Lety Esparza
Lomas del Real
San Luis Potosí, Mexico
The Educator Spotlight Series highlights teachers from around the world who have joined The Good Project Community of Practice implementing The Good Project Lesson Plans as part of a research study funded by The John Templeton Foundation.
About Lety Esparza
I am Lety Esparza, a passionate educator, tireless learner and mother of five. I love to read in almost every format and about lots of subjects.
I am the academic coordinator at Lomas del Real, a K-12 school for girls located in San Luis Potosí, Mexico. I have been teaching here for 25 years. I have had the opportunity to teach English as a Foreign Language, Theology, Social Science, History and Ecology. For the past 8 years, I have been teaching Philosophical Anthropology, therefore, The Good Project was a great program to enhance my teaching. I love to design lessons that help my students learn about human nature and themselves. I am convinced it is essential to get to know yourself thoroughly to be able to accept yourself as you are, and then value yourself to finally love yourself in order to be capable of giving yourself to another person as you receive them.
How did you learn about The Good Project lesson plans? What made you interested in using the lesson plans?
During the pandemic, I had the opportunity to connect with teachers from around the globe through different groups of educators online. We shared our experiences, mistakes and discoveries. When the pandemic was over, we continued sharing the questions and resources we stumbled upon during our job. In a publication, they shared information about the research study of The Good Project Lesson Plans, and I started reading the lessons; I found them very interesting, complete and up-to-date. Something I considered very attractive was their relation with Project Zero, which has given us many teaching resources backed by Harvard investigations. I saw a way of giving back to all the materials we have benefitted from over many years.
Tell us about the students with whom you are teaching the lesson plans. In which class are you using them? What makes the lessons a good fit for your learners?
I have been using the lessons with 10th grade students in the class of Philosophical Anthropology. In this subject, students get to explore the characteristics of the nature of humans. They study perception, emotions, imagination, intelligence, will, etc., and take advantage of this knowledge to improve their habits, decisions, relationships and themselves. Even though the lessons do not cover any explicit objectives of the curriculum, they help students to develop reflection, dialogue, argumentation and role play. Students get to see human characteristics and behaviors, analyze them through different lenses and then use them to reflect upon their own personal lives.
What has been a memorable moment from your teaching of the lesson plans?
Last year, when the girls discussed a dilemma about taking different roles, they were surprised to see how their personal perception of the same dilemma changed a lot when they saw it from a different character’s perspective. I loved to see their perplexed faces and hear their laughs as they realized how much they changed during a single class. I believe those “AHA” moments will be with them in difficult times, helping them to be open and empathetic.
Having the opportunity to meet the research team in person while on a school trip was an unbelievable experience for all students, even the ones who did not go to Boston. They were happily surprised that “Harvard researchers” are so nice, welcoming, patient, humble and open.
What are students gaining or learning from their experiences with the lesson plans?
The girls have improved their writing and debate skills. Having to write 5-sentence-long responses, support their opinions, listen carefully to build their answers on the previous ideas from a classmate and reflect after each lesson, has been a great opportunity for them to practice those skills. Another thing they get to practice is “putting on someone else's shoes” and “what would you do…”; therefore they can “experiment” and gain experience without waiting for difficult situations to actually happen to them.
What advice do you have for other educators before they begin teaching the lesson plans?
Other teachers should know the lessons have been created by experts and based on research. Each lesson is completely planned, with all the resources and suggestions to enrich them. Although they are planned for 45 minutes, students' reflections and participation can be so lively and interesting it can take longer, around 60 minutes—even more if you have the time for it. It is very important to go through the plan and resources before facilitating the lesson to make sure of the timing and to properly adapt any details to your cultural setting.
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 feel after completing the course they will be able to pause before reacting, think about consequences and decide with responsibility and empathy as they now are aware of their choices having consequences for themselves and others. They will also consider other people's point of view, now knowing it may be quite different from their own. I see that they no longer rush their answers. Rather, they stop and think, as well as elaborate from previous answers.
How do you view the relationship between what you teach in the classroom and your students’ overall development as people?
The possibilities of impacting their development at 15 years old, with the situations we try to create for the class is unlimited. When teenagers have the opportunity to see what other people do and how they think, while getting to reflect about themselves, the self knowledge they acquire is extremely valuable, empowering them to develop in the personal areas they discover as opportunities while taking advantage of the aspects of themselves they identify as strengths.
Exercising the habit of thinking before acting gives them the opportunity to create the life they want, while keeping in mind the impact of their actions on their community and the world around them.
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 will allow students to think about their daily choices and reflect upon their actions. The students analyze other people's choices and their consequences, and also think about the things they would have done or would do if they faced the same situation. Now, when facing difficult situations, they have tools and “material” to use to their advantage. Since they have had the opportunity to talk about other people's choices regarding their work and the consequences those persons have faced, it is not going to be the same for these students if they submit a mediocre homework assignment, or use IA when prohibited.