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.