TESTIMONIALS
“The Limbic story is well written. The children like the pictures, the characters and they can relate to the story. The PAWS poster is very useful and I have displayed it in the class- the children are reminded of it.”
“Using Limbic they are more aware of the link between the brain and emotions..”
“The children in my Y2 class loved the story book being read to them and they also chose to access the book independently during free reading sessions. They found the story and illustrations engaging and relatable.”
“Since these sessions I have observed children who would not usually put their hand up to answer a question take a visible pause and big inhalation before answering a question. Other children are keen to share that they have also used it before doing something by taking more than one breath. We now also use tummy breathing exercises as a whole class after every lunch time break as a method to calm down before our afternoon sessions. ”
“We have a dog-shaped treats tin which is now nearly full, so soon it will be time for a treat!!
“I found the bone booth was a great way to tap into the children's thoughts prior to starting the day/lessons and it helped prepare me for the way the lesson might go”
“I loved the PAWS technique and have used it in lessons other than PSHE to settle the class and prepare them for thinking time.
- The feelings board and collage was a great cross curricular piece of work and created a display that we are referring to in class, especially after difficult playtimes.”
“I read the story to the children as part of our PSHE sessions. Children talked about their feelings including: sadness of their hamster dying, sadness when a friend didn't want to play with them any more, scared of the dark, scared of asking questions in class, worried about having no-one to play with at playtime, worried about having an accident (wee) in class, scared of a person they live with, scared about asking their parents to help them.”
We will continue to reflect and return to Silly Limbic throughout the year so we can keep him well trained. The children clearly enjoyed the book and it gave them a strategy of how to cope with difficult situations. Simply brilliant!”
“The story is lovely, the illustrations are wonderful and overall the story captured the interest and attention of the children. The language used was age appropriate. I also really enjoyed the discussion that this book led to.”
“It’s really nice that it links to a story. It allows the concept of mental health to be spoken about naturally.”
“Well done for creating a wonderful story that tackles a difficult concept to teach young children. The resources are well matched to the book. “
“After reading through them all I focused on story feelings and naming feelings as this is an area that the children need to focus. But the best part was the discussion during the book read about their worries and how they feel. Recognising the feelings and what they do already to try and overcome. Also that everyone experiences these feelings and that they are ok. “
“ I loved that the lesson ideas made them think of other feelings like hurt and loved as well as happy and sad, as they tend not to talk abut these feelings as much,
“I really loved the activity where they had to match up all the photos and the feelings as some children don’t realize what that feeling physically looks like,
“I loved it and will definitely be using it again!”
“I loved the PAWS technique and have used it in lessons other than PSHE to settle the class and prepare them for thinking time.
- The feelings board and collage was a great cross curricular piece of work and created a display that we are referring to in class, especially after difficult playtimes.”
“I noticed they developed more emotional literacy in terms of being able to explain how they are feeling, especially after playtime arguments..”
“Some similarities with SEAL resources we currently use, but because Silly Limbic has a book basis, it is more contextually relevant to a Y2 child. Would use it again next year.”
“Thank you. I intend to continue to refer to it across the year as the 'shorthand' in terms of emotional language/images is really useful ,especially for children who are struggling to understand their own feelings.”
“The book was easy to read and kept the children engaged intently, right until the end of the story.”
“One of the children mentioned their inner dog the following day, so the awareness to relate the story to oneself as a 5 yr old was evident. The coping mechanism was really good for the children.”
“The MP3 really does have you building your own tree house/safe place. It is excellent!”
“The lessons were great ideas and the resources are good to accompany. “
“Overall this is a fantastic tool through which to develop resilience and emotional development. I'm really impressed and will look to use this and would recommend it to others also. I really believe that the author is on to something that could make a huge difference to children”
“I undertook the book and lesson plans with a Primary 2 class in Scotland. The children really connected with the characters, we even painted our own big characters for the wall!”
“The book stimulus promoted lots of great discussion even with children as young as 5 and 6. The pupils talked openly about feelings and were able to identify and explain big and little feelings.”
“By the end the pupils had a good grasp of positive actions, interactions and thoughts. They still refer back to these several weeks after we chatted about it in class. We even used a doggy theme for our Classroom Charter this year!”
“The pupils particularly liked playing the feelings charades games and loved making up their own 'Happy boxes' to bring in to show others!”
“I would really like to thank you for providing me with the book and allowing me to use your resources. Definitely one I would use again - it was a great topic to start off with a new class.”