Growth & Jobs | ‘An enriching and fulfilling experience’

ROMELL MESSAM knew since he was five years old that he wanted to become a teacher. He developed a love for technology, and during his high school years, decided that he wanted to get intricately involved in this area of study.

“I knew I would become a teacher, but I did not know that I would become a STEM [science, technology, engineering, and mathematics] teacher. I became fond of technology and anything ICT [information and communication technologies] related, and because of that fondness, I did information technology in CSEC [Caribbean Secondary Education Certificate] and CAPE [Caribbean Advanced Proficiency Examination] and then did a bachelor of science in computer science and information technology,” Messam said.

STEM’s closely connected areas of study – science, technology, engineering, and mathematics – are often associated due to the similarities that they share both in theory and practice.

Messam is passionate about STEM as it traces real-world relevance, critical thinking, and problem solving and the engagement and hands-on learning that make students and learning more dynamic and enjoyable.

“There is the feeling of enthusiasm and contentment that is evoked when teaching information technology. It allows me to share my own passion and enthusiasm. It is rather fulfilling to witness students’ growth, their moments of discovery, and their development into confident and capable individuals. Ultimately, my passion for STEM as a teacher is driven by the desire to equip students with the knowledge, skills, and inspiration they need to succeed in an increasingly complex and technology-driven world,” Messam said.

In delivering his STEM subjects, Messam utilises myriad approaches that are relevant, interactive, and student-centred to cater to the varied learning styles and needs of his students. These include hands-on activities, project-based learning, games, manipulative, and the very nature of the subject technology – simulation, virtual labs, educational software.

“Owing to the fact that these approaches evoke excitement and sheer motivation, students generally respond in a positive manner. They often express that these approaches help them to understand and retain the content better and also feel more confident in their abilities and pursuits,” he said.

Messam currently teachers information technology and office administration at Merl Grove High School in St Andrew. “The truth is, I enjoy teaching information technology more, in comparison to office administration, because of several compelling reasons that align with my passion for education and the transformative power of technology,” he said.

Information technology, he said, is at the forefront of shaping the future, especially now that the world is considered a global village. “By teaching IT, I equip students with the skills and know-how they need to navigate and contribute to a rapidly evolving digital world. Teaching information technology is a fulfilling avenue to empower students, preparing them for the future and contributing to their personal and professional growth all while sharing my passion for technology,” Messam said.

SUCCESSES

As a STEM teacher, Messam said his successes are measured not only by his students’ achievements, but also by his growth, engagement, and aptitude to share his expertise. He has successfully increased students’ interest and engagement in STEM subjects, actively participated in and led professional development workshops among his colleagues to improve STEM education, and as such, his students have consistently performed well in local and regional examinations.

The grade seven cohort at Merl Grove High School was used as the sample for the testing programme, where he has acted as the intermediary between his school’s administration and the Ministry of Education and Youth, thus ensuring that the objectives of the programme are met.

The testing programme is a pilot programme that spans over three disciplines including mathematics, science, and language arts, and it is used to assess new content areas that will be introduced to prospective Primary Exit Profile students to ascertain their readiness and interpretation of the questions.

Messam is also a BOOST Fellow and has described the experience as enriching and fulfilling. He has received a letter of commendation for ‘outstanding performance and dedication’ in representing his school for the pilot programme.

The Building Out Our STEM Teachers (BOOST) Programme is a collaborative effort between The UWI Mona’s Faculty of Science and Technology and Faculty of Humanities and Education. BOOST aims to enhance STEM education in Jamaica by providing a yearly stream of quality science and mathematics teachers through an innovative back-end incentivised scholarship programme.

The scholarship only starts once the graduate from a tertiary institution begins teaching in a high school.

“As a STEM teacher, my goals for the next five years are to focus on self, my students, and my situational context. I intend to integrate cutting-edge technology in the classroom, along with its proper usage [and} develop more comprehensive project-based learning opportunities that address real-world problems,” Messam said.

He hopes to continue to motivate and support more students to participate in STEM competitions and events; implement programmes and initiatives to build collaborative and support underrepresented (females, physically challenged) groups in STEM; and ultimately, engage in ongoing professional development through workshops, conferences, and advanced courses to stay abreast of the latest trends and best practices in STEM education.

Messam, who hails from New Bowens in Clarendon, also intends to pursue graduate studies in STEM education.