For many reasons, straightedge and compass have been regarded as the classic construction tools of geometry since Euclid's Elements. With increasing experience, their use becomes decoupled from the direct construction activities with straightedge and compass. If this decoupling process is not given space in geometry lessons, there is a risk that pupils will not recognise the underlying structures and will not be able to use individual standard constructions in a meaningful and relevant way to solve geometric questions. The article would therefore like to start before this abstraction process and focus on different construction methods in order to show how the respective construction could shape the view on the geometric object. The interplay of different construction methods in geometry lessons can create opportunities that can be beneficial for both conceptual and language development in geometry lessons.