Everything you write is simply as significant as just how you organize the blackboard. It can help center the course and brings the lesson in focus. The blackboard is easily the most visually centered machine accessible to a teacher. So why not allow it to be as user friendly as you can?
Ways to use the blackboard
Start with writing the date as well as the lesson agenda on the board. Make it your teacher organizer. For each lesson, maintain a running list of 3 or 4 objectives or goals. A list looks like this. 1. checking homework, 2. reading a tale, 3. write about your chosen quote 4. summing up.
Write approximately time you intend to spend on each activity. This helps focus students. Once you finish an activity, check it off. This provides the lesson continuity and progress. Some such as the sense of knowing “in advance” what they are going to learn. Make an effort to appeal to the visual layout through the use of a lot of colorful markers/chalks each lesson.
Organizing the Board.
Write the aim or purpose of the lesson always on trading high so all can see. For a way large your board is, you will have to consider the main points of your lesson. It really is better than use a larger area of the board for that main content as the minor and detail points that can come up, have them somewhere, perhaps in a box.
Consider what must take up the most space
Writing everything isn’t helpful, creates too much clutter and consequently, doesn’t help students concentrate on the main part or the almost all your lesson. Brainstorming can be a main part of how you can begin my lesson but try to vary it with opening activities depending on the class keeping in mind your objectives for that lesson. You can even keep a continuing vocabulary list or perhaps a helpful chart somewhere for that lesson. You need to see the things to suit your needs and your objectives.
What else continues the board?
This will depend on the main part of your lesson. The overall general guideline associated with a lesson, is always to connect both parts of your lesson: the beginning (or pre) and while (or middle – main part of your lesson) as well as the same is true of chalkboard chalk use. Students should begin to see the connection. You can vary your post, or summarize activities frontally with no board range because the information has been written already as well as the students are familiar with the information. In the reading lesson as an example, you’ll have the prediction questions inside a table format as well as on the proper, students need to fill in the information after they’ve see the text. You can use colored markers appropriately for connecting both stages: prediction or guessing and confirming their answers.
Various other Blackboard/Whiteboard Tips
Space the quantity of content. Don’t clutter your board too much.
Charts and tables help organize information.
Write clearly, legibly and the font size reasonable. Bigger is much better.
Give students time to copy. Don’t erase too rapidly.
Have blackboard monitors or helpers. Kids want to erase the board!
The blackboard also is a area of the learning process. Students love playing teacher.
Every once in awhile, consider the board from distant from your student’s point of view. What is appealing or motivating? What needs improving? What is helpful and what’s not?
Five minute games.
Erasing the board. Give students a few momemts to “photograph” a list of words or phrases or whatever points you’ve got taught them. Erase the board. Ask them to recite from memory.
What’s that word? Write a four or five letter word. Give students time to “photograph” it. They spell the phrase from memory.
Blackboard Bingo. Use this for every class for any learning item.
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