The method develops connectedness by giving children physical space and time to interact with each other during lessons (which accounts for the majority of school time), not just during breaks. They do not just sit at their own desks but see and feel that they are part of a larger community. 

Valuing people is built in most effectively through the rule that they must listen to each other within the group, agree on a common message, and at the same time, respect separate opinions. respect differing opinions. When they see that a different idea can also be legitimately included on the poster without causing any harm, they learn that difference is not a defect, but a value.

The Gallery Walk organically teaches children the basics of democratic participation, which is a very important part of the valuing people skill, and vice versa. Since every group’s or individual’s work is displayed equally in the room, children experience equality. Everyone has the right to their own opinion, to “vote” (stick a post-it), and to express their thoughts. They learn that every voice matters in a community, decisions (feedback) must be made together, but the minority opinion (separate opinion) also has a right to exist and a visible place in the system. 

For a 6-7 year old child (first or second grader), speaking in front of the whole class is often scary, which makes shy children stay quiet. However, the “walking” micro-community of 3-4 students gives them a safe, low-risk safety environment. In this close, private space, even the shyest child is braver to share their ideas with their peers. If the group accepts and jointly posts their idea on the poster, it gives them confidence for speaking in larger communities later on. 

In summary, the technique clearly develops mainly the valuing people skill but also the connectedness.