Some teachers might prefer to avoid politics in the classroom. Not Steven Serling.
As a government teacher at Park East High School in East Harlem, it seemed impossible to ignore the polarized debates that bombard his students on social media and the nightly news. So, along with a fellow teacher, Serling came up with a series of lessons to help students search for nuance in a world of bombastic soundbites and firey tweets.
“The media and politicians, they’ve been very partisan, and we want to lump things into ‘this-or-that, black-or-white,’” Serling said. “We wanted our students to understand we are human beings who live on a spectrum.”
In class discussions, students explored how they felt about issues such as the death penalty or abortion, and researched the stances of candidates and political parties. When an online quiz revealed many of his students were politically aligned with the presidential candidate Jill Stein, some were surprised to learn there were parties outside of Democrats and Republicans — which led to a lesson on the Green Party and Libertarians.
Along the way, Serling hopes his students solidify their own principles — and gather practical knowledge about how government affects their lives.
“I try to make it as practical and real life as possible,” he said.
In an email interview, Serling explained why he has students write their opinions before discussing them, how he turns the city into a classroom, and what he learned by dropping a former student off at college.
His responses have been edited for length and clarity.
How has the current political climate affected how you teach?
As the political climate has become more polarized, it is easier to take one side or another without actually investigating or understanding the nuance. It is important for me now more than ever to make sure that I check my own political beliefs at my classroom door and engage in discussions and lessons which explore those nuances for my students to grapple with and explore their own political beliefs.
What tips do you have for encouraging and leading productive class discussions, especially when the topics you’re covering can be so polarizing?
A good academic discussion takes time to build. It starts with building a classroom community in which there is trust and respect from the start of the year.
[One] strategy that helps is having them write their response first before engaging in a verbal discussion. It allows students time to think through their beliefs, what evidence they could present, and grapple with the nuance prior to the discussion. It gives them more confidence to speak, knowing they have thought it through in writing, and they can refer to their paper if needed while they are speaking.
What’s the hardest part about getting teenagers engaged in government and politics?
Teenagers have opinions on everything, but they seem to have a “that’s just the way it is” mentality and often choose not to engage in government and politics outside the classroom. It is important to me to keep my lesson as relevant as possible to their lives and present examples of government and politics at work within their community.
I have taken my students to two “Ethics in Action” forums sponsored by New York Society for Ethical Culture. The first was on climate change and the second was on police-community relations [and featured] Police Commissioner James O’Neill.
We have in the past partnered with New York Supreme Court Judge Fernando Tapia and brought the 12th grade government students to engage with the many [professionals] who help make the Bronx Court run. After the trip, many students who admitted they get tense walking past the building felt more at ease.
I will say that an unintended consequence of the recent political scene is that, the more polarized it has become, the more engaged our students have become. Students, more than ever, have been asking questions about things they have seen in the news or on their social media feeds. Many alumni have messaged me with pictures of them attending the Bernie Sanders rally in the Bronx or different protests this past year.
What does your classroom look like?
I like to think of my classroom as NYC. When we can’t go outside for a particular experience, I try and bring that experience into the physical classroom. When learning about the first amendment, we have had a former Young Lord member Iris Morales come in and speak about her experience in the 70s organizing in East Harlem on issues around economic and social justice. When exploring the workings of criminal and civil trials, we have had an exoneree from the Innocence Project come and speak.
I couldn’t teach without my __________. Why?
YouTube. I often use YouTube to show quick visual or auditory clips to help provide context to a lesson. It brings a snapshot of the outside world into the classroom.
How do you get your class’s attention if students are off task?
I do try and be cognizant if the student is off task because they are unclear of the directions or material, if they are being distracted, or if they just need a break as they have been sitting through multiple classes with only a three minute passing.
If I notice they need a quick break from the content, I often use YouTube to play a clip of a song that I like, which they then call “old people” music (which is sad, because I don’t think music from the 90s is old). It generates a laugh and a quick discussion about the song or artist and then we can go back to the lesson.
How do you get to know your students and build relationships with them?
It starts with having a welcoming classroom where everyone is recognized in some way. Be it a high five at the start, a quick check-in, or a general shout-out. I make a point to listen and ask follow-up questions when students speak.
Also, I am okay with allowing them to hear my opinion on certain government topics and current events when asked. It is humanizing and builds trust when you can hear the teacher’s opinions, personal accolades, and struggles.
I also build relationships by being involved outside of the classroom. I coach bowling, I make a point to go to at least one of each sporting event, chaperone trips, dress up during theme days and generally keep my office door open for drop-in conversations. Over time, these experiences build relationships.
Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.
I offered to take an alum up to college his freshman year. When I went to pick him up, his entire family including grandmother and little siblings came out to help pack the car. They hugged and we left.
His mother called me the next day to express how thankful she was for taking her son up, who was the first to go to college. She went on to express how ashamed she was that she couldn’t do it, listing numerous reasons, from her not having her drivers license and to taking care of her mother and younger siblings. She went on to say that is one of the reasons she wanted him to stay in the city for college.
This experience helped me approach our seniors a bit more empathetically, while being able to ask some questions to get answers that students may not want to express upfront to help have a more honest conversation with themselves and their parents.
What’s the best advice you ever received?
Never forget to listen and learn from your students; they are the best teachers.