Educator Spotlight - Shafaq Irshad

Shafaq Irshad

Beaconhouse Jauhar Campus Karachi

Karachi, Pakistan

About Shafaq Irshad                                                               

I am Shafaq Irshad, an experienced educator specializing in O & A levels Global Perspectives and Research. My career bridges both the IT and educational sectors, granting me a comprehensive understanding of technology and pedagogy. I hold an MPhil in Educational Leadership and Management, which has equipped me with the expertise to lead and innovate within the educational landscape. For the past seven years, I have been associated with the Beaconhouse School System.

Throughout my professional journey, I have had the privilege of working in all provincial capitals of Pakistan, gaining a wealth of diverse experiences and insights into the nation's educational dynamics. I am deeply passionate about making a positive societal impact, as reflected in my dedicated work on projects for acid burn survivors, visually impaired students, environmental concerns, and advocating for street children. These initiatives are particularly close to my heart and underscore my commitment to fostering inclusive and supportive educational environments.

With a profound passion for education and advocacy, I strive to inspire and empower my students, encouraging them to embrace a global perspective and engage in meaningful research. My goal is to nurture thoughtful, informed individuals who are prepared to make a difference in the world.     

How did you learn about The Good Project lesson plans? 

Beaconhouse School System, known for its pioneering initiatives in the educational sector in both Pakistan and internationally, decided to engage in a research program. They offered an equal opportunity to all teachers within their network to participate. Among numerous applicants, I was one of the ten teachers selected from across Pakistan to take part in this research endeavor. Our school showed its support by announcing our selection on its official website.

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?

Together with my Principal, Dr. Nadia, we decided to introduce lesson plans in the Grade 9 Global Perspectives classroom. A group of 15-17 students enthusiastically participated in this research, demonstrating their commitment to the project.

As the research progressed, the students began to find enjoyment in exploring topics related to their values and beliefs. They started to distinguish between mere work and impactful work, delved into concepts like the 3Es, Rings of Responsibilities, and Dilemmas, and actively engaged in selecting their mentors. Most importantly, they grasped the profound significance of ethical responsibilities on a deeper level.

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

Several memorable moments unfolded in the classroom during our project. The dilemma discussions stand out as some of the most profound conversations the students engaged in. Another impactful activity was the "Value Sort" exercise conducted in the computer lab. Initially perceived as a quick task, it turned into a reflective journey for the students as they earnestly evaluated their values, prioritizing which ones were most significant to them.

The "Mentor and Mirror" activity was equally thought-provoking. Through this exercise, students identified the attributes of their mentors and contemplated how they could embody those qualities themselves. These moments sparked deep reflection and introspection among the students, fostering personal growth and development.

Finally, students began to reflect on whether their efforts in the classroom constituted "good work" or if they were merely going through the motions of completing tasks. They pondered whether their work aligned with the principles of the 3Es - excellence, ethics, and engagement. This introspection encouraged them to strive for meaningful contributions and to understand the significance of ethical responsibility in their academic endeavors.

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

From their experiences with the lesson plans, my students are gaining a multitude of valuable insights and skills. Firstly, they are developing a deeper understanding of their own values, beliefs, and ethical responsibilities. Through activities such as dilemma discussions and the value sort exercise, they are learning to critically evaluate their priorities and make informed decisions based on ethical considerations.

The lesson plans are fostering a sense of empathy and social responsibility among the students. Activities like the mentor and mirror exercise prompt them to consider the attributes of exemplary individuals and reflect on how they can embody those qualities themselves, thereby nurturing their capacity for empathy and leadership.

Overall, the lesson plans are providing my students with a holistic educational experience that goes beyond academic knowledge, equipping them with essential life skills, ethical principles, and a sense of social responsibility that will serve them well in their future endeavors. 

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

Before other teachers begin teaching the lesson plans, it's essential for them to familiarize themselves thoroughly with the curriculum and objectives of the Good Project Lesson Plans. This includes understanding the key themes, concepts, and learning outcomes that the lesson plans aim to address.

Additionally, teachers should be prepared to create a supportive and inclusive classroom environment that encourages open dialogue and critical thinking. The lesson plans often involve discussions on complex topics such as ethics, values, and social responsibility, so it's crucial for teachers to facilitate these discussions respectfully and effectively.

I would advise teachers to join the Community of Practice on Slack and thoroughly review all supplementary materials provided there. Teachers can connect with fellow educators who have successfully implemented these lesson plans in their classrooms. Additionally, the Good Project team offers exceptional support and guidance, both collectively and on an individual basis, ensuring teachers have the necessary assistance to effectively implement the lesson plans.

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?

The students are learning valuable lessons that I believe will stay with them long after they leave the classroom. One significant change I observe is in the way they approach choices and situations, both in school and in their personal lives. Through discussions and activities focused on ethical responsibilities, values, and critical thinking, students are developing a heightened awareness of the impact of their decisions on themselves and others.

I see them becoming more thoughtful and deliberate in their actions, considering not only the immediate consequences but also the broader ethical implications. This newfound awareness influences their behavior in various aspects of school life, from how they interact with classmates and teachers to the choices they make in their academic pursuits.

Furthermore, I notice a shift in their approach to challenges and dilemmas. They are more inclined to engage in constructive dialogue, seek multiple perspectives, and consider ethical considerations when confronted with complex situations. This enhanced critical thinking and ethical reasoning not only benefit them academically but also equip them with valuable life skills that they can apply in their future endeavors and contribute positively to society.

What is good work for students?

Understanding the concept of "good work" is crucial for my learners both now and in the future for several reasons. Firstly, it fosters a sense of personal responsibility and accountability. By discerning what constitutes "good work" and striving to achieve it, students learn to take ownership of their actions and understand the importance of integrity and excellence in everything they do.

Moreover, grasping the meaning of "good work" helps students develop a strong work ethic and a commitment to quality and excellence. Rather than merely completing tasks for the sake of completion, they learn to approach their work with diligence, intentionality, and a desire to make a meaningful contribution.

Understanding the concept of "good work" also cultivates a sense of purpose and fulfillment. When students recognize the value of their efforts and the positive impact they can have through their work, they are motivated to pursue endeavors that align with their values and passions, leading to greater satisfaction and fulfillment in their personal and professional lives.

Furthermore, in an increasingly complex and interconnected world, the ability to discern "good work" becomes essential for navigating ethical dilemmas and making responsible decisions. By internalizing the principles of ethics, integrity, and excellence, students are better equipped to address challenges and make ethical choices in both their personal and professional lives.

Overall, understanding the meaning of "good work" empowers my learners to lead purposeful and ethical lives, make meaningful contributions to their communities, and thrive in an ever-changing world.

What’s “Fair” in Children’s Play? The Development of I, we, and they in Different Cultures

By Yvonne Liu-Constant

Children all over the world play together, and more often than not, they fight over toys. What do adults do when conflicts arise, and how do they teach children to resolve them? How does the teaching and learning of conflict resolution shape young children’s understanding of themselves in relation to others in the group, and foster their sense of “I” “we”, and “they”?

In early childhood classrooms in the US, children are typically encouraged to “share” and “be fair.” To resolve conflicts, adults teach children to talk and negotiate about ways to divide toys, take turns, or trade one preferred toy for another. The underlying value is that “fair” means “equal rights” – each individual child gets a say in how to share the toys equally.

Children's understanding of fairness evolves over time and is influenced by both cognitive development and sociocultural contexts. As children’s cognitive abilities develop, so does their moral reasoning. Piaget’s stages of moral development and Kohlberg’s stages of moral reasoning are the most widely recognized efforts to document how children’s understanding of rules and fairness becomes more sophisticated with age. The ability to take the perspective of others, which typically develops during the preschool years, is crucial for understanding fairness. Children who can better consider others’ feelings and viewpoints are more likely to act fairly. In other words, as young children develop beyond the “I” perspective into “you” and “we,” they are more capable of being fair. 

In addition, the way children perceive and practice fairness is significantly shaped by their interactions with parents, teachers, and peers, as well as by cultural norms. While fairness is valued in most, if not all, cultures, there are differences in what is considered “fair” based on cultural emphases of “I” and “we.” Individualistic cultures emphasize personal autonomy, individual rights, and self-reliance. Members of such cultures often prioritize personal goals over group goals and value independence and personal achievement. In the individualistic culture of the US, when conflicts arise during children’s play, adults help children negotiate fair shares that respect the equal rights of individuals.

In comparison, collectivistic cultures emphasize group harmony, family and community cohesion, and interdependence. Members of such cultures are more likely to prioritize group goals over personal goals and value cooperation and social relationships. At the Good Starts project, we have been consulting with people from different cultures in an effort to understand how children develop a sense of self in relation to others in groups. Here are three anecdotes about conflict resolution that offer cultural insights.

The older child yields to the younger

In China and Taiwan, the concept of 讓 rang or yield is the default strategy for conflict resolution. When children fight over toys at home, adults would typically say to the older child, “You’re older, you need to yield to the younger and let them have the toy.” According to Sing-ying Chung, an early childhood educator in Taiwan, the strategy of yielding is also commonly applied in mixed-age classrooms, where the teacher would further explain to older students, “You are the big sister and big brother in this class. You are more capable, so you are responsible for taking care of the little brothers and sisters.” 

Xin Xiang, a Harvard Graduate School of Education graduate, currently a faculty member at Beijing Normal University, shared an experience of her daughter who, as young as 2.5 years of age, could follow rules of turn-taking and sharing when adults around her share the expectation. However, when extended family members with more traditional values are around, her daughter learned to take advantage of being the youngest, grabbing toys without asking and expecting others to yield to her. These outcomes often counteracted Xin’s attempt to raise her child to negotiate for fair share and turn-taking.

Rang, or yielding, is rooted in Confucian philosophy. This long-surviving system of thought and action emphasizes that everyone occupies a specific role in the hierarchy, beginning with the family. Those in the lower ranks of the hierarchy (son/daughter, younger sibling, student, employee) respect the higher ranks (parent, older sibling, teacher, boss), while the higher ranks strive to be benevolent leaders (仁君 ren jun) and take care of those in the lower ranks. Being a big sibling is, developmentally, one’s first task in life of being benevolent, and yielding is taught as the strategy. The idea is: you were once the youngest and everyone yielded to you. Now that you are older and more capable, you have the responsibility to yield and take care of those who are younger. This is considered “fair” because the older care for the younger while the younger respect the older, and the harmonious “we” is more valued than the equal rights of “I.” The structure of the collective is maintained, where all the individuals behave according to their roles in the hierarchy based on benevolence.

The One Child Policy in China resulted in a generation without siblings, limiting opportunities for children to learn and practice yielding at home. To counteract these effects, early childhood educators in China have taken on the mission of teaching young children how to share and interact with peers, placing an emphasis on social development at school. The One Child Policy ended in 2015, and its long-term effects are still being observed.

One big bucket

Iris Ponte, an early childhood educator in the Boston area, shared an observation she made while conducting research at a Japanese preschool. The sandbox in the preschool’s playground was a popular spot to play, but the toys were a source of conflict. One boy in particular was often at the center of conflicts - he demanded the best toys and grabbed what he wanted from others. To help resolve the conflicts, the teachers offered more toys so that the children did not have to share, yet they continued to find new things to fight over. Observing the situation, a veteran teacher offered her advice, “One big bucket is what they need.”

The next morning in the sandbox, all the toys were put away except for one big bucket. As the children arrived, the boy who was usually the center of conflict immediately declared, “This bucket is mine!” He kept the bucket to himself and went to work, filling it with sand using his bare hands. Soon he realized he couldn’t do it alone, and so he asked other children for help. Before long, a group of children worked on filling the bucket together, and when they succeeded, they cheered! Then it came time to tip the bucket over. The boy exclaimed, “I will do it by myself!” yet he was not able to. Again, he had to ask other children for help, and when they succeeded in tipping over the heavy bucket together, they erupted into another big cheer!

By taking away all the toys and leaving only one big bucket, the thoughtful veteran teacher fostered a sense of group by creating a need for “we,” which helped each “I” find their purpose in the group effort. Fairness is not about each individual having an equal share, as the less experienced teachers tried to do by offering more toys, but about the group uniting under a superseding goal and forming a bond as a collective. 

What do you need the toy for?

The Opal School, a charter school in Portland, Oregon, collaborated with Project Zero on the Inspiring Agents of Change project. A goal of this work was to identify the learning conditions that support inventiveness in early childhood and primary schools. The project explored inventiveness in social-emotional as well as other realms of development. In a learning moment documented on video, a small group of young children were engaged in pretend play using pebbles, loose parts, and little plastic frogs at the water table. One of the children had fewer frogs than others and complained, “Not fair!”

As is typical in schools in the US, the children negotiated. What differed was the  response of the Opal School teacher – instead of guiding the children towards equal shares, she encouraged the child who complained to talk to his peers and ask: What do you need the frogs for? What are you planning to do? The questions got the children talking about their ideas for playing. When one of the children explained that he was planning to build an underwater playground for all the frogs, the children got excited! As they each pushed frogs into the middle of the water table, they happily collaborated on this new idea.

Here each “I” was respected, their ideas fully heard, eventually forming a “we” with a negotiated, shared purpose. Teaching practices like these created a culture in the Opal School that went against the grain of the mainstream, individualistic culture of the US, valuing the relationships built in the collective as well as the individual rights of children.

Conclusion

Children develop their sense of self in relation to others in a group in the contexts of their school and home cultures. The cultures we happen to have grown up in likely have an emphasis on individualism or collectivism, but the cultures we foster for children as educators and family members do not have to be limited as such. What can we learn from other cultures’ values on individuals, relationships, and groups?  How can we foster a new, inventive perspective of “I”, “we”, and “they” in young children, so that the  next generation can think, feel, and act beyond the “I”? These are some of the questions we ponder at the Good Starts project. We would love to learn about your experiences and ideas. Please comment below!

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

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.”