Empowering Fourth Graders

There was a buzz on the Lower School playground during recess one day in late January. A group of fourth graders was brainstorming ways to celebrate additional cultural events at school. They were inspired by the Lunar New Year festivities: vibrant red and gold lanterns blanketing campus; trivia games, tug of war and Jianzi; a taiko drums concert; and a traditional lion dance. Word spread, and the idea quickly gained momentum. In a remarkable display of leadership and initiative, it was decided the first step to make this happen was to schedule a meeting with Head of Lower School Briony Chown.

“They were so excited and motivated,” shares Ms. Chown. “They thought the Lunar New Year celebrations were amazing and wanted to do the same for the holidays their families observe. I explained that a lot of work goes into these events. The Chinese Heritage Families committed a tremendous amount of time and resources to bring the celebration to the whole school. Fourth graders have been learning how to be leaders this year, and leaders have to be able to work to make a change. We could do it, but we’d have to do it together. This would be student-driven. We would support them and make it possible for them to do it.”

Once they got the green light, students researched upcoming holidays and surveyed the Lower School to determine which cultural celebrations were recognized within the community. They recorded the data in a spreadsheet, which was analyzed, visually presented through line and bar graphs, and used in their decision-making process. Most of the collaboration happened during recess or after school. Still, the timing was right for the fourth-grade teachers to incorporate the project into their math unit on data and analysis. They integrated it into the curriculum by aligning it with lessons on research and presentations too. 

“We helped with the logistical coordination,” explains Grade 4 Educator Sam Hemphill. “But the kids were the ones who made the decisions. They really took ownership of it.” 

“They considered many factors in choosing which holidays to celebrate,” shares Grade 4 Educator Conor Foley. “It was up to them to interpret the data, and they wanted to find the most equitable way to represent as many identities as possible.”

“It was a good thought process in analyzing data,” shares Grade 4 Educator Josephine Shieh, “because they discussed choosing a holiday that the majority already observes or one that’s less popular. They wanted to make the most impact.”