Ramez Malek: Between Science and Tango

Our high school Physics and Mathematics teacher traveled the world for the love of tango and stayed for the kindness of his students. Discover the journey of a true self-navigator.

If one word could describe Ramez Malek, it would be curiosity. His journey started in the world of heavy machinery. Growing up in Egypt, Ramez built a career as a mechanical engineer after earning his Bachelor of Science from the American University in Cairo. However, at age 37, he shifted towards a new horizon: education.

While working as a teacher in New Mexico, he earned his Master’s in Physics Education from Western Governors University. From there on, he worked as an international teacher in Fiji, California, and Singapore. It was at this last destination that this shift occurred for Ramez once more. 

Three months before his contract ended, he saw a random Facebook ad offering 10 tango lessons for beginners. He fell in love instantly, which led him to take a leap of faith. Ramez decided to spend some months in Argentina to take tango lessons while also signing up for a Spanish class at the Universidad de Buenos Aires. It was during this time that a classmate mentioned Lincoln. Ramez applied, but as he joined the faculty as a Physics and Mathematics teacher, the pandemic hit. His first years at Lincoln brought the challenge of teaching physics online.

Ramez’s earnest attempt at tango started after that. He spent about four years taking private classes every week. At one point, he even assisted his teacher and subbed in to lead classes. Nowadays, he attends group classes with different teachers and goes to a couple of milongas each week. It is, indeed, a true passion, one which he tries to balance by doing some exercise, piano playing, and reading fantasy. 

So, how does a mechanical engineer turned tango dancer lead his role as a teacher? We sat down with Ramez to discuss how his adventurous spirit influenced his role as an educator.
 

Were you the kid who loved math and science growing up, or did you have someone who changed your perspective?

While I was good at both physics and math, they were not my favourite subjects, but I invested in studying them well out of a belief that STEM can provide better careers, choices, and eventually freedom. Interestingly enough, in one of my schools, I got to teach French, which was my favourite subject at school, and I realized I enjoyed teaching physics more, probably because I had to work harder at it.

From engineering to teaching. What prompted the change?

At some point, I wanted to have a job that had a bigger element of service in it. I wanted to help people and contribute in a more direct way than what engineering and project management provided. It turned out to be one of the best decisions of my life, especially since I went against the advice of most people in my life who thought I should stick to engineering.

How does your international experience impact your work in the classroom?

One of the main challenges I wanted to take on when I first travelled was to see for myself if I could be successful at teaching students from different cultures and backgrounds. Teaching internationally made me realize that beneath a thin layer of superficial differences, all students, and by extension all people, have a lot more in common at a fundamental core level and in knowledge. This allows me to connect more deeply with my students on a personal level, which always enhances the technical level. As they say, students don’t care about what or how you teach until they know that you care about them.

What is one signature project in your class that students always look forward to, and what do they learn from it that they can't find in a textbook?

As part of studying mechanics, I get students to break a brick on my chest using a sledgehammer or a very heavy hammer. It is the thing they remember most, even after years. Many of them remember the physics and not just the fun part.

What is the most rewarding moment you’ve experienced in a classroom so far?

There is not one moment, but the rewarding moments are associated with student successes, whether big or small. It can happen with a good class contribution, a good or improved performance, or a nice joke/funny situation, and when they are aware of it, it makes it better.

How would you describe a Lincoln Learner?

Most Lincoln learners display a lot of positive qualities, but the one that stands out for me is the kindness that many Lincoln learners display. It never ceases to amaze me how most new students are integrated and made to feel welcome in a very short time.

What advice do you give to Lincoln students who are nervous about pursuing a career in engineering or mathematics?

Work hard in grades 9 and 10 when the stakes are lower so you can build up your confidence in small steps. Also consider your grades as a reflection of certain skills rather than an important goal in and of themselves.

What is it about the Lincoln community or its students that inspires you to keep evolving your teaching practice every year?

Out of all the places I worked at, Lincoln is by far the most welcoming, whether it is the staff, teachers, or students. The belonging I feel and the kindness I receive motivate me to work “con ganas.”