GC Teacher Recognized for Outstanding Civics Instruction
A Q+A with Lowell, MA teacher Michael Neagle
Michael Neagle is a middle school social studies teacher at the Pyne Arts Magnet School in Lowell, Massachusetts. He has been working as a teacher for the past twelve years. Michael launched Generation Citizen back in 2016, and since then he has been key in helping implement GC in all nine middle schools in the Lowell District.
Most recently, Michael was selected as the 2019 Massachusetts History Teacher of the Year and as a Finalist for National History Teacher of the Year. He was also selected as the 2019 Massachusetts Civic Engagement Champion by the NASBE.
At GC we want to highlight Michael’s work as an outstanding civics teacher, and have asked him a few questions about his experience, and the impact Action Civic has had on his students:
How do you manage to get all students engaged/excited in civic learning?
Young people are drawn to meaningful and authentic learning opportunities. As we go through the GC action civics experience I make sure we take the time to explore community issues and build consensus for focus issues in order to get buy-in from everyone. If my students can personally connect to an issue or they’re passionate about it, I know we’re on the right track. I also believe it’s important for them to make all of the project-related decisions and I see my role as simply helping to guide the process. Genuine student ownership fosters genuine student engagement.
While every student must agree on the focus issue, it is important to recognize and accept varying levels of excitement. Students should feel as though they’re part of a team and can contribute in different ways. Some may choose to work on a PSA video while others may want to conduct meetings with decision makers or call elected officials. It’s also a good idea to check in with individual students throughout the process to provide encouragement and address any concerns.
What are the challenges you have encountered teaching civic classes? What are the main challenges you have seen your students encounter?
One challenge for me has been finding the right balance between establishing structure but also providing independence. As a middle school teacher I want my class to be well-organized, efficient, and productive, so it can be a bit uncomfortable to step back and give students adequate time to truly engage in action civics.
For students, one of the biggest challenges is they don’t have a lot of experience conducting research. This presents an important learning opportunity as we seek to understand the root causes of our focus issues. We spend time building background, discussing appropriate sources, and comparing resources.
Students also question if adults will listen to them or if they can really make a difference. It has been helpful to highlight past GC projects in our city, whether it’s high school students leading a successful gun buy-back program or our middle schoolers filing legislation to restrict the sale of flavored vape products. Real-world examples can be powerful and inspiring.
How do you navigate different political views? How do you remain non-partisan while also keeping the projects student-led?
I believe it’s important to model civil discourse and I encourage my students to ask questions and listen to one another. It’s also important for me to create a safe environment for all students. We distinguish between facts and opinions and think about how our words will be received. I address current events, the Constitution, and checks and balances often but never tell children which political party or candidate to support. Some students also share our discussions with their parents and I consider how my words will be received by parents on different ends of the political spectrum. My students know I value respect, honesty, compassion, and acceptance because of how I treat them and my colleagues. My school district educates nearly 15,000 children from more than 60 countries. There’s plenty of room for differences of opinions but I won’t accept disrespect or dishonesty.
What is the most important outcome students get out of their action civics project?
I believe there are two critical outcomes for students. First, I want them to truly engage in their community. Students who have gone through the action civics experience begin to notice problems and opportunities that they overlooked or just expected someone else to address. They also gain a sense of personal responsibility and the confidence to get involved when they see problems and opportunities around them. True success is demonstrated by active, engaged citizenship. Not only do I expect my students to vote and advocate for issues they care about, I expect to see many serve as elected officials and leaders of community organizations.
What has been the most rewarding moment for you as a civic teacher?
It’s incredibly difficult to pick just one. There are dozens of rewarding moments in each class and with so many different students. Watching young people work together to select their focus issue, develop new skills, gain confidence, and take themselves seriously is inspiring. If I had to pick one moment, though, it would probably be walking back into our school after attending GC Civics Day at the State House. It happened to be during a class change and students spontaneously lined the hallways to clap us back in. Our presentation teams were glowing with pride and this is something I don’t think any of us will ever forget.
What advice do you have for other teachers?
My advice is to stay true to the GC curriculum. We should always make adjustments in order to meet the needs of the students in front of us, but stay as true to the curriculum as you can. Some parts of the process will take longer than expected but there is value in civil discourse and exploration. Allow your students to own the action civics experience but also recognize they will get out of it what you put into it. As civics teachers we’re on the front line of democracy and our mission is to prepare young people for a lifetime of active and engaged citizenship.
