Brady’s teacher often talks with other teachers about which of the UnthinkaBots are in her brain and she is having fun teaching the kids and learning about herself. Brady and the other kids love imagining the tricks that the UnthinkaBots play on others and the adults love seeing their excitement for learning. The bad news is that the teaching jumped to learning about the UnthinkaBots’ and their powers. They are just beginning to learn about their own super flexible powers using the Superflex Curriculum. The good news is that Brady and his class just finished lessons related to storybook one in the Superflex series ( You are a Social Detective!). Brady’s behavior during this time is usually described as distracting and frustrating for the teacher, adults in the room, and other students. Unfortunately, this mismatch in academic abilities means that Brady is engaged, focused, and usually has good participation in science but is equally unengaged, seen as disruptive, and avoidant during most language arts lessons. In the classroom, Brady has strong interests and shows relative strengths in science and math compared to challenges in language arts. He receives a little extra support for social skills outside the classroom once a week. Superflex and the UnthinkaBots (formally called Unthinkables) are one fun and motivating way to think about our own self-awareness and self-regulation while mindfully teaching our students as well.īrady is an active and adventurous nine-year-old who spends the majority of his time in a general education classroom with 31 other kids, one teacher, one educational assistant, and one parent volunteer. Teachers, clinicians, and parents sometimes need to work on their own self-regulation as much, or even more, than kids.
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