---
title: "Consejos para maestros: Estar \"en el momento\" con niños"
description: "Estar \"en el momento\" con niños"
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---

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# Consejos para maestros: Estar "en el momento" con niños

 septiembre 12 2019 by [Guest Blogger](https://info.teachstone.com/blog-en-esp/author/guest-blogger)

- [Consejos Para Entrenadores](https://info.teachstone.com/blog-en-esp/topic/consejos-para-entrenadores)
- [Consejos Para Maestros](https://info.teachstone.com/blog-en-esp/topic/consejos-para-maestros)

![](https://info.teachstone.com/hs-fs/hubfs/Untitled%20design%20(16).png?width=519&height=300&name=Untitled%20design%20(16).png)

*Estamos emocionados de tener el blog invitado de Sara Beach para nosotros hoy. Como antigua entrenadora de personal de Teachstone, con frecuencia presentaba temas como Ayudando a maestros con los apoyos educativos, a través de enfoques activos de aprendizaje de adultos. Ella ha sido maestra de bebés y niños pequeños, directora de centro de interés, especialista en educación, mentora e instructora de educación de primera infancia, y su mayor honor ha sido apoyar a los maestros.*

Para estar al tanto y aprovechar al máximo las interacciones que tiene con sus alumnos, debe ser capaz de estar "en el momento" con ellos en el aula. Un libro recientemente publicado por NAEYC titulado [Potentes interacciones](https://www.naeyc.org/resources/pubs/books/powerful-interactions) sugiere que para que los maestros amplíen el aprendizaje de los niños, primero debemos "estar presentes" con los niños. Esto significa ser lo suficientemente conscientes de nuestros propios pensamientos y emociones como para poder ajustarlos y sintonizar con los pensamientos, necesidades y emociones inmediatas del niño.

Esta no es una tarea fácil, especialmente durante actividades ajetreadas en el aula. Para enfocarse en el momento, los maestros tienen que dejar de lado deliberadamente pensamientos sobre a) lo que acaba de suceder; b) lo que sucedió el día anterior o esa mañana; c) lo que tienen que hacer a continuación; d) cómo deben prepararse para más adelante; y e) lo que sienten sobre XYZ.

Aquí hay algunas estrategias para ayudarlo a mantenerse presente.

1. **Identifique conscientemente su propio estado y el del niño.**

- *Me siento \_\_\_\_\_ en este momento.* 
    - ansioso, preocupado, apresurado, interesado, enojado, impaciente, etc.
- *Este niño está \_\_\_\_\_ en este momento.* 
    - aburrido, ocupado, comprometido, con timidez, etc.
- *Este niño se siente \_\_\_\_\_ en este momento.* 
    - asustado, ansioso, confiado, emocionado, etc.

1. **Identifique sus metas y las del niño.**

- *Mi meta u objetivo de aprendizaje para este momento es: \_\_\_\_\_.* 
    - lograr que el niño use palabras para responder mi pregunta, alentarlo a pensar y usar el razonamiento para comprender mejor la historia, mantener el control del aula, etc.
- *El objetivo del niño en este momento es: \_\_\_\_\_.* 
    - llamar la atención, gastar energía, conectarse conmigo, divertirse, etc.

1. **Reconozca las disparidades entre sus propios objetivos y los del niño o los niños para adaptarse rápidamente.**

- *El conflicto entre la meta del niño y mi meta es: \_\_\_\_\_.* 
    - Quiero que los niños clasifiquen los osos de colores, ellos quieren una fiesta de osos, tal vez pueda infundir la idea de clasificación en la fiesta, etc.

1. **Identifique cuándo los niños se desconectan y emplee estrategias para volver a involucrarlos.**

- *¿Qué tan comprometido está el niño en este momento? \_\_\_\_\_.* 
    - emocionado de participar, aburrido, reticente, etc.
- *¿Por qué el niño no está interesado en este momento? \_\_\_\_\_.* 
    - Mi lección es demasiado rutinaria; estoy hablando demasiado; el niño está teniendo dificultades para relacionarse con lo que estoy hablando; esto está más allá de su entendimiento; esto es demasiado fácil, etc.
- *¿Cómo puedo hacer esto más interesante? \_\_\_\_\_.* 
    - Podría hacer más preguntas; podría usar ejemplos reales y cercanos; podría incorporar algo de música o movimiento, etc.

1. **Preste atención a lo que un niño puede estar pensando y sigue sus señales.**

- *¿Qué sabe el niño de lo que estoy hablando ahora? \_\_\_\_\_.* 
    - Ha visto esto en televisión; ha experimentado esto en casa; puedo notar que está conectando esta idea con algo que ha visto antes, etc.

1. **Adapte su retroalimentación según sea necesario para ayudar a dar forma al pensamiento y la comprensión del niño:**

- *Estamos analizando el hogar/estufa, y él quiere contarme sobre su casa. Necesito aclarar lo que quiero decir con "hogar" en este contexto.*
- *Cuando le pregunté por qué creía que la araña hizo esa telaraña, dijo: "Porque quiere volar realmente rápido". ¿Quizás está pensando en El hombre araña? Necesito preguntarle en qué está pensando y por qué dijo eso. Podría darle más información sobre los arácnidos frente a los superhéroes.*

Reflexionar sobre lo que otros maestros están haciendo en este momento puede ayudarlo a inspirarse para reflexionar sobre sus propias prácticas. Un gran lugar para comenzar a obtener ayuda con el proceso de observación y reflexión es la Videoteca de CLASS y el Kit de herramientas de debate de CLASS. La utilización de video para capturar, reflexionar y utilizar sus propias interacciones momento a momento es un componente clave del exitoso modelo de coaching MyTeachingPartner ™ (MTP ™). Descubrimos que, si puede observarse en la cinta y analizar sus interacciones con la lente de CLASS, comenzará a comportarse de forma más deliberada a la hora de participar en los indicadores y marcadores de comportamiento específicos de CLASS.

---

Originalmente en ingles: [https://info.teachstone.com/blog/teacher-tips-being-in-the-moment-with-children](https://info.teachstone.com/blog/teacher-tips-being-in-the-moment-with-children)

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