The Brave Like Bronson puppet team has had a busy school year. Many students had the opportunity to learn inclusion through these puppets. Brave Like Bronson’s unique personality puppets greet the students during the early hours of the school day. They make sure the children receive a hand signal of ‘high 5’ or a ‘good morning wave’ as the students enter the school to start their morning. What a great way to start any child’s day! They start preparing the minds of these children for what is in store for them during the puppet performance. We can only explain it as a big pep rally of learning while having a fun time through the visit of the Brave Like Bronson team.
The personalities of the puppets (Ms. Smith, Carter, Allen and Joy) engage each child through imagination as they teach them about friendship with a special needs child. The interaction with each child is important to the Brave Like Bronson puppet team. To see the smiles and to hear laughter from the students is what makes the puppets personalities come even more to life.
Each student is asked to make a ‘Get Well’ card that is delivered to hospitalized children through the ‘Bags Of Hope’. The Brave Like Bronson puppets enjoy receiving these creative cards from the children after they have enjoyed the puppet show. Carter, Allen, Joy and Ms. Smith always leave the schools with dancing and smiling students whom have enjoyed every moment of the puppet team visit. As a bonus, each child is able to go home with their personalized, “I AM BRAVE” certificate, but it is the puppets reward to witness each child’s happy face while teaching the students about inclusion.
See pictures of this visit & a video of Principal Mathis recommending Brave Like Bronson for schools.
The Brave Like Bronson puppets are on the move! What excitement it is to see each child’s face as they are introduced to the Brave Like Bronson puppet team. Joy, Carter, Ms. Smith and Allen. Of course, these four have their own unique personality as they grab the children’s attention in a witty way while teaching about inclusion.
It was a bright, warm spring afternoon in Florida when my friend Heather pulled into our driveway bringing my daughter, Maeleigh, home from school. Our carpool includes Maeleigh and her two best friends, Lilly and Amelia. Unexpectedly, Lilly turned to Heather and stated very simply and honestly “I am scared of Bronson.” Amelia then proceeded to say, “Yes, I think he is weird.” Maeleigh was devastated, unable to understand why her best friends would feel this way about her brother. But their honesty is appreciated and understood. They are children looking for answers, and yearning to understand this distinction. Lilly and Amelia spend a lot of time with Bronson, as they are Maeleigh’s best friends. In that moment, my friend Heather was at a loss, somewhat unsure how to respond.