Abstract

Every single child has his own thinking-pattern, which was created together with the growth of the first language learning in the very early childhood. This means that, when the children start school their way of thinking is definitively framed. In every classroom there are as many thinking-patterns as there are students. Metaphorically, the thinking-patterns of the children and the teacher react on one another, but they might part again, depending on the subjects discussed and spoken about.