Everything you write is just as significant as just how you organize the blackboard. It helps center the course and brings the lesson in focus. The blackboard is regarded as the visually centered piece of equipment accessible to a teacher. So why not make it as easy to use as you can?
How to operate the blackboard
Focus on writing the date and the lesson agenda around the board. Make it your teacher organizer. For each lesson, keep a running listing of three to four objectives or goals. Their list appears like this. 1. checking homework, 2. reading a story, 3. come up with your chosen quote 4. summing up.
Write approximately time you intend to spend on each activity. It will help focus the students. Once you finish a task, check it off. This provides the lesson continuity and progress. Some just like the feeling of knowing “in advance” what they are going to learn. Make an effort to attract the visual layout by utilizing a lot of colorful markers/chalks each lesson.
Organizing the Board.
Write the aim or objective of the lesson always on the subject high so all can see. Depending on how large your board is, you will have to think about the main points of one’s lesson. It really is far better make use of a larger section of the board for your main content even though the minor and detail points which come up, keep them somewhere, perhaps in a small box.
Consider what should take in the most space
Writing everything isn’t helpful, creates a lot of clutter and consequently, does not help the students concentrate on the main part or even the majority of your lesson. Brainstorming can be a main part of how you can begin my lesson but make an effort to vary it with other opening activities based on the class keeping in mind your objectives for your lesson. You may also keep an ongoing vocabulary list or perhaps a helpful chart somewhere for your lesson. You have to see the things that work for you personally and your objectives.
What else goes on the board?
It depends around the main part of your lesson. The typical rule of thumb of any lesson, is always to connect the two areas of your lesson: the start (or pre) although (or middle – main part of your lesson) and the same is true of chalkboard paint use. Students should begin to see the connection. You could vary your post, or sum it up activities frontally with no board range since the information may be written already and the students are familiar with the data. In the reading lesson as an example, you could have the prediction questions in the table format as well as on the best, the students must fill out the data after they’ve read the text. You should use colored markers appropriately to connect both stages: prediction or guessing and confirming their answers.
Some other Blackboard/Whiteboard Tips
Space how much content. Don’t clutter your board a lot of.
Charts and tables help organize information.
Write clearly, legibly and keep the font size reasonable. Bigger is best.
Give students time to copy. Don’t erase too rapidly.
Have blackboard monitors or helpers. Kids love to erase the board!
The blackboard is yet another section of the learning process. Students enjoy playing teacher.
Every so often, look at the board from a long way away from the student’s point of view. What exactly is appealing or motivating? What needs improving? What exactly is helpful and what’s not?
Five minute board games.
Erasing the board. Give students a couple of minutes to “photograph” a listing of words or phrases or whatever points you’ve taught them. Erase the board. Ask them to recite from memory.
What’s that word? Write a 4 or 5 letter word. Give students time to “photograph” it. They spell the word from memory.
Blackboard Bingo. This can be for virtually every class for any learning item.
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