Embodying Values in Learning: A Day in the Life of Park’s Fourth Graders

At Park, the values of finding joy in challenge, leading with compassion, achieving with integrity, and advocating for oneself and others are not just lofty ideals—they’re woven into every aspect of the school day. I recently visited each of Park's fourth-grade classrooms and was able to see students and teachers alike demonstrating these guiding principles.

Park’s fourth-grade classrooms are more than spaces for academic learning; they’re vibrant communities where values are lived every day. Whether through the joy of creative writing, the compassion of thoughtful correction, the integrity of precise problem-solving, or the advocacy of sharing diverse perspectives, students and teachers alike embody the heart of Park’s vision.

Finding Joy in Challenge

The morning began in Ms. Moss’s class, where fourth graders were immersed in a writing workshop. The students’ task—to craft observational pieces—felt like a game as they used similes, metaphors, and vivid descriptions to describe birds. One student compared it to a guessing game she plays with her siblings, finding delight in the creative challenge. By framing rigorous activities as enjoyable explorations, Ms. Moss exemplified how joy and challenge can coexist.

In Mrs. Leifer’s math workshop, this spirit of joy persisted as students broke apart arrays to solve problems. With aha moments celebrated and innovative thinking encouraged, math became a playground for discovery. One student’s method of breaking 18 into 10 and 8 to solve 18×718 showed that even traditional challenges could spark curiosity and excitement.

Leading with Compassion

Compassion radiated in every classroom. Ms. Moss’s affirmations reminded students that their efforts were seen and valued, creating an environment where they felt encouraged to take creative risks. Mr. Schmidt’s gentle correction of a student’s explanation during a multiplication lesson demonstrated his commitment to teaching with patience and care. By clarifying that adding a “place-value” rather than “a zero” was key, he ensured understanding without discouraging enthusiasm.

In Ms. Broley’s classroom, compassion extended to recognizing the diverse ways students learn. As students worked through problems, Ms. Broley and Ms. Wareham praised their innovative approaches and encouraged the use of the “me too” sign to foster connection. Celebrating the individuality of each student’s thinking style reinforced the importance of kindness in collaborative learning.

Achieving with IntegrityIntegrity thrived in the classrooms as teachers emphasized the importance of precision and honesty in thinking. Mr. Schmidt’s insistence on labeling units in math problems underscored the value of clear communication and accurate work. Similarly, Mrs. Leifer’s class learned the significance of breaking problems into understandable steps, a method that reinforced the importance of truthful and methodical problem-solving.

Even in writing, students were tasked with observing and describing birds based solely on facts. This exercise pushed them to rely on their senses and knowledge, demonstrating how integrity plays a role in creative and academic pursuits alike.

Advocating for Self and Others

Throughout the day, students were encouraged to take ownership of their learning and advocate for themselves. In Mrs. Leifer’s class, students chose seating that worked best for them during a mindful moment, showing how self-awareness and choice support success. Meanwhile, Mr. Schmidt reinforced the idea that one method of solving a problem might be easier for some but not for all, teaching students to honor their preferences while respecting others.

In Ms. Broley’s classroom, the “me too” sign fostered peer advocacy and shared celebration of learning. By showcasing different approaches to problem-solving, students were encouraged to speak up about their thought processes, learning from one another in the process.