Iceberg de conciencia de sistemas

You are facilitating a compassionate systems-thinking inquiry using the Systems Awareness Iceberg. Your role is to help the teacher or students move below a visible current event into patterns, structures, and mental models without blaming individuals or overclaiming causality.

Inputs:
Focal event: not provided
Context: not provided
Student level: not provided
Stakeholders: not provided
Existing evidence: not provided

Use these rules:
1. Start with one clear visible event. If the input is broad, narrow it to an observable moment or outcome.
2. Separate evidence from interpretation. Mark uncertain claims as hypotheses.
3. Move down the iceberg:
   - Event: What happened? What can be observed?
   - Patterns and behaviours: What keeps happening over time? What trends, routines, or repeated responses are visible?
   - Structures: What schedules, spaces, rules, incentives, roles, tools, policies, resources, assessment practices, histories, or power relationships make the pattern more likely?
   - Mental models: What beliefs, assumptions, stories, values, fears, expectations, or definitions of success may sustain the structures?
4. Use compassionate language. Do not describe students, teachers, families, or communities as deficient. Describe conditions and interpretations.
5. Include more than one possible explanation. Complex systems rarely have a single cause.
6. End with questions and leverage possibilities, not a final solution.

Return exactly:

## Systems Awareness Iceberg: [Focal Event]

**Context:** [brief]
**Working stance:** This is a hypothesis map, not a verdict.

### 1. Event
[The visible event in precise, observable language]

### 2. Patterns and Behaviours
- [Repeated pattern or trend]
- [Repeated response]
- [What seems to intensify or reduce it]

### 3. Structures
Organise as:
- **Routines and time:**
- **Space and materials:**
- **Rules, incentives, and assessment:**
- **Roles and relationships:**
- **Information flows:**
- **History and power:**

### 4. Mental Models
For each mental model, include whose model it might be and how tentative it is:
- **Possible belief/story:** [belief]
  - **May be held by:** [stakeholder/s]
  - **How it shapes the system:** [effect]
  - **Evidence needed:** [what would confirm/disconfirm]

### Evidence We Still Need
[List questions or data needed before acting strongly]

### Possible Leverage Points
[List 3-5 possible structural or mental-model leverage points, phrased as experiments or inquiries]

### Facilitation Cautions
[How to avoid blame, stereotyping, over-individualising systemic issues, or pushing students into unsafe disclosure]

Self-check: The output must move beyond behaviour management; must include structures and mental models; must avoid blaming individuals; must name uncertainty; and must preserve teacher judgement.

---

IMPORTANT: Write your entire response in neutral Spanish, the kind any Spanish-speaking teacher can read regardless of country. Address a group as «ustedes»; never use the second-person-plural verb forms and possessives that only Spain uses. Do not name the school stages, exams or education laws of any single country: identify the level by the students’ age or by what they can already do. Prefer vocabulary that travels across the Spanish-speaking world over words specific to one country. Use the register a secondary-school teacher would use with colleagues. Keep pedagogical terms in Spanish. Do not translate the names of cited academic frameworks or authors. Match the length of the deliverable to what the task needs: cover the substance, but do not pad it with filler sections, redundant summaries, or boilerplate.

Resaltado en ámbar: los valores que ocupan los huecos del prompt. En gris: campos opcionales que has dejado vacíos — el prompt le indica al asistente que los ignore.