The game can also have a positive impact on building a class community: it starts with sequences performed alone, through pairs, to groups and even the whole class.

Instead of the three base words (paper, stone, scissors), other words useful in school can be introduced, referring to the language of school education and functioning in the institution (other school utensils, activities in lessons, places in the school building, etc.).

It is a game to support communication when there is a lack of common language. Putting the body into play can support the use of this channel of communication when there is a language barrier in the classroom: embarrassment, uncertainty, fear of being judged causing young people to have difficulty communicating creatively. The game shows that we can show certain words, phrases to facilitate multilingual communication.

The game can also have a positive impact on building a class community: it starts with sequences performed alone, through pairs, to groups and even the whole class.

Instead of the three base words (paper, stone, scissors), other words useful in school can be introduced, referring to the language of school education and functioning in the institution (other school utensils, activities in lessons, places in the school building, etc.).

It is a game to support communication when there is a lack of common language. Putting the body into play can support the use of this channel of communication when there is a language barrier in the classroom: embarrassment, uncertainty, fear of being judged causing young people to have difficulty communicating creatively. The game shows that we can show certain words, phrases to facilitate multilingual communication.

The game can also have a positive impact on building a class community: it starts with sequences performed alone, through pairs, to groups and even the whole class.