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By Megan Siwek on Dec 22, 2022

By Megina Baker on Sep 10, 2022

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.

By Jimena Alviar, Fabián Dulcé, Paula García, Martha Ramirez, & Isabel Tejada-Sánchez on Mar 07, 2022

by Lynn Barendsen 

Values are principles or beliefs that we find important, that can guide us in our attitudes, and can influence our actions and our decision-making. They help to direct us, shape who we are and how we interact with the world around us, and do so across many areas of our personal and professional lives. Ask yourself: 

• What are your personal beliefs? 

• Do they support you in your work, or do they create obstacles for you? 

• Have your values contributed to or hindered your accomplishments?

• Do you feel that your values are the same as or different from those of your colleagues?

• Think about times in your life when you were happy, most proud or fulfilled. What were you doing, and what values might have contributed to you feeling this way? 

Sometimes, when we’ve asked young people “What do you value?”, they’ve told us about particular possessions or family members; in fact, we’re actually asking instead about the personal beliefs that they hold most dear. So, if an individual were to mention “a laptop” as a “value,” we might press a bit and ask what that laptop makes possible: is it efficiency in work, enjoyment, independence? If someone were to mention a particular family member (“I value my mom”) we might ask instead what about that relationship is most valued. Are there particular characteristics about their mother (e.g. her humor, her curiosity, her courage) that are most valued, or is it the close and loving relationship they share? In other words, when we discuss “values,” we’re not referring to possessions or particular individuals, but rather concepts. Notably, while values drive peoples’ goals and serve as “guiding principles” in peoples’ lives, character strengths and virtues are how people express and pursue moral values via their thoughts, feelings, and actions. Values help motivate us to have experiences that will deepen our character strengths and virtues (Crossan et al., 2013; Lavy & Benish-Weisman, 2021).  

Values are formed by a variety of influences and experiences, including but not limited to family, culture, religion, education, other personal experiences, and more. ;Although many of the values people tend to hold remain stable as time passes, many also evolve or shift slightly with time, or in different contexts. While we are still developing our beliefs and opinions (for example, in youth), values are more likely to shift slightly. Several studies nonetheless point to the stability of values, even in younger years, including an 8-year longitudinal study of young adults (Vecchione et al., 2016). Additionally, an extensive review of values research argues that values formed early in life remain reliably steady in future years (Sagiv and Schwarz, 2022). 

Knowing what we value most and least in our personal and work lives—being aware of our values—makes it easier to react when opportunities arise and when conflicts happen. And yet, taking the time to pause and consider our values is the exception rather than the norm. On The Good Project, we believe the process of reflection is a key component of “good work,” and the consideration of our values is especially important. The value sort exercise is a way to reflect about what is most and least important to us personally and may also offer a great starting point for conversations amongst students, family members, or colleagues. 

Interestingly, the value sort is far and away our most popular resource on our website: at this writing, over 107,000 people have completed the online version of this activity. What is it that most people value? The top five values selected are: 1) personal growth and learning; 2) honesty and integrity; 3) rewarding and supportive relationships; 4) creating balance in one’s life; and 5) understanding, helping and serving others. It is important to note that the sample of individuals using this tool is not necessarily representative of the general public; they have of course found this resource because they are interested in the concept of “good work.” Nonetheless, some of these values remain consistent with values selected as most important during our original good work study of professionals in the mid 1990s, including honesty and integrity and rewarding and supportive relationships. 

Whereas the value sort enables conversation about individual values (what we ourselves value), of course none of us lives in a vacuum, and it’s important to also consider how our values may differ from those around us, whether they be family members, work colleagues, or members of other communities to which we belong. When our values differ from those around us, we may find ourselves in conflict with colleagues or supervisors, family or friends. In other writing we outlined the key good work concept of alignment (when the various stakeholders in a particular profession share goals) and misalignment (when their goals are in conflict). We may also be aligned or misaligned in terms of values; clearly, what we value in work (and in life) impacts our goals. For example: someone who values creating balance may seek a professional position that enables clear boundary-setting; someone who values independence may look for work that offers opportunities for autonomy. 

Some values are readily connected to the framework of the three Es of excellence, ethics and engagement. Excellent, or high quality work, might be accomplished by an individual with a strong work ethic, or someone who is diligent. Ethical work is often associated with honesty and integrity. Someone who values gaining knowledge would be engaged in work that allows them to continually learn.  

And yet, the relationship between values and good work is not as straightforward as it might seem. Imagine two co-workers tasked with completing a shared project; one values curiosity, the other diligence. It’s not difficult to envision a conflict of interest, even if both were determined to do “good work.” This is one example of how our values may come into conflict with the values of others. There is not necessarily one “right” answer in this situation; however, if these two colleagues were able to realize why they were in conflict with one another, resolving the conflict might be a bit easier. 

Values are one frame to approach ethical dilemmas—we have developed additional frames useful in these circumstances, including responsibility, roles and alignment. Of course, our value sort is not the only readily available resource to help individuals consider what’s most important to them and help them to navigate their decision-making process. See, for example, the Valued Living Questionnaire, The 4 Values Framework, or Schwartz’s Theory of Values. There are also more historical considerations (see, for example, Benjamin Franklin’s virtues), as well as numerous examples of important non-Western perspectives (such as the Japanese concept of Ikigai). 

When we share values with those around us, our communities tend to be more harmonious. We should be mindful, however, of the potential for creating “echo chambers” when we work (or live) without a diversity of perspectives. Although it may be more straightforward to work alongside colleagues who share our values, it is important to seek out those who offer alternative viewpoints. When individuals feel that their values are not shared by the majority, they often feel excluded and lack a sense of belonging. An inclusive workplace - indeed, any inclusive community - seeks out and honors multiple points of view. Our values may link us to our cultural heritage, give us a sense of purpose, guide our decision-making and more. Whether or not we realize their influence, our values play a significant role in defining us as individuals, as members of our communities, and as part of the wider world.  

Resources

Blogs: 

Changing Values in the Pandemic

Family Ties and Differing Values

A Consideration of Free Speech and the Role of Values

Value Sort Professional Development video

Activities:

The Value Sort Tool

Identifying Mission (shared values)

By Shelby Clark

Throughout The Good Project’s lesson plans, we encourage teachers to use groups to engage students in discussion—and for good reason. Research shows (link here) that group discussions engage students in learning, and we’ve heard time and time again that students prefer learning this way.

Sometimes when we engage in discussions with others, it can be easy to come to an agreement. With peers, maybe we all agree that we liked the new Barbie movie better than Oppenheimer. With family, maybe we can agree that Grandma’s apple pie is better than her pumpkin. In a classroom, maybe we can all agree that, in fact, we’d really rather not be stuck on that island in Lord of the Flies.

However, more often than not, we disagree with one another. Oftentimes our values, beliefs, and attitudes come into tension, and we’re not always sure how to have a productive conversation with one another—or whether we even want to have a conversation at all. As our world has become even more global, and we’re able to reach out to people beyond the confines of our homes or classrooms, these tensions can become even more prominent in our global discussions on Instagram, Reddit boards, TikTok comments, Zoom webinars, and more.  

What have we learned about important elements of discussion from research on communication and civil discourse? While we certainly cannot cover the wide gamut of research on civil discourse here, we’ve attempted to pull together some of the key take-aways for you to consider.

(1) Be mindful of your emotions. People who are entering into a conversation with people who may disagree with them should be prepared for uncomfortable or disagreeable emotions to arise; such a discussion often asks individuals to question their beliefs, values, or even identities. In such discussions, you should be aware of what types of emotions this type of potentially threatening conversation might raise for you. Consider using mindfulness practices to label, take care of, and accept your emotions. Don’t allow your emotions to guide you towards snap judgments, biases, and unwarranted criticisms. Instead, remind yourself of your own values and what is meaningful in your life in order to help yourself “cool down” potential defensiveness. 

Check out the following for more information: 

• Six Tips for Loving Your Enemies

• The Better Arguments Project - Our Approach

• For More Productive Debates, Think About What’s Most Important to You

• Four Ways to Cool Down Your Defensiveness

• What is civil discourse?

(2) Check your “meta-perceptions” and biases at the door. “Meta-perceptions” refer to how we think the other side thinks about us. Research indicates that most people think they are perceived more negatively by the “other side” than they actually are. For example, one study led by Samantha Moore-Berg found that both Democrats and Republicans overestimate how negatively the other party feels about their own group. Consider looking at the “Dignity Index” to think about how you’re thinking about the “other side.” Do you want to fully engage with them? Or do you see them as promoting evil? Similarly, civil discourse research encourages us to engage curiously with the “other side”—for example, rather than assume your friend ditched your movie plans because they dislike you, ask them out of curiosity what happened. 

Check out the following for more information: 

• Three Insights to Help You Build Bridges Across Differences

• Through a Distorted Lens: How Perceptions of the “Other Side” Drive Toxic Division

• How Curiosity Can Help Us Overcome Disconnection

• Bridging Differences Quiz

• Receptiveness Quiz

• Perception Gap Quiz

• Hidden Tribes Quiz

(3) Establish mutual respect and common ground. A key element of civil discourse is showing common respect amongst the parties. One suggestion to achieve respect includes trying out the “garden salad” effect—effectively trying to imagine a person’s vegetable preference (broccoli or carrots?). You could try this with any food or preference (Vanilla or chocolate? Dogs or cats?). Focusing on these individual elements helps us to see our “opposition” as individual people rather than as “the other side.” Another key tactic for building respect is focusing on stories over reasons (e.g., “How did you come to see the issue this way?”) and sharing personal experiences. As a group, learning about one another and fostering a sense of common understanding and respect are invaluable. Stories, and, moreover, personal stories, allow members to be vulnerable with one another and to begin building empathy and perspective-taking abilities. Reminders of shared common ground are not only an important step in establishing respect, but also help to keep the conversation civil when parties disagree (e.g., “We might disagree about politics, but how ‘bout them [insert sport team name here]!”).

Check out the following for more information: 

• What Hostage Negotiators Can Teach You About Arguing Productively (Online and Off)

• 5 Steps to a Truly Open-Minded Debate

• Argue better by signalling your receptiveness with these words

• How to disagree productively and find common ground

• Sharing hopes and aspirations

• Facing History & Ourselves: Fostering Civil Discourse

• Constructive Dialogue Institute: How We Share Our Story

• Heterodox Academy Creating Connections

(4) Acknowledge power dynamics. The Better Arguments Project notes that all civil dialogues are informed by historical context and are shaped by power dynamics. In their framework, they suggest that conversation participants recognize power, highlighting that “power impacts conversation dynamics. In many spaces of civil discourse, participants are reckoning with imbalances, real or perceived.” They suggest consideration of questions such as “What are the power dynamics related to the question at hand?” or “What role does each person play in contributing to the power dynamics at play?”

Check out the following for more information: 

• The Better Arguments Project - Our Approach

• Section 7: Managing Power Dynamics 

• Facing History & Ourselves: Fostering Civil Discourse

(5) Engage in active listening. You know that feeling when you’re in a discussion waiting for your turn to talk so you start tuning out everything else that’s being said? The problem is that this is the opposite of what you want to do to promote civil dialogue; instead, experts suggest that taking an active listening approach can help you achieve the best outcomes. Some key elements of active listening during civil discourse can include: 

1. Looping: listening attentively, summarizing what you understood was important to the other person, checking if what you understood was right with the person, correcting your interpretation, and then checking again;

2. Paraphrasing: summarizing what you heard and checking in if you heard it correctly;

3. Expressing empathy: attempting to understand another’s feelings and responding with support and understanding to their feelings, regardless of your own emotional response. Heterodox Academy suggests using language such as “What is it like for you to feel so…” or “That must be difficult to feel so… how does it affect your life?” to help further explore each other’s feelings and emotions within a conversation; 

4. Body language: demonstrating you are listening through head nods, eye contact, turning your body towards the person, a relaxed posture, a lack of distractions and open facial expressions.

Check out the following for more information: 

• Active Listening

• The Better Arguments Project - Our Approach

• How to Turn a Toxic Conflict Into a Good One

• 10 Easy Tricks That Will Instantly Make You a Better Conversationalist

• The Intercollegiate Civil Disagreement Partnership Facilitation Guide

• Heterodox Academy: Intentional Dialogue

(6) Hedge your claims. Even when you’re certain about your beliefs, present your claims and beliefs as changeable at the start. By doing so, Monica Guzman articulates, this “gives you room to revisit and rearticulate them as you let them mingle with others’ beliefs… and encourages others to loosen up, as well.” What does hedging look like? Hedging words include those such as “can,” “could,” “may,” “might,” “seem,” tend,” “likely,” “generally,” “seldom,” “often,” “occasionally,” “presumably,” “probably” “some,” and “others.” Essentially, hedging words indicate that you recognize that there is the possibility that there might be some cases where your beliefs might not be true or in which valuing the other side’s belief could be understandable or even valid (see what I did there?). 

Check out the following for more information: 

• How to Stay Open and Curious in Hard Conversations

• Can You Talk the Talk? See how receptive your language is. 

• Hedging: a trick to making your arguments more persuasive.

• How to use hedging to make nuanced claims

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(7) Make the goal about understanding and learning, not about winning. Key ideas here are that rather than aiming to “win” a debate, discussion, or argument, we must change our goal towards trying to better understand the perspectives of those we’re debating, discussing, or arguing with. Certainly this is not an easy task, and a good dose of curiosity, open-mindedness, and intellectual humility are needed.

1. Open-mindedness: be willing to investigate and take on the opposing perspective. The Dignity Index suggests using key phrases to try to help draw out another person’s perspective, such as: 

1. “Can you tell me more about that?”

2. “Let’s figure out what we disagree on; it can’t be everything.”

3. “I want to hear what you think.”

4. “Can you tell me what I’m not getting?”

2. Curiosity: ask questions, particularly follow up questions. People who ask questions are more liked by their conversational partners, and questioning makes conversation partners more willing to listen to you. The Constructive Dialogue Institute suggests three types of questioning: 1) questions to help understand (e.g., “What is the heart of the matter for you?”); 2) questions that seek out unexpected answers (e.g., “What surprised you most about [topic]?”); and 3) questions that ask about a person’s thought process (e.g., “I’m curious about what led you to that idea. Can you explain?”). When all else fails, a simple “What did you mean?” said with curiosity can help the conversation to continue flowing. 

3. Intellectual humility: practicing intellectual humility means questioning your own opinions and viewpoints, accepting that you might be wrong, and being willing to change your opinions. Someone who is intellectually humble says they don’t know if they don’t know. How can you become more intellectually humble in conversations? Actively try to prove yourself wrong. Play Devil’s advocate. Argue against yourself. Acknowledge the complexity of an issue, noting that an issue is not black and white, but perhaps shades in between. Intellectual humility might sound like: 

1. “I don’t know.” 

2. “I truly feel pulled in different directions about this issue…”

3. “This is a tough one for me. Sometimes I think… and sometimes I think…”

Check out the following for more information: 

• The Better Arguments Project - Our Approach

• Dignity Phrases

• People Will Like You More If You Start Asking Follow up Questions

• To Bridge Divides, We Might First Need to Agree on Language

• What Does Intellectual Humility Look Like?

• Intellectual Humility: How to Cultivate It

• Intellectual Humility Quiz

• How to Stay Open and Curious in Hard Conversations

• Five Practices to Foster Constructive Dialogue in Your Classroom

• How to Turn a Toxic Conflict Into a Good One

• Good Questions for Great Gatherings

• Constructive Dialogue Institute Conversation Simulator 

(8) Focus on issues, not individuals. The more a person engages in specifically calling out other individuals, the more likely they are to become defensive and to dig into their pre-held assumptions and beliefs. The goal is to avoid making people feel shamed and to instead focus on criticizing and critiquing people’s arguments and ideas, rather than individuals themselves. The Starts With Us movement refers to this idea as being “soft on people” but “hard on issues.” 

Check out the following for more information: 

• Starts With Us: Make It A Habit: Be Hard on Issues But Soft on People

• Graham’s Hierarchy of Disagreement

(9) Embrace ambiguity. Civil discourse requires us to accept that no one group has all the answers. The Ohio University Center for Ethics and Human Values notes, “Civil discourse requires that we acknowledge that the truth can be many-sided and elusive: we often disagree about what key concepts mean, how to evaluate the relevant evidence, and how to weigh competing values against each other. Civil discourse therefore requires that we embrace the principles of fallibilism—that human beings often get things wrong—and pluralism—that people of good will often reach different conclusions.” Again, Starts With Us describes this process of discussion and problem solving as building a bridge– everyone must contribute building blocks to make the bridge stand. 

Check out the following for more information: 

• Ohio University Center for Ethics and Human Values

• Starts With Us: Make It A Habit: Adopt a Problem-Solving Mindset

• National Coalition for Dialogue & Deliberation Engagement Streams Framework

• Heterodox Academy: HxA Way

Together, we hope that these resources and guidelines can help you have civil discussions in difficult circumstances. We know, though, that we’ve only touched the tip of the iceberg. If you have other tips, please leave them in the comments section below.

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.

by Danny Mucinskas

Throughout our lives, we will meet countless individuals and be exposed to the stories of thousands of other people through mass media. The relationships that we develop, whether direct interpersonal relationships (such as a deep friendship or family bond) or parasocial relationships (such as being a fan of a celebrity) can have profound effects on our values, identity development, decisions, and actions. Consider:

• What types of relationships in your life have influenced you in positive and negative ways? 

• Is there a particular person or persons who shaped who you are today? 

• Have you held this role for someone else in your life? Do you think you’ve helped shape who they are in positive ways? 

In various lines of qualitative work carried out by The Good Project, related to both the way that adolescents navigate the world and how adults conduct their professional lives, we have often focused on two specific types of influential relationships. Research participants have spoken about:

1. Role models. These are people who others often seek to imitate or emulate based on some characteristic, behavior, or set of achievements in a particular field. People often find them to be inspiring and to represent something that they seek to accomplish themselves and are described as “looked up to.” While people often have a direct relationship with their role models (e.g., an older sibling), it is also frequently the case that role models are widely recognized individuals who may not know the people who are emulating them (e.g., a widely known author).

2. Mentors. These are people who others look to for guidance. Unlike role models, mentors (e.g., a teacher or a close colleague in a leadership position) are by necessity always known well to those they are advising, who are often seeking to follow in their footsteps. Mentors are often people who have experience or knowledge of a particular domain and can provide their mentees with support or feedback that can be actively used towards achieving the goals or ambitions of the mentee.

From research, we know that having role models is important for a variety of reasons. For example, role models are often responsible for increasing motivation towards goal achievement (Morgenroth et al., 2015), for setting examples of how one wants to work (particularly in parental role modeling; Wiese & Freunde, 2011), and can even inspire others to make bold decisions like starting a company (Bosma et al., 2012). Role modeling is also potentially associated with the development of character strengths (Johnson et al., 2016), with advancement of values like multicultural harmony (Onyekwuluje, 2000) and has been found to influence certain health outcomes (Yancey et al., 2011). 

Similarly, mentorship is also tied to a variety of positive outcomes and is often important in directly transmitting interpersonal support. In the health professions, mentorship models are relied upon for the sharing of knowledge, values, and emotional encouragement between older and younger members of the workforce (Henry-Noel et al., 2018), while mentors who embodied a “Close Connector” relationship model were found in one study to be most beneficial for youth outcomes (Austin et al., 2020). In the business world, 75% of executives say that having a mentor has been important to their careers, and 90% of workers with professional mentors are happy at work. It is clear, then, that across the lifespan, a relationship with a mentor can assist people in growing their skills and reaching their potential.

The demonstrated benefits of finding role models and mentors prompts all of us working in education to help young people to cultivate and maintain these types of relationships. From The Good Project’s years of investigating and speaking to individuals about these relationships, we have developed several insights which may not only be helpful for educators but also for adults as they do their work across the lifespan.

• We are all members of a multitude of communities, whether the city or town where we live, schools, families, workplaces, hobby groups, and more. We can each find and connect with mentors or role models in any one of these environments or circumstances. In an educational context, by allowing students to choose personally meaningful role models or mentors from any arena of life, the likelihood increases that students will make choices that represent a diversity of voices and identities. Thinking expansively about who might be a role model or mentor reduces the reliance on easy answers or moral paragons who might often be held up as exemplars but who may seem one-dimensional or out of reach (e.g., Mother Teresa, George Washington).

• No mentor or role model is perfect, and there may be a temptation for all of us to find one singular individual who possesses a multitude of admirable qualities or who is in exactly the right position to provide future career advice. Instead of looking for one individual, we have learned that it is possible for people to engage in “frag-mentoring.” Frag-mentoring is the concept that we can have several mentors at once, dependent on their qualities and their areas of expertise. For example, one might choose a senior colleague at work as a mentor for their tenacity and wisdom, even if they aren’t always someone who displays warmth as a friend, and also have a religious leader as a mentor for their spiritual devotion and community leadership, even if they aren’t always organized. The counsel or example of each one of these individuals might serve different purposes in particular circumstances, dependent upon one’s needs.

• Negative examples can be equally as powerful as positive ones. While the definitions of role models and mentors we offered above presuppose positive interactions or a desire to mirror, the opposite may also be true. People who don’t embody the expectations or qualities we value in others, such as a micromanaging boss or a noncommittal family member, can still be instructive from an opposite vantage point. What is it about these individuals that encapsulates what we don’t want to be like, and could their example serve as an “anti-mentor”?

• Concrete and direct action can come from mentorship or role model imitation with planning. Identifying individuals worth emulating as role models or interacting with as mentors is a first step, but the qualities or goals that make these people inspiring and worthwhile exemplars should be specifically named. Naming the qualities of a role model specifically or the goals that a mentor can support can be a tool for intention-setting and getting down to the particulars of what might be productive and life-changing about these relationships. For institutions like schools and workplaces, defined programs can also make mentoring concrete, such as a guest speaker series or a peer mentoring program.

While these insights may help a general audience think about mentors and role models, it can simultaneously be difficult to identify boundaries on who is a suitable individual to fulfill those roles. Notably, in forthcoming data collected by The Good Project, students (primarily secondary schoolers) were asked in an at-home reflection activity to identify multiple exemplars of “good work.” Analysis of their responses revealed that youth are already drawing on both close (e.g., family) and distant (e.g., celebrity) role models and that the qualities they admire in these individuals also cross a variety of complex dimensions of character strengths, including intellectual, moral, and performance character. Yet while these findings are encouraging, students often spoke of business leaders who have questionable scruples (e.g., Elon Musk) as people worthy of imitation as role models. 

While we believe in the idea identified above (that no mentor or role model candidate is perfect), every individual represents a complicated totality of decisions, experiences, and interactions with others and the world. As a project that believes in excellence, engagement, and ethics in human pursuits, The Good Project’s stance is to encourage the choice of mentors and role models who embody convictions and virtues with universal appeal, including common good, equity, empathy, perspective-taking, and sustainability. To complete the three-dimension framework of “good work” that is at the center of our project, leaders who are excellent and engaged in their pursuits must also be ethical.

Some further resources related to role models and mentors that you could explore are:

• Our sets of activities related to mentors and role models.

• Nobel Prize in Mentorship?, a blog post by Lynn Barendsen about the power of mentoring relationships.

• The Making of a Professional, a blog post by Howard Gardner that touches upon the way that models can assist professional development.

• Good Work and How It Happens, a blog post by Arlene Pang about becoming a teacher and how mentorship played a role in her experience.

• This list of role model resources compiled after conversation with teachers. 

• Two dilemmas touching on mentorship: Mentorship at a Distance and What’s a Mentor?. 

By Shelby Clark

A few weeks ago, I attended the “Character through Communities” conference at the University of Alabama in Tuscaloosa, Alabama—“Roll Tide!” (as I learned to say while I was there). This was my first time in Alabama and really my first time anywhere in the “Deep South” barring southern Florida (which, I think, many would argue doesn’t count). This conference, facilitated by the University of Alabama, the Hope Institute, and Samson University, was held in order to help educators, academics, administrators and others think more about how we can facilitate character education in schools, with a particular focus on the role of relationships and communities in fostering student character. What were some take-aways for all who care about fostering character or social emotional learning in students?

1. We are cultivating character in children, not assuming that character is something children innately have or do not have. Educators, administrators, researchers, parents, and more are planting the seeds and creating the right conditions in the gardens for students to grow into people of character. Clifton Taulbert, the opening keynote speaker, civil rights activist, and author of Eight Habits of the Heart, stated that “we can all be cultivators, we can all do something to make a difference [in the lives of children.].. Don’t remove yourself from the system.” 

Keynote speaker and character scholar Marvin Berkowitz called upon the Hebrew saying “tikkun olam” or “to heal the world,” explaining that educators have an “ethical obligation to improve the world, to make it a better place.” He said, “We are in the world changing business.” Rather than a garden, Berkowitz compared schools to a petri dish. If we want schools to be places where children’s character can flourish, then we need to be providing the right nutrients for character to grow. 

2. Administrators should create a school culture focused on character. One presenter insisted that administrators have a responsibility to create the school culture, and in particular a school culture focused on character. They asserted, “Principals have to carry the flag.” In particular, the conference emphasized that principals have to be role models of character, in essence “walking the walk” rather than “talking the talk.” In a later panel of school leaders, one leader mentioned that a school’s culture should feel like the building “is giving you a big hug.” 

The administrators furthermore emphasized that creating a culture of character in schools is not about making quick changes, but rather about small changes over time. One speaker referred to the book Atomic Habits, which talks about how small, 1% changes can add up over time to give you extraordinary results; it is the same with school cultures. Administrators need to celebrate their small wins and look at failures as opportunities for growth. Marvin Berkowitz similarly commented that administrators and educators need to “Dream big, think small, and act now.” 

Ideas suggested for how to focus your school culture on character included:

• Make sure you have a structure and a plan regarding how to implement character in your school - “Just talking about it is not enough.”

• Keep in mind that one size doesn’t fit all.

• Provide protected time for character education (e.g., a character education class, advisory, etc.).

• Secure resources for character education.

• Discuss character education with staff and other stakeholders (e.g., in meetings).

• Be intentional in your hiring and team selection (e.g., do they model character?).

3. Define your character education core values. Several of the presentations throughout the conference pointed out that there needs to be greater focus on defining and understanding core values. One presenter mentioned that, if a school team tells him that they want to help form productive citizens, his follow up questions include, “1) Do you have an operational definition of what a productive citizen is?; 2) Do you have initiatives to get to that?; and 3) How are you measuring that your students are getting there?” Drs. Ted Savage and Hank Staggs, keynote speakers, noted that having a common language regarding core values across a school system allows students to know that the expectations will look exactly the same in each of their classrooms. Ultimately, such uniformity helps erase confusion and makes more time for learning. Drs. Brendan White and Tanya Crockett likewise found that shared, common language around character is a staple of Character.org National Schools of Character.

Ideas suggested for how to define core values included: 

• Everyone makes a list regarding which values are most important to them. Once those lists are narrowed down to the top values of the group, everyone is asked to describe each value, and these definitions are compared in terms of overlap.

• Begin with an existing framework of values (such as that of the Jubilee Centre for Character and Virtues). Have your staff and faculty narrow these down to their most important values, then have the parent community narrow these values down, then have your students narrow these values down again in order to find your final core values. 

• For younger children, ask them to vote for the behaviors they might prefer, rather than which values they prefer (see picture). 

Assessment of elementary age students’ core values, presented by Ted Savage and Hank Staggs,

4. In the words of Marvin Berkowitz: “Relationships, relationships, relationships.” Clifton Taulbert noted that during his childhood growing up poor in the South, he had a variety of “porch people” in his community who felt responsible for him and helped him achieve success. He described one aunt who stood on her front porch every morning in order to hail down the school bus so he could go to school— otherwise it might have passed by. Taulbert quoted Former Supreme Court Justice Sandra Day O’Connor, who said, “No one accomplishes anything alone.” State superintendent Eric Mackety further remarked that “children are children,” pointing out that they all want hugs, they all want adults to ask them how they’re doing, and they want to be able to ask adults how they’re doing. 

Ideas suggested for developing relationships included:

• Creating teacher-run interest-based clubs that students can join. Teachers are then passionate about running these clubs and can share their passions with students and develop relationships with them.

• Engage in icebreakers, such as showing each other something you care about on your phone.

• As in this video, print out school rosters and have the entire staff write down how much they know about each student in the school.

• Create a “house” system to build relationships amongst students. 

• Have every classroom or homeroom adopt an adult in the building. 

5. Involve ALL of your stakeholders. Without the involvement of staff, faculty (or “staffulty,” as one presenter called them), parents, and students, several presenters pointed out that it is hard to fully implement character education in schools. One administrator emphasized, “if you haven’t made relationships with your bus drivers, you need to do that!” Marvin Berkowitz noted that administrators should approach their role as one of servant leadership towards their staff and faculty, adopting an attitude of humility, forgiveness, gratitude, empowerment, foresight, stewardship, bravery, and noble purpose. He joked, “If you are a servant leader and help every teacher in your school become the best teacher they can be, then you [administrators] can sit in your office and play Angry Birds all day.” 

Ideas suggested for involving stakeholders included: 

• Conduct individual check-ins with staff.

• Visit local stakeholders (e.g. with parents at the local playground). 

• Involve parents and community members in defining a school’s core values.  

• Establish a parent advisory for the principal, allow everyone to add agenda items, and, in particular, make sure that at least one of the agenda items is about character education.

• Add staff members to the school leadership team.

• Create student ambassadors.

• Offer character oriented professional development for stakeholders.

• Empower your stakeholders and honor their voice.

• Allow character education at your school to become a collaborative project. 

Of course, these are not the only ways to ensure children grow in their character, but they certainly offer some ways to get started when thinking about adopting a whole school character model. 

For more information about adopting a whole-school model of character education based on The Good Project’s core ideas and concepts, visit the link here. Let us know what your school is doing to implement character education efforts in the comments below!