# Teacher words, with a quiet text route

All quoted prompts can be read, printed or signed by a suitable communicator. A scribe records the learner's choice without choosing for them. Never use a student's body, background or emotional reaction as class evidence.

| Day | Brief prompt and quiet alternative |
| --- | --- |
| 1 | “What is actually on count 3? What could it suggest?” Quiet: underline fact, circle inference. |
| 2 | “Which count changed? What might the path direct us towards?” Quiet: point to count 2 and write one possible reading. |
| 3 | “Same places, different arrival. Where does time change?” Quiet: shade the duration strip. |
| 4 | “Does the mover approach or orient to the object?” Quiet: move two tokens or draw an arrow. |
| 5 | “Use G's new score; make one purposeful change and cite it.” Quiet: print task and give independent time. |
| 6 | “Is this a mirror, a reorder or a return sooner?” Quiet: label the operation beside each count. |
| 7 | “What relation can a viewer actually see?” Quiet: place an OBJECT card or write ‘at F’. |
| 8 | “What repeats; what contrasts?” Quiet: annotate P then Q and P then P without sound. |
| 9 | “Who made this work, and what use is permitted?” Quiet: write one rights question from first-authority metadata. |
| 10 | “Use H's new score. Which evidence supports your possible reading?” Quiet: independent response before key. |

If anyone chooses physical movement, introduce only a safe locally approved option after warm-up and space check. No learner is required to explain why they choose another route.