“Journey before Destination”: How Centennial Middle Math Teacher Micah Wheatley Transforms Students Through an Inquiry-Centered Classroom

In one Centennial Middle School math classroom, math teacher Micah Wheatley is doing what many might consider impossible: he makes kids care about math and, more importantly, believe in themselves. 

Word travels around the district, and several specialists recommended visiting Wheatley to hear about his course. We’re glad we took their suggestion. 

Students entering his classroom during our interview seemed bright with excitement. A joie de vivre radiated through the room, emanating from Wheatley himself– yet it’s more than just the high fives, smiles, and jokes he shares with his students (though those matter too); it arises from a profound, foundational belief that every struggle is an opportunity and that perseverance is more important than perfection. 

“We go over the idea that no matter where you are, that’s where you are. I want students to feel comfortable with the learning process,” Wheatley says. “The learning process is a struggle. And so most students give up when they struggle because they see somebody else who doesn’t have the same struggle they have.”

Wheatley’s approach is rooted in what he calls the “power of yet,” an idea that underscores every interaction and lesson he teaches. “I have a sign on my wall that says ‘the power of yet.’ If a student says, ‘I can’t do this,’ I remind them: ‘You can’t do this yet.’ That ‘yet’ is everything. It’s a reminder that learning is a journey, not a destination.”

From day one, Wheatley sets the tone for an inquiry-based, collaborative environment that values process over the product. Instead of diving into curriculum standards or algebraic equations, Wheatley spends the first few weeks getting to know his students. He establishes norms that foster a sense of safety and acceptance, crucial prerequisites for the rigorous academic work to come.

“We’ve been doing a lot with inquiry-based learning and teaching in an environment where the thought process is more important than the answer. I’ve subscribed to that for a long time,” Wheatley explains. “I want students to feel comfortable in my classroom and feel like they want to participate. I want them to know that their ideas are valuable.”

One way he accomplishes this is through structured group work, which is a linchpin of his pedagogical strategy. He arranges students into table groups, encouraging them to tackle complex, open-ended problems. 

“I’ll ask them to talk through a problem. I’m not coaching them or giving them the solution. I want to hear them discuss it. I’ll circle back around, and we’ll talk about where they’re at and what they’ve come up with. I never tell them whether they’re right or wrong—I just ask how they feel about it.”

This deliberate ambiguity is an effective move and the right one for a collaborative math class: students begin to see their classroom not as a place to get quick answers but as a lab where hypotheses are tested, refined, and sometimes even abandoned in pursuit of deeper understanding. 

Wheatley doesn’t want them to focus on being right. He wants them to focus on critically thinking and communicating their ideas.

“What’s important is that they’re participating, that they’re struggling, and that they’re enjoying the struggle,” he continues. “I’m proud of them because they struggle. I give them fist bumps when they leave. I tell them I love them. I want them to know that their worth isn’t tied to getting the answer right but to being engaged and willing to try.” 

Wheatley’s classroom, clearly, is not only about math; it’s about shaping a mindset that will serve students well beyond middle school. 

He often shares concepts from his educational background—a master’s degree in mechanical engineering—to support his philosophy that success is as much about resilience and perseverance as it is about having the final answer. “It’s not the answer that’s important—it’s the question,” he tells his students. “If kids have a question and want to know the answer, they’ll find it.” His job, explains, is to lead students to inquiry themselves.

Wheatley’s classroom is one where students actively shape their learning. Middle-schoolers connect abstract concepts to real-world scenarios, often sparking ideas that reach beyond his teaching. He recalls a moment when a student likened negative and positive numbers to a game of musical chairs—a metaphor that instantly resonated with her peers. 

“We ended up calling it ‘Abigail’s Method,’” Wheatley says proudly. “It doesn’t have to come from me. When students create their methods and teach each other, that’s when real, high-level understanding happens.” 

After nearly 19 years at Centennial Middle School, Wheatley is still as in love with the art of teaching as he ever was, even as the challenges of teaching have evolved. From working with students who enter his class with a fear of math to those who need intensive remediation, Wheatley’s compassionate, student-centered approach has never swayed. He makes sure every student feels seen, heard, and valued.

“I tell the kids, ‘Look, you’re good at the math you know. You might not know everything yet, but let’s get past the idea that you’re not good at something,'” he says, beaming. “I teach the students who once loved math but got left behind somewhere along the way. They needed a chance to show what they know and build from there.”

It’s this focus on growth and positivity that makes Wheatley’s classroom an environment where students aren’t afraid to push themselves. Even those who were once scared of math leave feeling proud of their progress, regardless of where they started.

Outside the classroom, Wheatley has created an extensive support network for his students. Through community partnerships and DonorsChoose grants, he’s amassed a treasure trove of incentives—gift certificates for Jamba Juice, Burger King, Cafe Rio, and more—to recognize students’ perseverance and participation.

Still, we argue that the true reward is not so tangible, yet more enduring than any gift card; it is what happens when students start believing in themselves, when they start thinking, “I can’t do this yet, but I will,” as Wheatley says.

Wheatley’s goal is simple, but it runs deep, and it runs in the veins of every great educator in Provo: create a classroom where students feel valued, challenge them to think for themselves, and foster a love of learning beyond the content.

Thank you, Micah Wheatley, for showing us that learning is not about the answers we get but the questions we dare to ask.

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