That which you write is simply as important as just how you organize the blackboard. It will help center the category and brings the lesson in focus. The blackboard is the most visually centered piece of equipment open to a teacher. So why wouldn’t you ensure it is as user friendly as you can?
Ways to use the blackboard
Start with writing the date and the lesson agenda on the board. Ensure it is your teacher organizer. For each lesson, keep a running listing of three or four objectives or goals. This list seems like this. 1. checking homework, 2. reading a tale, 3. write about your preferred quote 4. summing up.
Write approximately the time you wish to invest in each activity. It will help focus students. Whenever you finish a task, check it well. Thus giving the lesson continuity and progress. Some such as the feeling of knowing “in advance” what they’re planning to learn. Try to appeal to the visual layout by utilizing lots of colorful markers/chalks each lesson.
Organizing the Board.
Write the goal or purpose of the lesson always on trading high so that can see. For the way large your board is, you will need to look at the aspects of the lesson. It is far better utilize a larger section of the board for the main content while the minor and detail points which come up, have them on the one hand, perhaps in a box.
Consider what should take up the most space
Writing everything isn’t helpful, creates too much clutter and consequently, doesn’t help students focus on the main part or perhaps the bulk of your lesson. Brainstorming is really a main a part of how you can begin my lesson but attempt to vary it with opening activities based on the class keeping in mind your objectives for the lesson. You can even keep an ongoing vocabulary list or even a helpful chart on the one hand for the lesson. You should see the things for you personally along with your objectives.
What else goes on the board?
It depends on the main a part of your lesson. The overall rule of thumb of any lesson, is always to connect the two areas of your lesson: the beginning (or pre) although (or middle – main a part of your lesson) and the same goes for chalkboard use. Students need to begin to see the connection. You can always vary your posting, or sum up activities frontally without the board range since the information has been written already and the students understand the information. Inside a reading lesson as an example, you’ll have the prediction questions inside a table format and on the right, students must complete the information after they’ve read the text. You should use colored markers appropriately to connect both stages: prediction or guessing and confirming their answers.
Various other 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 much better.
Give students time to copy. Don’t erase too quickly.
Have blackboard monitors or helpers. Kids want to erase the board!
The blackboard can also be a section of the learning process. Students love to play teacher.
Every so often, consider the board from a long way away from your student’s perspective. What’s appealing or motivating? What needs improving? What’s helpful what is actually not?
Five minute board games.
Erasing the board. Give students a few momemts to “photograph” a listing of words or phrases 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 to “photograph” it. They spell the phrase from memory.
Blackboard Bingo. This can be used for virtually any class for any learning item.
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