Testimonials

Response to Puppets in Education Programs:

“You may be aware that our town was in the national spotlight last summer when one of residents kidnapped and murdered his niece. The perpetrator’s daughter is our student and we have become extremely conscious of how we present any information regarding child safety… Your staff was responsive to our particular situation and needs and we are very appreciative of your efforts. The troupe did an excellent job working with our staff to prepare for the event, meeting with our school nurse, school counselor and me. Your materials were organized and easy to use. The presentations were age appropriate and engaging for all of our students.” – Principal

“After your program we worked on encouraging vs. discouraging words and tone of voice. The students kept referring back to the Seven Friendship Tips. Instead of going quickly through something, students began to get the attention of the peer who is on the autism spectrum, and the use short sentences that our student could understand. As we worked on giving people choices, this student shared that this was very difficult for him. Peers accepted him and helped him with challenging tasks.” – Teacher

“Your presentations are so important – they empower children by teaching them valuable skills to reach out for help. The abuse prevention skits also teach compassion and understanding for children who may have a friend who has experienced abuse. Following the skits, I was transporting a student to a therapy appointment and he began singing lyrics he learned, ‘My body is my body…..’ then states that the skills he learned from the puppets were going to ‘help me talk to my counselor today’ about an experience he had witnessing inappropriate touching between peers.” – Teacher

“Instead of looking at the ‘deficits’ children with autism have, my 4th grade students began to focus on their ‘gifts.’ One student on the autism spectrum was able to tell stories to the class and everyone appreciated his natural talent. During oral reading time, this student was chosen often because he had such a great voice when he was reading. This was a child who was hardly ever chosen before.” – Teacher

“Individual interaction with the puppets was an exceptional idea. I noticed some students who normally don’t converse, interacting.” – Teacher

“Since this presentation, I have had two disclosures of sexual abuse by female students that were both investigated and substantiated by the authorities. Because of this, these two students are now safe and secure. In addition, this program has opened up a lot of discussion from many students in regard to domestic violence that they are viewing between others in their homes. It has given them permission to verbalize the fear that they experience during these times of crises and to ask for help if they need it.” – Teacher

“I had a call from a Mom who’s 7 year old son has a type of MD. The wheelchair for school just came. The child is in tears and the school is asking the Mom and child to explain to the class about his degenerative disability. Mom feels that she and her son cannot do this. I suggested that maybe your puppets could come to the school and explain it to the class with one of your programs. – Teacher

“The presentation you so willingly modified to fit our school circumstances (Bullies and School Safety) was a great success for our 7th and 8th grade students. It gave them a wealth of information as well as allowed for a gentle confrontation on behaviors they themselves do that are actually bullying behavior. Coming to that realization is a difficult thing for students of this age group. We were delighted with the presentation and the outcomes following the presentation. The aspects that were particularly relevant were the stand-up-and-participate activities that followed the puppet demonstration. The students had strong reactions to ‘walking across the line’ when they could answer the question at hand in the affirmative. Students that may have been more on the target side of bullying found out that they are not along in their concerns about why they are targets and how there is true strength in numbers. This was a jumping off point for a junior high wide intervention around bullying, school safety and peer relationships. It was invaluable to us to have the students hear the initial message from professionals outside of our school staff.” -School Counselor

“Very nice. My son has autism and does not speak, but he focused on the show.” – Parent

“The tips were great and simple. I think the tips will go a long way in helping our kids understand differences in others.” – Teacher

“In today’s world it is so important to teach our children empathy and respect for each other. Opportunites to learn about cultural and physical differences are limited in our small rural school. Your presentations provide the necessary venue for us to recognize and discuss these topics. The programs become more than a one day visit. The topics are reinforced throughout our curriculum the entire year.” – Teacher

“I can think of MANY adults who could use this presentation! It could be a great teaching tool for new para-educators and teachers as well as for parents of newly diagnosed ASD (Autism Spectrum Disorder) kids.” – Teacher

“Your presentations are so important – they empower children by teaching them valuable skills to reach out for help. The abuse prevention skits also teach compassion and understanding for children who may have a friend who has experienced abuse. Following the skits, I was transporting a student to a therapy appointment and he began singing the lyrics he had learned, ‘My body is my body…’ then stated that the skills he learned from the puppets were going to ‘help me talk to my counselor today’ about an experience he had witnessing inappropriate touching between peers.” -Support Staff

“Excellent presentation – having the schedule board at the beginning was the best way to capture their attention and set the stage for learning… it is so important to let kids know what they should look for and what they’ll learn. The seven tips with pictures worked in the same way – I’ll want my own classroom set now. This was the best puppet show I’ve seen in my career of 15 years.” – Teacher

“Some of the students who chose to participate are old hands at being on the stage. Others, however, took this on as something new and totally out of their comfort zone. One student lives in a violent home, another spends most of his time “being too cool” to participate in school activities, while another struggles with a speech problem which makes her hard to understand. These students came together as a team in order to provide their school with an assembly on an important and relevant topic. During the training, your staff included the students in discussions and activities that helped them to better understand the definitions and impact of things like teasing, rumors and exclusion. You were focused on bringing out the best in our students.” – Teacher

“I was very impressed and I learned a lot about autism that I was unaware of. I loved how you pointed out behavior that each of us have that is the same/serves the same purpose as people with autism.” – Teacher

“Information presented was very relevant to all students with disabilities not just ASD. I have a student with Down syndrome and this info was a great review for my class – how to talk/play with her!” – Teacher

“I would like to thank you for coming to our school with your puppets and showing us how to deal with the bully. I really think your skirt was a great follow up to the book and play on The Revealers that we just finished. Your play cemented that information into our heads. I think some kids were still ignorant to what bullying really was. Now those people are thinking about how they can stop bullying. Thank you very much for coming to our school and giving a very nice presentation on bullying.” – Teacher

“As a mom (and teacher) of a handsome boy with ASD – I was so pleased to see the focus stay on friendship and not as much on difference. So often presentations try to educate others about ASD through explaining the “corky” traits of ASD. You have a refreshing, caring approach.” – Parent

“I was meeting with two students last week. One of them walked in and said ‘I didn’t have any breakfast.’ (with a smile on her face). That opened up a discussion of how she’s feeling about herself and weight: wanting to go on a “diet.” The other student reminded her of some things they had learned in the KOBVT Body Image skit! It was a great teachable moment.” – Teacher

“The older students who watched the HIV presentation actively listened and asked appropriate questions. The program stressed abstinence and responsible healthy choices. Parents staff thought the information was accurate and age appropriate. I was pleased that abstinence was stressed and it was made clear that THAT is the only way to prevent AIDS in our young people.” – Teacher

“During one simulation game presentation, I noticed one student in particular (who has been known to pick on another student with autism). He was really paying attention to the presentation and answering questions throughout. I think this presentation started to open his eyes.” – Teacher

“Thank you for your wonderful performance on physical and sexual abuse prevention. Much of the information you presented to our students was new knowledge. Teachers expressed surprise at how little their students knew about keeping themselves safe. The presentation is based on sound research and agrees with my knowledge, experience and instruction and accomplished an increased awareness among our student population.” – Teacher

“Children seemed much more deliberate in their word choices and conversation with our student who is autistic.” – Teacher

“The sixth grade students enjoyed the simulation game and the fact they could practice hands-on during the presentation. This enabled them to feel everything in person and demonstrate what they are learning instead of the format of sitting and listening only.” – Teacher

“I want to let you know what an impact the bullying puppet show had on some of my students…A group of five 5th grade girls asked if I could help them work out a friendship problem…three said they were being bullies and didn’t know it was bullying. They expressed concern over their behavior and the effects on the other girls. Apologies were offered and accepted and agreements were made that clubs and excluding other wasn’t OK and shouldn’t happen….this wouldn’t have happened without your informational puppet show bullying! We have a group of much happier 5th grade girls thanks to you!”
-Teacher

“I wanted to personally thank you for choosing (name) for your Artist in Residency on Bullies & School Safety. It could not have been more timely for him as he has been experiencing some bullying at home from his bigger brother. I am encouraging (name) to find his own way and this was one way he could do that. It was a perfect place for the kids to learn the core citizenship values that they will carry with them into the rest of their education – and into their lives.” -Parent

“The content of the Friend2Friend programs fits in with our focus on diversity, acceptance of differences, inclusion of all students and healthy friendships. Excitement, enthusiasm, and joyful expression continue to come from the students when talking about the programs.” – Teacher

“Following the program we did have several students come forward to disclose abuse in their homes. Before the program we did have several students come forward to disclose abuse in their homes. Before the program they thought this was normal behavior or that it was their fault, but after seeing the puppets they knew what to do and who to tell. Our Guidance Counselor has been following up on these reports including some to DCF.” -School Counselor

“The kids could really relate to self regulating behaviors. I don’t think the kids think that self regulating behaviors are odd anymore.” – Teacher

“I am an interventionist and my student has autism. One of the students who does not have autism was able to better understand what his classmates are going through. I think it is really important for general ed. kids – to have an understanding of autism so they can better understand what their classmates are going through and be empathetic and befriend them. With more autistic children being mainstreamed this is really important. You did an awesome job! Please continue!!” – Teacher

“Thank you for coming to my school. I liked your performance. The best thing was the activities. Like the one where someone was being bullied and they had to come up with a way to brush it off or deal with it. I also liked the one where you wouldn’t let a girl from our class join your group when you were dissecting frogs. Everyone just turned on you! I learned a lot about bullying. You’re a good example for other kids.” – Students