intimidating.
The feedback from students reflects their newfound interest and confidence in the subject. One student remarked, “Sir, I like the way you take your time to make me understand. The quizzes you give every time have helped me to understand Physics. My former teacher made it my enemy, but now it is my best friend.”
My classes have become more engaging, with students eager to participate and learn. The interactive and collaborative nature of the lessons has fostered a supportive learning environment, where students feel empowered to ask questions and share ideas. Check some of the feedback below.
One remarkable observation from feedback sessions is that the CREATEF strategies cater to diverse learning styles, ensuring every student finds an area that resonates with their study pattern. The emphasis on real-world applications and global perspectives has also broadened students’ horizons, preparing them for future challenges.
The FTEA program has been a cornerstone in this transformation. It has not only revolutionized my teaching methods but also inspired my students to see education as a tool for personal and community development. I look forward to scaling these strategies, sharing them with colleagues, and continuing to explore innovative approaches to teaching. The journey has been rewarding, and the future holds immense promise.
Nde Lovert
Fullbright TEA Alum
Country Director, Jumpstart Academy Africa
Reimaginer Educator (by Oscars of Education)
International ACAC Member
Environmental Engineer/Physics Tutor
Founder of Wemakit Farm
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