That which you write is simply as essential as just how you organize the blackboard. It helps center the category and brings the lesson in focus. The blackboard is easily the most visually centered device accessible to a school teacher. So why don’t you allow it to be as easy to use as possible?
How to use the blackboard
Focus on writing the date as well as the lesson agenda around the board. Allow it to be your teacher organizer. For each and every lesson, have a running set of three to four objectives or goals. This list appears like this. 1. checking homework, 2. reading a story, 3. write about your preferred quote 4. summing up.
Write approximately enough time you intend to invest in each activity. This helps focus the scholars. When you finish an activity, check it off. This gives the lesson continuity and progress. Some such as the sense of knowing “in advance” what they’re planning to learn. Make an effort to appeal to the visual layout by using plenty of colorful markers/chalks each lesson.
Organizing the Board.
Write the target or purpose of the lesson always on the topic high so that are able to see. Depending on how large your board is, you will need to consider the aspects of your lesson. It really is far better make use of a larger section of the board for the main content while the minor and detail points that come up, you can keep them somewhere, perhaps in a tiny box.
Consider what should take up the most space
Writing everything isn’t helpful, creates too much clutter and ultimately, doesn’t help the scholars target the main part or the almost all your lesson. Brainstorming is really a main section of ways to begin my lesson but attempt to vary it along with other opening activities based on the class remembering your objectives for the lesson. You may also keep an ongoing vocabulary list or perhaps a helpful chart somewhere for the lesson. You need to see the things that work for you and your objectives.
What else continues on the board?
It depends around the main section of your lesson. The general rule of thumb associated with a lesson, is always to connect the 2 areas of your lesson: first (or pre) although (or middle – main section of your lesson) as well as the same is true of chalkboard use. Students need to begin to see the connection. You could vary this post, or sum up activities frontally without the board range because the information continues to be written already as well as the students are aware of the information. Inside a reading lesson for instance, you’ll have the prediction questions in a table format as well as on the right, the scholars have to fill out the information after they’ve see the text. You should use colored markers appropriately to connect both stages: prediction or guessing and confirming their answers.
Another Blackboard/Whiteboard Tips
Space the amount 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 best.
Give students time for you to copy. Don’t erase too rapidly.
Have blackboard monitors or helpers. Kids love to erase the board!
The blackboard also is a section of the learning process. Students love to play teacher.
From time to time, consider the board from a long way away from your student’s point of view. What is appealing or motivating? What needs improving? What is helpful and what’s not?
Five minute boardgames.
Erasing the board. Give students a few minutes to “photograph” a summary of phrases or words or whatever points you’ve taught them. Erase the board. Make them recite from memory.
What’s that word? Write a four to five letter word. Give students time for you to “photograph” it. They spell the phrase from memory.
Blackboard Bingo. Use this for virtually every class for just about any learning item.
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