Fiona Williamson: the Puppet that got Children Talking

Fiona Williamson lives in the Anoia region of Barcelona, Catalonia, and works as an English conversation specialist in several primary schools. Recently, she’s brought a new presence into her sessions: a puppet called Danu she created herself, now a familiar and much‑loved figure in classrooms.

We spoke with Fiona about innovation, play, and why sometimes the simplest ideas make the biggest difference.

Voices: Fiona, let’s start with you. What does a typical day in your work look like?

Fiona Williamson: Busy and unpredictable—in the best way. I move between different schools, different groups, different energies. My job is really about creating moments where English feels useful and alive, not like a subject. Conversation, laughter, small interactions—that’s where the learning happens.

"The puppet gets things wrong, forgets words, asks silly questions. The children love helping it."

Voices: People talk a lot about innovation in education. What does that word mean to you?

Fiona: I think it’s often misunderstood. Innovation doesn’t have to be big or shiny. For me, it’s about noticing what isn’t working and being brave enough to try something else. Sometimes that means letting go of control, or trusting play more than planning.

Voices: That brings us to Danu, your puppet. How did that idea come up?

Fiona: Very naturally, actually. I could see that some children clammed up as soon as an adult asked them something in English. But give them a character, a toy, a story—and suddenly they’re talking. So I made a puppet. Nothing fancy.

Just someone who could come into the room and break the ice.

"I’m no longer the centre of attention. The puppet holds the space, and I can step back. That shift is really powerful."

Voices: And what happened when Danu arrived?

Fiona: Everything softened. The puppet gets things wrong, forgets words, asks silly questions. The children love helping it. They speak more, they laugh more, and they worry less about making mistakes. English becomes a shared game instead of a test.

Voices: It sounds like the puppet changes your role too.

Fiona: Completely. I’m no longer the centre of attention. The puppet holds the space, and I can step back. That shift is really powerful. Children feel more agency, and the classroom dynamic becomes more horizontal.

Voices: How do teachers react when they see this happening?

Fiona: Most are curious at first—and then impressed. When they see quieter children speaking up, or groups negotiating meaning together, it opens up good conversations. Not just about English, but about how children learn in general.

"Play is where children feel safe to experiment."

Voices: How does this approach fit into the reality of Catalan primary schools?

Fiona: There’s actually a lot of openness here to creative approaches, which helps. The challenge is always time and pressure. What I try to show is that play isn’t extra—it’s efficient. When children are emotionally engaged, learning goes deeper and faster.

Voices: You clearly value play. Why is it so central for you?

Fiona: Because play is where children feel safe to experiment. Language learning is risky—you’re putting yourself out there. Play gives permission to try, fail, and try again. Without that, many children simply shut down.

Voices: Looking ahead, where would you like this work to go?

Fiona: I’d love to develop the puppet idea further and share it with other educators. But more than anything, I want to keep defending approaches that put relationship and joy at the centre. That, for me, is real innovation.

Voices: Finally, what keeps you motivated?

Fiona: The children. When you see a child speak for the first time because they feel safe—that’s everything. It reminds you why you do this work.