All Modules 23-If i were an astronaut - Module 2 | Page 6

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As teachers, how can we facilitate these ways of communicating without being us the
ones who guide the thematic?
Exchanging the role of the teacher to that of the participant in the development of the topic,
modeling the language for thinking, giving time so that the student may process what he wants to
reveal, using diverse provocations that invite the student to express him/herself, and finding a
real and genuine interest for wanting to know what our students think and the process through
which they arrive at the ideas the generate.
When the teachers are able to project this real interest on the student´s ideas and processes, the
students feel that their ideas are valued and almost immediately begin a process of more active
and varied communication.

Suggestions by Ages
NOTE: It is important to clarify that the suggestions of the younger ones add up to those of
the older ones.
1’s
•

Give value to each mental movement, expression, or gesture from the child

•

Document with photos, visiting them and placing emphasis on them.

•

Model movements from the comprehension map and the language for thought

2’s
•

Give the child the opportunity to express his/her ideas in several ways (e.g. make a
drawing instead of writing)

•
3’s

Carefully listen and observe the children’s forms of communication