Educator Spotlight - Iwona Piecyk

Iwona Piecyk

33 Liceum Ogólnokształcące Dwujęzyczne im. M. Kopernika w Warszawie

Warsaw, Poland

About Iwona Piecyk

My name is Iwona Piecyk, and I live and work in Warsaw, Poland. Originally, I come from the north-west part of Poland called West Pomerania, but I moved to Warsaw to pursue my Master’s Degree in American Studies. I love Warsaw for its atmosphere of opportunity and openness, but I also have a deep passion for travel. So far, I have mostly travelled in Europe and the United States, but I have also ventured to Oman. What fascinates me most is how people live in other countries and what their values are. I always find common ground and shared values with people from different nationalities, which enriches my understanding of the world.

For the past 10 years, I’ve been teaching at the 33 Copernicus Bilingual High School in Warsaw. Our school provides bilingual education in Polish and English through the Polish National Programme, as well as the IB Middle Years Programme (MYP) and IB Diploma Programme (DP). I teach various subjects, including English as a Second Language, IB English Language and Literature, and Theory of Knowledge. I am also responsible for incorporating the Approaches to Teaching and Learning skills into the classroom reality.

One of the greatest joys of teaching is building meaningful relationships with my students and colleagues. I believe that creating a safe and supportive environment is essential for effective learning and helps students become lifelong learners. I cherish the unique qualities that each student brings to the classroom and strive to build on their strengths rather than focusing on what might be lacking. This philosophy not only enriches their learning experience but also fosters a sense of confidence and belonging.

How did you learn about The Good Project lesson plans?  What made you interested in using the lesson plans?

I first came across The Good Project in May 2023, while exploring Project Zero Visible Thinking Routines. I stumbled upon an advertisement for The Good Project and was immediately intrigued by its focus on "Good Work." As I read more about the project's objectives, I was fascinated by the emphasis on ethical considerations, responsibility, engagement, and reflection. These themes resonated deeply with the Approaches to Learning Skills we emphasize in the IB Program at my school. The overlap between these skills and those highlighted in The Good Project sparked my enthusiasm to integrate the lesson plans into my teaching. I envisioned how these lessons could complement and enhance our existing curriculum, providing students with invaluable skills for their future.

Tell us about the students with whom you are teaching the lesson plans. In which class are you using them? What makes them a good fit for your learners?

Initially, I planned to teach The Good Project lessons both to my homeroom group of 30 seniors as well as to my 10th graders, a smaller group of 15 students. I believed that the seniors would benefit from examining their value systems and understanding the "3Es" (Excellent, Engaging, Ethical) framework to help them navigate future career choices. However, I quickly realized that my senior students, immersed in the demanding IB Diploma Program, were overwhelmed with coursework and deadlines. They needed our homeroom sessions to focus on well-being, stress management, and study planning techniques. Despite this, I managed to incorporate some lesson plan ideas, such as the value sort activity, which provided great insights into their personal values.

Ultimately, I decided to implement The Good Project lessons with my IB MYP year 10 students. This group was particularly enthusiastic about the project, displaying a keen interest in discussions, debates, and dilemmas. Their active participation and honest reflections made them an ideal fit for the lessons. They engaged with the ethical and reflective aspects of the lessons, often extending discussions beyond class time.

What has been a memorable moment from your teaching of the lesson plans?

One memorable moment that stands out occurred during a value sort activity in lesson 1.8. I was eagerly anticipating this lesson because it aimed to help students identify which values guide their decisions and life choices. As we began the activity, we encountered technical difficulties accessing the online tool on mobile phones. Luckily, I had printed copies of the activity, and we proceeded with the paper version in the classroom and the students were to complete the online version at home.

The next day, we reviewed the online results and group statistics, leading to a lively discussion about the difficulty of distinguishing the most important values from merely important ones. This activity revealed common values shared among the students and prompted a deeper conversation about the implications of different guiding principles on good work.

Revisiting the value sort results in lesson 3.2 a few months later allowed my students to reflect on their growth and evolving understanding of core values. Their enthusiasm during these discussions, which often spilled over into break times, was a joy to witness and highlighted the profound impact of the lessons.

What do you think are the main things your students are gaining or learning from their experiences with the lesson plans?

Through The Good Project lessons, my students are gaining a deeper appreciation for multiple perspectives and the importance of reflection. While they have always enjoyed discussions, these lessons present dilemmas and scenarios that compel them to consider the broader impact of their decisions on themselves, their peers, families, and the wider community. The "rings of responsibility" activity was particularly eye-opening, as it helped them realize the far-reaching consequences of their actions. This newfound awareness has fostered maturity and compassion, as they now approach dilemmas with a greater sense of ethical responsibility and empathy towards others.

What do you think other teachers should know before they begin teaching the lesson plans?

Teachers planning to work with The Good Project lesson plans should embrace the flexibility the plans offer. The lessons can be tailored to fit the needs and dynamics of their students, serving as inspiration for discussions and projects or as detailed guides with rich resources and alternative paths. It’s important to remember that initial reluctance or confusion from students is natural, but with time and encouragement, most will engage deeply with the dilemmas and activities. Teachers should also be prepared for the lessons to evolve beyond the initial plans, as new ideas and opportunities for deeper learning often arise during the process. The key is to create a supportive environment where students feel comfortable sharing their thoughts and reflections.

What are students learning that you feel will stick with them? What changes, if any, do you see in the way they approach certain choices or situations in school or in life?

One of the most impactful lessons my students are learning from The Good Project is the significance of ethical considerations in their decision-making processes. The discussions around values, ethical dilemmas, and the concept of "good work" have deeply influenced their understanding of what it means to act with integrity and responsibility. For instance, during our sessions on the 3Es—Excellent, Engaging, Ethical—they have understood the importance of striving for excellence not just academically, but in all aspects of their lives. They are also learning to engage with their schoolwork and to approach tasks with enthusiasm and dedication.

Moreover, the emphasis on reflection and the rings of responsibility has encouraged them to think about the broader impact of their actions. They now recognize that their decisions can have far-reaching effects, not just on their immediate surroundings but also on their community and beyond. This holistic approach to understanding consequences is something that I believe will stay with them long after they leave the classroom. It has equipped them with a framework to navigate complex situations thoughtfully and with empathy.

How do you view the relationship between what you teach in the classroom and your students’ overall development as people?

Since integrating The Good Project lessons into my teaching, I have observed a noticeable shift in the way my students approach both academic and personal decisions. They have become more deliberate and reflective, taking the time to weigh the ethical implications of their choices. For example, I’ve seen students who once rushed through assignments now taking the time to consider how their work can contribute positively to the classroom environment and their learning community.

In group projects, there is a newfound sense of collaboration and mutual respect. Students are more willing to listen to diverse perspectives and work towards solutions that are inclusive and fair. This change is particularly evident in their interactions during debates and discussions, where they exhibit greater patience and interest in understanding different viewpoints.

Why is it important for your learners to understand the meaning of “good work” for themselves, now and in the future?

Understanding the meaning of “good work” is crucial for students as they prepare to enter a rapidly changing job market. In the next 5-10 years, as they transition into their careers, the ability to do good work—work that is excellent, engaging, and ethical—will be essential for personal fulfilment and professional success. Teaching these values now helps them develop a strong moral compass and a sense of purpose. If students around the world are taught the value of good work, they will not only find joy and meaning in their careers but also serve as mentors and role models for future generations, fostering a culture of ethical and impactful work.

Can we learn from "Old Enough"—a TV show that sends young children out alone?

By Shinri Furuzawa

Audiences around the world have been charmed—but occasionally horrified—by the hit Netflix show, Old Enough. In this show from Japan, parents send children as young as two years old to complete various errands outside the home. These errands sometimes involve crossing busy traffic, walking distances of up to two miles, or taking a bus or ferry. The children, unbeknownst to them, carry hidden microphones which record their voiced thoughts. They are also trailed by a camera crew, disguised as passersby or workmen, to film them and ensure their safety.

In Japanese, the show translates to My First Errand

In every episode there is some dramatic tension as things inevitably go wrong. The children get scared; forget which items they are sent to buy; and/or can’t find what they’re looking for. A four-year-old girl in one episode takes so long completing her errand that the sun goes down and the production team has to light her way home. Presumably most members of the audience root for these very young children to complete their tasks successfully; indeed some viewers are moved to tears as the youngsters face and typically overcome various challenges.

Dangerous and irresponsible?

In the United States, a common reaction to the show is “That could never happen here, parents would be arrested!” It’s true that American police have been called on parents who allow their children out unaccompanied to play in the park, or walk the dog. Minority and low-income parents are particularly vulnerable to this intervention by the law. Fears about child safety, however, may well be  misplaced—the US is not a dangerous place for children, and abduction by a stranger, perhaps a parent’s greatest fear, is only 0.1% of FBI missing children cases.

That said, compared to many other developed societies, Japan is a safer country for children to roam. Urban planning means, for example, that residential streets are usually narrower with rare on-street parking. There are also fewer sidewalks. One might expect this geographical layout to be more dangerous, but actually in Japan cars are expected to watch out for and avoid pedestrians with the onus on drivers to be careful rather than the other way around. Mixed zoning also allows neighborhoods to include small businesses in residential areas—meaning children often don’t have far to go if they are sent to run errands. 

In comparison with the United States, which my colleagues and I consider to be a very egocentric (or “I-oriented”) society, Japan has a decidedly communal approach to childrearing. Indeed, “it takes a village,” with adults in the neighborhoods looking out for the local children. Contrary to expectation, Japanese cities can have closer communities than smaller towns as people live in greater proximity. Japanese parents are most likely to agree that they know people who would help their children if needed and this number rises in more urban communities.

The true goal of interdependence

Admirers of Old Enough see what these Japanese children are able to achieve; and many worry that children in their own countries don’t have enough autonomy or independence. But what Old Enough actually demonstrates is the Japanese value of interdependence. In this East Asian collectivist culture, the objective is not to achieve self-efficacy and achievement of personal goals. The aim is rather to nurture children to be responsive to the social needs and expectations of others while avoiding tension and conflict. Eminent social psychologists, Hazel Markus and Shinobu Kitayama, describe this as being “harmoniously connected to others.” The tasks assigned to children on Old Enough are tasks that will presumably help and benefit others—be it their family members or others in the community. The children are being asked to contribute and not just to benefit themselves. Sample errands include buying food for a sick sibling, picking up firewood for a cookout for friends and family, and delivering juice to thirsty fruit pickers. 

Boy aged 2 years 10 months, given candy before being sent on errand to dry cleaner (Originally broadcast by Fuji TV, 2017)

An example conveys this tension: In one episode, a two-year-old boy initially refuses to go out on his errand to pick up dry cleaning for his father, the owner of a sushi restaurant. His mother sternly tells him that his father will not be able to work if he doesn’t have his clean chef whites and they would have to close the restaurant if he can’t work. The responsibility of the family business is thus placed on the shoulders of the two-year-old son. Accordingly, for the benefit of his family, with a hug from his mother (and a treat in mouth), he sets off to the dry cleaner located about 60 yards away. He manages to do the errand and return home—though the dry-cleaning drags on the ground behind him as he is too small to lift it!

Children on the show generally feel a sense of duty to complete the tasks to help their family or community in some way. After successfully achieving their tasks, the children therefore feel proud of themselves and valued, they receive due praise and appreciation and are celebrated for their contribution. As an example, parents tell them that thanks to the groceries they brought home, dinner will taste more delicious.

The pattern I have described is not restricted to Japan. While visiting her family in Taiwan—an East Asian country with a similar collectivist culture to Japan—my colleague Yvonne Liu-Constant went to pick up her 3-year-old nephew, Joshua, from preschool. He was excited to see her (a cherished aunt visiting from America) and began running around everywhere. Suddenly, his teacher approached him and said something quietly. Joshua immediately went to his cubby and, to Yvonne’s surprise, returned with a well-organized backpack that he had neatly packed all by himself. Yvonne was impressed Joshua had managed this feat. His mother explained that all year, the children had been trained on how to organize their backpacks through step-by-step homework which built on skills to teach this responsibility. The reason? For children to be helpful to their parents. Increased independence and personal responsibility may be the result, but benefiting others is the supervening goal. 

AN Inspiring lesson

We may all have something to learn from this Japanese approach of encouraging children to think beyond themselves through errands or responsibilities which are acts of service. With proper guidance from caring adults and a supportive community, even very young children are capable of more than we might believe. Perhaps this Japanese TV show provides some insight on how we can all learn to think less about “me” and more about “we.”

The Good Starts Project is generously funded by the Saul Zaentz Charitable Foundation.

I’d like to thank Howard Gardner, Mara Krechevsky, and Yvonne Liu-Constant for their valuable comments on an earlier draft.

Educator Spotlight - Anita Tjan

Anita Tjan

Atatürk University

Erzurum, Türkiye

About Anita Tjan

My name is Anita Tjan and, in my role as an English Language Fellow (2022-2024), I worked at Atatürk University in Erzurum, Türkiye. I taught English as a Foreign Language to freshmen and department students. I have a Masters in Teaching English to Speakers of Other Languages (TESOL) from the School of International Training (SIT) Graduate Institute in Vermont. The master's degree opened doors for me.  I’m originally from Indonesia and we moved to the US when I was a child. Boise, Idaho, is my home base.

I have been in the tertiary teaching context abroad since 2016. I love teaching because it is an opportunity to make a difference. One way that I try to do this is by preparing students for their future, which includes teaching them critical thinking skills.

How did you learn about The Good Project lesson plans?  What made you interested in using the lesson plans?

I learned about the Good Project lesson plans after hearing a talk about the Project Zero Thinking Routine “I see-I think-I wonder” in a conference presentation in Ankara. While researching that routine, I came across the Good Project Lesson Plans. The lesson plans appealed to me because they go deeper than memorizing facts. Instead they foster reflection, critical thinking skills and character development. At that time, the Good Project researchers were looking for teachers to participate in their research, so I applied.

Tell us about the students with whom you are teaching the lesson plans. In which class are you using them? What makes them a good fit for your learners?

The students doing the lesson plans are second year Turkish university students who are majoring in Interpretation and Translation. All of them have a passion for learning languages. Some will work as translators and interpreters when they graduate. For example, a few want to work as interpreters for the national soccer teams that have players from other countries. About a third of my students are interested in working as English language teachers. 

The Good Project lesson plans are integrated into their weekly two-hour long Advanced Speaking course. The lessons are very relevant because the students need to prepare for the future. In addition, the Good Project lesson plans address topics that affect decision-making,  such as values, role models, mission, and roles and responsibilities.

What has been a memorable moment from your teaching of the lesson plans?

The impact of the class on the students are heard in the comments from those who said they never had any class like this and who said the class will help them with making decisions. The one student selected to represent Atatürk University as a participant in the research method’s focus group said that it was one of the highlights of her life as a student.

From the lesson plans, they are learning that good work is more than excellent work or good grades, and they are learning strategies for decision making.

What do you think other teachers should know before they begin teaching the lesson plans?

I suggest that teachers inform the students in the beginning that The Good Project Lesson Plans are different from other courses. The lessons aren’t about memorizing facts and there are no right or wrong answers. Most questions and discussions are about their individual experiences and perspectives.

What are students learning that you feel will stick with them? What changes, if any, do you see in the way they approach certain choices or situations in school or in life?

I believe what will stick with the students are the three elements of good work (excellence, engagement, and ethics). This is because we talked about these concepts and referred to them frequently. One effect on the students is that some will make decisions differently, for example, by first considering what their values are.

How do you view the relationship between what you teach in the classroom and your students’ overall development as people?

I see a direct connection between what I teach and my students’ development as people. I saw this reflected in the answers of students who were willing to take a risk to express their thoughts and feelings. For example, some students wrote insightfully on how their roles and responsibilities are deeply connected to the high value they place on their family. 

Why is it important for your learners to understand the meaning of “good work” for themselves, now and in the future?

Two reasons came to mind on the importance of learners understanding what “good work” is, as defined by the Good Project research. 

First, they make decisions every day which affect the quality of their work, the “excellence” of good work. And they will have decisions to make as they look for work and face the question - “Do I carry out this job for financial stability or for personal fulfillment?”

Second, by knowing what “good work” means, my students have a compass to guide them when they face decisions related to the 3 E’s of “good work”, excellence, ethics and engagement. For example, in the future, they may face a dilemma where a friend, a manager, or even themselves, suggests a certain action is necessary for success, but that action is unethical and not aligned with their values. 

I hope that the concepts and activities that they learned will guide them to doing “good work.”

Educator Spotlight - Katerine Hurtatiz Espinosa

Katerine Hurtatiz Espinosa

Saint George's School

Bogotá, Colombia

About Katerine Hurtatiz Espinosa

My name is Katerine Hurtatiz Espinosa and I am an educator whose passion lies in exploring new horizons, constantly challenging myself to step outside my comfort zone, and fostering a keen curiosity about education's impact on the global stage. I firmly believe in the power of empathy and collaboration as foundational values for driving meaningful societal transformation. 

For nearly 18 years, I have been teaching at Saint George's School, a renowned bilingual private institution in Bogotá, Colombia. My teaching journey has covered a variety of subjects including Geography, Economics, Business, Entrepreneurship and most recently, Global Perspectives. Over the past two years, I have specifically focused on teaching Global Perspectives to seniors, using The Good Project lesson plans to enhance their understanding of critical values by analyzing dilemmas.

In addition to my teaching duties, I serve as the Head of the Global Studies Department, leading the development and design of study plans aligned with the Cambridge curriculum, ensuring our educational standards meet the diverse needs of our students, as well as fostering a collaborative environment that encouraged innovation and the sharing of best practices in our department team.

As the Educational Coach at the SGS Innovation Center, I provide comprehensive support and guidance to teachers and department heads in creating effective and engaging lesson plans, by adopting innovative teaching strategies and aligning the school’s pedagogical approaches across various departments and sections. I also assist students in preparing for their Cambridge AS & A Level Exams, particularly in developing their metacognitive skills.

What I love most about teaching is the genuine connection I build with my students. This relationship allows me to engage deeply with their personal development, understanding their fears, insecurities, and aspirations. My approach goes beyond traditional academic instruction, aiming to support their overall growth and respond to the evolving challenges that impact their lives. This engagement is incredibly rewarding and continually enriches my teaching journey. 

How did you learn about The Good Project lesson plans? 

I was casually exploring the internet, particularly on the Project Zero website, finding new and innovative thinking routines, and then I saw the global call to participate in the research study. After reading about it, I felt captivated by the core of the lesson plans, which is to give specific support to schools in terms of soft skills such as values and principles to prepare students when in the future they will perform a professional role. I found the concept of framing actions within the '3Es': excellence, ethics, and engagement, profoundly meaningful. Additionally, I felt compelled to incorporate another 'E' for Empathy, believing it to enrich the framework. The approach seemed both simple and achievable, further sparking my interest.

Photograph: Cube of perspectives for Lesson 4.1 - Dilemma discussion

Tell us about the students with whom you are teaching the lesson plans. In which class are you using them? What makes them a good fit for your learners?

My senior students, aged 17 to 19, are joyful, caring, attentive, supportive, and committed. They consistently work hard, actively participate in discussions, and complete their assignments with outstanding dedication. They put great effort into their work and genuinely share their thoughts and questions, enriching the learning environment for everyone. 

I recognized the potential of the syllabus for my students in Global Perspectives at this fundamental phase in their lives as they decide on their future careers. This critical phase requires a deep understanding of their personal preferences, strengths, and areas where they may feel insecure. As we progress through the lessons, it becomes evident how they are encouraged to reflect on their principles, values, and self-perceptions. For many, this course marks the first time they have engaged in such introspection, making these sessions particularly valuable for their current stage in life.

What has been a memorable moment from your teaching of the lesson plans? 

One of the most memorable aspects of teaching these lesson plans has been witnessing the reflective moments when my students connect deeply with their innermost thoughts and ideas. For example, there was a particular lesson during which students were asked to recall teachings from their role models. It was incredibly moving to see my students form a connection with these mentors, for most of them were their parents, who had significantly influenced their character, often without the students' full realization.

Another heartwarming moment occurred when reading the students' personal reflections. They demonstrated an ability to recognize their strengths and acknowledge their uniqueness, effectively building their self-esteem. Witnessing these moments of personal growth and self-discovery among my students has been truly unforgettable.

One pager activity - Lesson 3.2 Top and Challenging values

What do you think are the main things your students are gaining or learning from their experiences with the lesson plans?

My students are on a path to uncovering their true selves and building self-confidence as they acknowledge their values and recognize their weaknesses. They are learning the importance of seeking help when needed and practicing self-compassion. They also understand that their character is shaped by the values instilled by their families and schools, as they realize they have built a toolkit during their school life, which will be their support to make assertive decisions in their professional studies. They are learning that those values are the ones that will guide their actions to contribute to a better world.

What do you think other teachers should know before they begin teaching the lesson plans?

Firstly, teachers should be aware that self-reflection on one’s journey and motivations as an educator is crucial, and sharing these reflections with students can foster a deeper connection and understanding.

Teachers should know that the lesson plans are flexible and can be adjusted to better suit the context of their classroom and current events, ensuring relevance and engagement. Incorporating reflective discussions on important life topics, such as career choices, encourages students to think critically about their futures.

Additionally, creating an environment where there are no "right" or “wrong” answers allows for open exploration of diverse perspectives, fostering a classroom culture that values curiosity and critical thinking without judgment. Understanding these aspects can help teachers create a more meaningful and impactful learning experience for their students.

What are students learning that you feel will stick with them? What changes, if any, do you see in the way they approach certain choices or situations in school or life?

One of the most significant learnings that students carry with them is a deep understanding of themselves. They become aware of their values and principles and understand the influences that have shaped their character. This self-awareness is crucial as they frame every decision within the '3Es' framework—Ethics, Engagement, and Engagement, which we emphasize throughout our lessons.

I've observed a clear reflection of family values in their choices, demonstrating that the principles imparted by their parents and families resonate deeply with them. Their decisions are not only assertive but also coherent with these values. The lesson plans encourage students to actively reflect on these aspects, heightening their responsiveness and helping them articulate how these values influence their actions.

Furthermore, when faced with personal dilemmas, I've noticed that students tend to align their responses within the 3Es framework, even outside the classroom. This alignment is not superficial; rather, it's a testament to their genuine engagement with the values we teach. Many students also acknowledge the role of the school’s mission in shaping them, not just as students but as individuals. Over their 14 years here, they recognize the enduring impact of these lessons, suggesting that the values learned at school have become integral to their identity and decision-making processes.

How do you view the relationship between what you teach in the classroom and your student’s overall development as people?

My educational philosophy is deeply rooted in fostering empathetic relationships, demonstrating trustworthiness, and setting a strong example through well-prepared lessons. I prioritize values such as empathy and integrity, which are integral to how I conduct my classes and engage with students.

The skills and competencies developed in my classroom, particularly metacognition, are largely facilitated by The Good Project's carefully designed lessons. These lessons help students to reflect into their thinking processes, recognize their strengths and weaknesses, and cultivate self-compassion, extending their learning beyond academic achievements to enrich their personal and social lives.

In addition to leveraging The Good Project’s resources, I adapt these lessons to align with our school’s methodological approach and incorporate innovative strategies from our global community of practice. This includes integrating success criteria with learning objectives and applying class strategies such as hexagonal thinking, reciprocal teaching, or one-pager format, fostering a structured learning environment.

My teaching methods support students' emotional and social development by creating a trusting, respectful classroom environment. We avoid judgmental questions, encouraging authentic discussions and reflective thinking. This approach, enriched by regular curricular adaptations, ensures responsiveness to student needs and current educational practices.

Real-world applications of our lessons are visible as students engage with various dilemmas that mirror complex life situations, including those involving their parents, friends, or school rules. They not only explore personal challenges like career insecurities and team issues but also relate these to vivid experiences and struggles with loved ones, learning to balance personal values with external expectations. This practical approach, coupled with fostering a mindset of 'good work,' equips them to make assertive decisions, helping them navigate real-life scenarios effectively and shaping them into well-rounded individuals.

Reflection is central to our learning process, with students spending significant time articulating their thoughts on both hypothetical and personal dilemmas. This reflective practice enhances their learning and contributes profoundly to their personal growth, teaching them to listen to and trust their inner voice, which is invaluable for their long-term development. 

I think all these elements of my teaching provide a holistic educational experience that significantly contributes to my students' growth as thoughtful, introspective, and resilient individuals.

One - pager activity - Lesson 3.2 Top and Challenging values

Why is it important for your learners to understand the meaning of “good work” for themselves, now and in the future?

Understanding "good work" is fundamental in our teaching, and we often begin or end our sessions by reviewing the concept of the three Es: Ethics, Engagement, and Empowerment. This framework helps students continuously reflect on their decisions and align their actions with these principles. 

The concept of "good work" plays a crucial role during students' school years by shaping more than just academic outcomes. It teaches them the importance of ethics—considering how their choices affect others including their community and broader society. It also emphasizes commitment, not merely in terms of intelligence or skills, but as a dedication to effort and teamwork. This understanding aligns closely with our school’s Coexistence and Human Development Program, enhancing both academic performance and classroom behavior.

Looking ahead, the principles of "good work" that students embrace now will carry over into their future academic, professional, and personal lives. While our school environment may seem controlled, the values they've internalized will guide their decision-making as adults. They'll be equipped to tackle complex societal issues and lead as change agents, setting examples through ethical behavior, commitment, and excellence. Their actions, big and small, will have personal, local, and global impacts, proving that the influence of "good work" is truly limitless.

What’s next?  

I believe that all schools should embrace the opportunity to teach these carefully designed lesson plans, which are universally applicable and resonate with fundamental values across educational institutions. Additionally, as educators who have witnessed firsthand the positive impact of these lessons on our students' agency, it is our responsibility to share these outcomes with our local and national communities. By doing so, we demonstrate that despite differing perspectives, it is entirely feasible to foster an empathetic community. 

This project is not merely a series of classroom lessons; it is a set of tools, also known as soft skills, that our boys and girls learn to ensure their personal, professional, and work-related decisions are consistent with universal human values. In doing so, we are not only fostering their individual development but also promoting their global citizenship.

Educator Spotlight - Dee Schultz

Dee Schultz

Osseo-Fairchild High School

Osseo, Wisconsin, USA

About Dee Schultz 

My name is Dee Schultz and I am a high school English teacher living in the state of Wisconsin in the United States. Reading has always been an important part of my life, as has spending time with family. As of December 2023, learning how to crochet has become a new way for me to relax and regulate. I’m enjoying expanding my knowledge and skills by creating special gifts for friends and family. 

In 1993, my teaching career started in Florida where I first taught English at a private school. Two years later, I fulfilled my dream of becoming a full-time college English Education professor at the University of Central Florida. That opportunity allowed me to travel the country providing literacy instruction workshops to teachers of all subject areas; I also worked closely with Dr. Janet Allen and edited several of her literacy textbooks. In 2002, I left the higher education world and moved to Wisconsin where I have been teaching high school English along with dual-credit and online college writing classes ever since. 

How did you learn about The Good Project lesson plans? What made you interested in using the lesson plans?  

During the summer of 2023, I spotted a Facebook post that Harvard University was looking for teachers to participate in a grant specifically looking at values and the definition of “good work” and how it connects to our daily lives. After a quick perusal of the proposed curriculum, it seemed as if it might be a good fit for the students at our high school. Character education isn’t something required in our district, and it seemed as if I could easily pair it with the readings and lessons we were already doing in my classes. 

Tell us about the students with whom you are teaching the lesson plans. In which class are you using them? What makes them a good fit for your learners? 

At first, the plan was to incorporate the lessons with all of my twelfth-grade classes and my advanced tenth grade class. However, I learned very quickly that it worked more seamlessly with the sophomore curriculum. Two lessons in, I switched gears and completed the lessons solely with the sophomores. 

The students in my sophomore class were receptive to the material, our class is naturally conducive to discussion in small groups and students are accustomed to sharing their feelings and opinions in this class. The Good Project lesson plans provide plenty of opportunities for discussion and constructive debate, along with internal reflection, which is exactly what my course needs. 

What has been a memorable moment from your teaching of the lesson plans?  

One of the previous Good Project instructors provided an alternative video lesson to elicit student reaction. Students watched the Prince EA video called “What is School For.” After the video, students were told to think about what the video had to say and to be prepared to discuss it the next day (without sharing their thoughts with their classmates). The next day, I put students in two groups and they brainstormed on poster board what they believed the purpose of school might be.  

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The student responses to the question “What Is School For” were honest and truly reflective. Many of their answers were negative, such as: I don’t know, stress, sleep deprivation, tears, my parents not to be disappointed in me, NOT handwriting, etc. But, they also had answers all educators want to hear: situational awareness, team building, communication skills, opportunities, finding what you love and hate, social and life skills, learning to work with those you don’t like, etc. 

Seeing these 15 students come together to talk about school and their experiences with no filter was eye-opening. We often forget that they carry so many weights in addition to school. School can make or break teens and as educators, we need to be mindful of students’ perceptions of school and education.  

What are students gaining or learning from their experiences with the lesson plans?  

The Good Project lessons provide experiences for students to evaluate the personal skills and attributes they possess and to determine how best to use them in their lives. 

Students described the Unit One Value Sort Activity as “difficult.” It proved to be eye-opening when they were able to see the tallied class results and learn how others’ values compared to their own. After lengthy discussion, students realized that the activity helped them begin to learn where their strengths and weaknesses appeared which gave them a goal to work toward. With that early objective, students were able to individually focus on their personal growth goals. 

Each step and lesson along the way helped them look internally and determine how they would react in a given situation, and how the situation might lead to their personal growth now and in the future.

What advice do you have for other educators before they begin teaching the lesson plans? 

Teachers shouldn’t feel restricted by the lessons. The lessons are guides and can be tweaked and manipulated to fit each teacher’s and each class’s needs, time constraints, abilities, etc. There were times we did the activities out of order because of something that might have popped up in our curriculum, or our community, and a later lesson went hand-in-hand with what we were doing. There were even times I didn’t give students the prompts for situational experiences and I let students take the wheel in terms of their discussions. Their conversations became organic, rich, and more honest, which was refreshing.  

What are students learning that you feel will stick with them? What changes, if any, do you see in the way they approach certain choices or situations in school or in life? 

After re-taking the Value Sort six months later, students were surprised to see how their answers changed. I’m not sure if that’s because of their maturation, which tends to happen quickly during their sophomore year, or because of the Good Project discussions and lessons. But, I definitely noticed deeper reflections in their responses to the exit ticket responses, and as they began to consider how their personal choices affected others in their lives. 

How do you view the relationship between what you teach in the classroom and your students’ overall development as people? 

Because my subject area is English, I’m privileged to have the opportunity to prompt students to participate in discussions about life, literature, and choices daily. We laugh, problem-solve, and sometimes cry together. My students know that I have their best interests at heart and that I’m always honest with them. The trust and bond we share are special and last well into the future. 

By adding the Good Project lessons to the sophomore English curriculum this year, it also provided me with more insights into where students believe they fit into the cast of characters in their personal lives and their roles and responsibilities in those relationships.

Why is it important for your learners to understand the meaning of “good work” for themselves, now and in the future? 

For students to begin to recognize and assess their values during their teenage years is critical. At this time in their lives, teens are pressured by so many outside influences—family, friends, culture, religion, social media, and school to name just a few. Those pressures don’t subside as they age. If we can equip them to recognize what they value and understand how their values play out in their lives, I think we have done our job. They have the power to question whether a situation is good for themselves and assess the consequences of their actions from multiple points of view. Being equipped with that knowledge can only be helpful to them in the future. The Good Project lessons provide a glimpse into how students value sports, music, spirituality, and other outside obligations, which will possibly affect their choices and work in the future.