Roberto Germán [00:00:01]:
Welcome to Our Classroom. In this space, we talk about education, which is inclusive of, but not limited to, what happens in schools. Education is taking place whenever and wherever we are willing to learn. I am your host, Roberto Germán, and Our Classroom is officially in session. Welcome back to our classroom. This week, millions of Americans participated in the 2026 midterm elections. And depending on who you're talking to, people are feeling all kinds of emotions. Some are celebrating, others are disappointed, some are hopeful, others are concerned about what comes next.
Roberto Germán [00:00:48]:
And I'm sure there are people who are simply relieved that another election cycle is behind us. But as I've been thinking about these elections, I've been considering something that goes beyond which candidates won, which parties gained seats, or which policies might change. I've been thinking about our young people, and specifically the role that education plays in preparing them to participate in a democracy. Because here's something I want us to consider. Are we prepping students to be informed, thoughtful participants in democracy, or are we simply teaching them facts about how government works? Now, don't misunderstand me. Understanding the branches of government, that matters. Knowing how laws are made, that matters. Understanding the Constitution, voting rights, and the responsibilities of elected officials, officials, all of that matters.
Roberto Germán [00:01:48]:
But is that enough? Because democracy isn't simply something we study. It's something we participate in. And we want young people to participate thoughtfully. There are certain skills, dispositions, and experiences they need long before they're old enough to vote. So today, I want to explore 4 things I believe educators should be cultivating in our classrooms. And whether you teach kindergarten, high school, college, I think there's something here for you, so bear with me. The first is critical thinking. Can students distinguish evidence from opinion? Let's start with something we've talked about on this podcast before— critical thinking.
Roberto Germán [00:02:32]:
Think about the amount of information people encounter during this election cycle— campaign advertisements, social media posts, videos, news reports. Political commentary, claims about candidates, claims about election procedures, and increasingly AI-generated content that can make it difficult to determine what's authentic. We're living in a time when information is incredibly accessible, but accessibility doesn't guarantee accuracy. Being exposed to more information doesn't automatically make us better informed. That's why I think one of our responsibilities as educators is to help students become more thoughtful consumers of information. Can they distinguish between a fact and an opinion? Can they identify the evidence supporting a claim? Can they recognize when information is missing? Can they examine the credibility of a source? And perhaps more importantly, can they change their minds when presented with credible evidence that changes what they previously believed? That's a difficult skill, not just for children, for adults too, because sometimes we're more interested in finding information that confirms what we already believe than discovering what's actually true. Here's some practical advice. Next time students encounter a controversial claim, instead of immediately asking whether they agree or disagree, ask, what evidence would we need to determine whether this claim is accurate? That's a different starting point.
Roberto Germán [00:04:20]:
It shifts the conversation from personal allegiance to investigation. And that's a habit students can carry into Every part of their lives. So the second thing we should consider is disagreement. Can we challenge ideas without dehumanizing people? All right, this is the second area for us to lock in on. I think our society desperately needs it, you know, the ability to disagree. Come to the table, people. Disagreement isn't inherently bad. In fact, disagreement can be incredibly productive.
Roberto Germán [00:05:01]:
It can expose us to perspectives we haven't considered, can reveal weaknesses in our thinking. It can push us towards better solutions. But disagreement becomes destructive when we stop seeing the humanity of the person across from us. And unfortunately, we've seen plenty of examples of that in our political discourse. People become labels, assumptions replace questions, and instead of engaging with someone's argument, we attack their character. So I want to ask educators something. What are students learning about disagreement in our classrooms? When a student offers an unpopular perspective, what happens? When 2 students disagree, do we immediately shut down the conversation, or do we teach them how to navigate it? Can students say, I disagree with you and here's why? Can they ask, what experiences or evidence led you to that conclusion? Can they listen without immediately preparing a rebuttal? I do want to make a distinction here. Respectful disagreement doesn't mean every claim is equally credible.
Roberto Germán [00:06:09]:
It doesn't mean we have to pretend that false information is true, and it certainly doesn't mean allowing students to demean or threaten one another is okay. We can maintain clear expectations around dignity and evidence while still making room for difficult conversations. In fact, that's part of the work. Here's one strategy you could try. Before students respond to a perspective they disagree with, ask them to summarize what they heard. And then ask the original speaker, did they represent your perspective accurately? Imagine how different some of our conversations might be if we learn to understand one another before trying to win an argument. The next area we want to cultivate in our classrooms is student voice. Are we practicing the democracy we're teaching? And I think this is where things get especially interesting.
Roberto Germán [00:07:10]:
We tell students that democracy is about participation. We teach them about representation. We explain the importance of having a voice. But then I wonder, how much meaningful voice do students actually have in their schools? Think about it. Who establishes the expectations in the classroom? Who decides what students study? Who determines how they demonstrate learning? Who makes decisions about the spaces they occupy every day? I'm not suggesting students should make every decision. Teachers have expertise, schools have responsibilities, and young people need guidance and structure. But if students spend time in the entire educational experience being told that their voice matters while having very few opportunities to exercise those voices, What are we actually teaching them? There's a difference between learning about participation and experienced participation. You have to create opportunities for both.
Roberto Germán [00:08:13]:
For younger students, that might mean collaboratively developing classroom agreements. I like that. It might mean voting on certain classroom decisions. After discussing the available options. For older students, it could mean investigating a school policy and developing recommendations. It could mean researching an issue affecting the community and presenting possible solutions that empowers them. It could mean creating opportunities for students to give meaningful feedback about their learning experience. Is the key.
Roberto Germán [00:08:52]:
Student voice has to be connected to the possibility of influence. If we ask students what they think but never seriously consider their perspectives, eventually they may stop believing their voices matter. And that's a problem that extends well beyond the classroom, because one of the things democracy requires Is that people believe participation is worthwhile, even when they don't always get the outcome they want. I live in Florida. We don't get a lot of outcomes that we want. Well, I shouldn't generalize. Many of us— I don't get the outcomes that I always want living here in Florida. Okay.
Roberto Germán [00:09:43]:
Point number 4. Civic responsibility. Democracy doesn't end on Election Day. So the 4th area again is civic responsibility. We spent a tremendous amount of time talking about elections, and for good reason. Voting is an important democratic responsibility and right. Please go vote. But democracy doesn't begin and end at the ballot box.
Roberto Germán [00:10:17]:
It also involves what happens between elections. How do we respond when something in our community needs attention? How do we engage with local decisions? How do we hold elected officials accountable? How do we organize around shared concerns? How do we contribute to the well-being of our neighbors? And how do we participate in making our communities better? I think sometimes civic education becomes so focused on national politics that students miss the opportunities for participation right in front of them. The local school board, The city council, community organizations, neighborhood initiatives, public libraries. These are places where decisions are made and where people can contribute. And students don't have to wait until they're 18 to begin to understand how their communities work. An elementary student can investigate a problem in their neighborhood. A middle school student can research how local policy affects residents. A high school student can examine competing proposals for addressing a community concern, and all of them can learn how to communicate their ideas thoughtfully.
Roberto Germán [00:11:40]:
This isn't about telling students which political positions to adopt. It's about helping them understand how decisions are made, how to investigate public issues, and how they can participate responsibly. Because ultimately, we don't just want students to understand democracy. We want students who understand their responsibilities to one another. So, 3 practical invitations for educators. How do we translate this into practice? Right? You might be wondering. So, first, bring current events into the classroom with purpose. You don't have to turn every lesson into a political discussion.
Roberto Germán [00:12:28]:
When something significant happens in the world, consider it, um, consider how it connects to what students are learning. A math teacher might examine how graphs can represent election data accurately or misleadingly. An English teacher might have students analyze claims, evidence, and rhetorical strategies used in a speech. A history teacher might explore how voting rights have changed over time. A science teacher might examine how evidence is used in public policy debates. The key is to connect the discussion to clear learning objectives and reliable sources. Second, teach students how to engage in difficult conversations. Don't assume students already know how to disagree productively.
Roberto Germán [00:13:25]:
Some of us adults don't know how to disagree productively. So let's model it. Practice. We talking about practice? Yes, we are. Create shared expectations. Teach students to ask questions, listen carefully, support claims with evidence, and discuss and distinguish criticism of ideas from attacks on people. And remember, the students should never feel pressured to reveal their family's political beliefs or defend a political identity in front of their classmates. Third, create opportunities for meaningful participation.
Roberto Germán [00:14:10]:
Give students appropriate choices, invite their feedback, let them investigate questions that matter to their communities, and when possible, Allow their work to reach an audience beyond the teacher. A student who researches a community issue and presents a thoughtful recommendation is doing more than completing an assignment. They're practicing participation. They're learning that their knowledge and voice can contribute to something larger than themselves. As we move beyond another election, I want to leave you with this thought. The results of elections matter. The policies that follow, also important. The decisions made by those in power, they impact us.
Roberto Germán [00:14:59]:
Yet the long-term health of a democracy also depends on people who participate in it, and that includes the young people sitting in our classrooms today. We want to ask ourselves, Are we cultivating curiosity? Are we teaching students to pursue truth? Are we helping them disagree without dehumanizing one another? Are we creating opportunities for their voices to land, for them to be heard? Are we helping them recognize their responsibilities to their communities? Because if we want a society where people can think critically, engage courageously, and participate responsibly, Those habits have to be developed somewhere, and schools are one of the places where that development can happen. We have an opportunity to lean in. So as we reflect on the midterm elections, maybe the most important question for educators isn't simply what happened on Election Day. Maybe it's what are we doing? What are we doing every day to prepare the next generation for democracy? Thanks for joining me on another episode of The Real News Network. Thanks for joining us. another episode of Our Classroom. Until next time, teach in truth, lead with courage, belong to a community that gets it.
Roberto Germán [00:16:20]:
As always, your engagement in Our Classroom is greatly appreciated. Be sure to subscribe, rate the show, and write a review. Finally, for resources to help you understand the intersection of race, bias, education, and society, go to multiculturalclassroom.com. Peace and love from your host, Roberto Germán.
