What you write is equally as significant as how good you organize the blackboard. It will help center the class and brings the lesson in focus. The blackboard is easily the most visually centered piece of equipment accessible to an instructor. So why not ensure it is as user friendly as you possibly can?
How to use the blackboard
Start with writing the date and the lesson agenda about the board. Ensure it is your teacher organizer. For every lesson, have a running listing of three or four objectives or goals. A list seems like this. 1. checking homework, 2. reading an account, 3. come up with your favorite quote 4. summing up.
Write approximately time you intend to invest in each activity. This can help focus the scholars. Once you finish an activity, check it off. Thus giving the lesson continuity and progress. Some such as the feeling of knowing “in advance” what they are planning to learn. Attempt to attract the visual layout by using a lot of colorful markers/chalks each lesson.
Organizing the Board.
Write the goal or goal of the lesson always on the subject high so that all are able to see. For a way large your board is, you need to look at the aspects of the lesson. It really is far better utilize a larger section of the board for that main content as the minor and detail points that can come up, have them on the one hand, perhaps in a tiny box.
Consider what should take in the most space
Writing everything isn’t helpful, creates an excessive amount of clutter and consequently, does not help the scholars focus on the main part or perhaps the almost all your lesson. Brainstorming is really a main section of ways to begin my lesson but try to vary it with opening activities based on the class keeping in mind your objectives for that lesson. You can even keep a continuing vocabulary list or even a helpful chart on the one hand for that lesson. You have to see the things to suit your needs as well as your objectives.
What else continues on the board?
This will depend about the main section of your lesson. The general guideline of the lesson, would be to connect both elements of your lesson: first (or pre) and while (or middle – main section of your lesson) and the same applies to chalkboard eraser use. Students should begin to see the connection. You can vary this post, or summarize activities frontally without any board range considering that the information continues to be written already and the students are familiar with the knowledge. In the reading lesson as an example, you’ll have the prediction questions inside a table format as well as on the right, the scholars need to fill out the knowledge after they’ve read the text. You may use colored markers appropriately to get in touch both stages: prediction or guessing and confirming their answers.
Various other Blackboard/Whiteboard Tips
Space the amount of content. Don’t clutter your board an excessive amount of.
Charts and tables help organize information.
Write clearly, legibly and the font size reasonable. Bigger is better.
Give students time to copy. Don’t erase too quickly.
Have blackboard monitors or helpers. Kids love to erase the board!
The blackboard is yet another section of the learning process. Students love playing teacher.
Every once in awhile, consider the board from far away from the student’s perspective. What is appealing or motivating? What needs improving? What is helpful and what’s not?
Five minute board games.
Erasing the board. Give students a few minutes to “photograph” a summary of phrases or words or whatever points you’ve got taught them. Erase the board. Keep these things recite from memory.
What’s that word? Write a four to five letter word. Give students time to “photograph” it. They spell the word from memory.
Blackboard Bingo. This can be for virtually any class for any learning item.
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