---
title: Uso de acciones propias y de otras personas para mejorar las habilidades de comunicación
description: Las acciones propias y de otras personas son estrategias beneficiosas para los maestros, ya que refuerzan entornos de riqueza lingüística y fomentan el desarrollo del vocabulario.
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---

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# Uso de acciones propias y de otras personas para mejorar las habilidades de comunicación

 marzo 31 2021 by [Mamie Morrow](https://info.teachstone.com/blog-en-esp/author/mamie-morrow)

- [Consejos Para Entrenadores](https://info.teachstone.com/blog-en-esp/topic/consejos-para-entrenadores)
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- [Preguntas más frecuentes](https://info.teachstone.com/blog-en-esp/topic/preguntas-más-frecuentes)

![](https://info.teachstone.com/hs-fs/hubfs/Stock%20images/Pupils%20raising%20hand%20during%20geography%20lesson%20in%20classroom%20at%20the%20elementary%20school.jpeg?width=519&height=300&name=Pupils%20raising%20hand%20during%20geography%20lesson%20in%20classroom%20at%20the%20elementary%20school.jpeg)

En todo el país, se les pide a los maestros que están aprendiendo sobre CLASS que describan sus acciones y relaten las experiencias de los niños, a fin de apoyar y fomentar el desarrollo saludable del lenguaje. Ante este pedido, muchos maestros pueden preguntarse: “¿Las personas pensarán que estoy loco si hablo solo en el aula?”

La respuesta es “no”. Las acciones propias y de otras personas son estrategias beneficiosas para los maestros, ya que refuerzan entornos de riqueza lingüística, fomentan el desarrollo del vocabulario y, al mismo tiempo, [construyen una relación eficaz](https://info.teachstone.com/blog/5-easy-ways-to-build-authentic-and-genuine-relationships-with-your-students) entre los maestros y los niños.

¿Qué son las acciones propias?  
En las acciones propias, el maestro deliberadamente describe lo que piensa, ve, oye, toca o hace. El maestro vincula las palabras con las acciones: “Les daré un puñado de galletas con forma de animales a cada uno de ustedes. Las pondré en una pila en el medio de sus servilletas”. Esto se dice mientras el maestro reparte activamente el bocadillo, y las palabras “puñado”, “pondré” y “pila” cobran vida para los niños.

Estas acciones propias NO se tratan simplemente de hacer enunciados en primera persona, como “Mañana voy a ir de paseo al zoológico y ¡le daré de comer a la jirafa! Me encantan las jirafas”. ¿Por qué hacer este tipo de enunciados sería menos eficaz? En este ejemplo, un niño quizás no sepa qué significa “paseo” ni “jirafa”. Estas palabras se dicen de manera abstracta, y no se concretan en lo que el niño puede ver o experimentar actualmente.

¿Qué son las acciones de otras personas?  
En las acciones de otras personas, el maestro vincula las palabras directamente con las acciones o experiencias actuales de los niños. Por ejemplo, “Estás sosteniendo la cremallera y ahora la subes para cerrarte el abrigo hasta la barbilla”. El maestro se convierte en un relator deportivo, y describe detalladamente lo que el niño ve, siente o hace, y logra que las palabras sean personalizadas y significativas.

Las acciones de otras personas NO se tratan simplemente de hablar en segunda persona, como decir “Pintaste muy bien la imagen”. ¿Por qué? Porque este comentario hace referencia a algo que sucedió en el pasado y no genera una conexión más fuerte entre la experiencia del niño en tiempo real y el lenguaje que describe estos momentos en detalle y de forma memorable.

Entonces, ¿cómo se pueden incorporar las acciones propias y de otras personas en su cronograma cotidiano?  
El primer paso es seleccionar una parte de la rutina diaria en la que pueda comenzar a describir lo que hacen usted y los niños durante una actividad. Intente modelar este comportamiento mientras describe sus acciones, haga una pausa para que los niños puedan responder, ya sea de forma verbal o no verbal, y luego siga practicando este ciclo de comunicación.

¡Construya relaciones! Para comunicarse con los niños tímidos, silenciosos o [no verbales](https://info.teachstone.com/blog/providing-feedback-for-nonverbal-students), acérquese a jugar con ellos, describa las dos acciones en modo de conversación y concéntrese en los intereses del niño, sin generarle estrés haciendo preguntas ni exigiendo respuestas verbales. El niño estará expuesto a lenguaje personalizado en un contexto relajado y además fortalecerán la relación entre ustedes al compartir una actividad agradable.

Consejos para aumentar la eficacia de las acciones propias y de otras personas  
Los maestros deben usar estas estrategias con un estilo bidireccional, a modo de conversación y con cuidado de no bombardear a los niños con detalles. Sin dejar que la comunicación pierda ritmo, los maestros deben hacer pausas con frecuencia para que los niños puedan participar de forma verbal o no verbal. 

El objetivo de estas estrategias es exponer a los niños a lenguaje significativo y [fomentar el desarrollo del lenguaje](https://info.teachstone.com/blog/simple-ways-to-promote-speech-and-language-development). Para aumentar la eficacia, no hay que exigirles a los niños que respondan o imiten lo que se dice en las acciones propias y de otras personas.

A medida que vaya vinculando con más frecuencia las acciones con las palabras, esto se convertirá en una parte más natural de su rutina diaria y tanto usted como los niños disfrutarán de los beneficios de una mejor comunicación en el aula.

*Las autoras de esta publicación son Mamie Morrow y Anne Tapaszi, dos especialistas en desarrollo profesional de Teachstone.*

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