Using Puppets to Re-engage Students: A Feel Your Best Self Story

“Sabrina, you can rejoin your class or I will call your mother to pick you up because you are being unsafe.” 

Sabrina’s gaze remained fixed on the same floor tile as she folded her arms tighter. The administrator was understandably frustrated. She had spent the last several minutes searching for Sabrina, who had left music class without permission and hid in a bathroom. Sabrina was also visibly frustrated – she wore a scowl on her face and it appeared that the classroom was the last place she wanted to be right now. 

As my co-facilitator introduced the FYBS lesson at the front of the room, I walked over to the back classroom door where Sabrina and the administrator were standing.  

“Can I show you what we’re going to do today?” I asked in a soft voice. 

Sabrina did not verbally respond, but also did not object.  

“After we watch a short video, we are going to each make our own puppet.” I pulled my puppet onto my right hand. Sabrina’s eyes lifted slightly to look at it. 

At this point, the introductory FYBS song played loudly through the classroom. 

“How about we watch the video together at the back table?” 

Sabrina glanced over at the table. Not seeing objection, I took a step, gesturing for Sabrina to follow. 

Sabrina followed slowly and then slumped into the chair next to me. Sabrina continued to stare at the classroom floor, but occasionally glanced up at the video with curiosity. I could see her shoulders start to relax. 

As the video neared its end, I whispered to Sabrina that I needed to teach the next part of the lesson. I asked if I could leave my puppet with her while I taught. 

She nodded, and as I started to stand, she asked, “What’s its name?” 

“Lexi,” I replied. 

I moved towards the front of the classroom and guided the class through puppet-making. Sabrina’s classroom teacher joined her at the back table. Sabrina and her teacher quietly built puppets as the classroom buzzed with creativity and excitement. I could see Sabrina continuing to relax, reaching for materials and becoming more absorbed in puppet building. I circled the room, answering student questions and inquiring about their puppets’ accessories.  

I returned to Sabrina, asking how Lexi was doing. “She decided to take a nap,” Sabrina said, patting my puppet, which she had neatly arranged for a rest. “I love your puppet,” I responded. “Does it have a name yet?” 

Sabrina thought for a moment. “Luna,” she replied. 

Sabrina continued to accessorize her puppet, trading some materials with her teacher and other students who came over to the table. Sabrina’s engagement had noticeably improved. I saw the administrator walk by the classroom, glancing in to be sure that Sabrina had transitioned okay. By the end of the lesson, I never would have guessed she had been on the verge of being sent home for unsafe behavior 20-minutes earlier.  

There is something very special about communicating with kids through puppets. In our research on FYBS, teachers have repeatedly shared examples of re-engaging their students using their puppets. One teacher explained to us, “It’s no longer me, the teacher, asking them what’s going on. It’s the puppet asking what’s wrong or encouraging them to get back to work. And it often works!” 

Although we will not be able to redirect all unsafe or non-compliant behavior using puppets, I am so grateful that it worked for Sabrina on this particular day. It made the difference between her reintegrating with her peers and remaining in school for the rest of the day and her going home alienated, agitated, and embarrassed.  

Sabrina approached me at the end of the lesson. “Lexi woke up,” she said. 

“Thank you so much for taking care of her for me,” I responded. I pulled Lexi onto my arm, and said “Sabrina, I’m so glad you and Luna were here today.”  

My story – true with names changed - highlights anecdotal evidence of some potential benefits of FYBS. If you are interested in options to more formally measure outcomes related to FYBS instruction, please see our How Do I Know if FYBS is Working?: Strategies for Measuring Outcomes Report and Measuring Outcomes Related to Feel Your Best Self: Sample Brief Rating Measures Brief.  

Jessica B. Koslouski, PhD, FYBS Research & Development Team

Identifying information about the students and educators in this blog has been changed to protect their privacy. The photo intentionally does not reflect the setting where this story took place.