Effective board use

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EFFECTIVE BOARD USEEFFECTIVE BOARD USE

ContentContentI.I. IntroductionIntroduction

II.II. Division and decorationDivision and decoration

1. Keeping it as it is1. Keeping it as it is

2. Dividing it into two parts2. Dividing it into two parts

3. Dividing it into three parts3. Dividing it into three parts

III. Preparation and moralityIII. Preparation and morality

IV. WritingIV. Writing

V. Classroom interactionV. Classroom interaction

VI. ErasureVI. Erasure

VII. SuggestionVII. Suggestion

VIII. ChecklistVIII. Checklist

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I. I. IntroductionIntroductionHow can teachers use the board to How can teachers use the board to help their students in learning help their students in learning process? Generally, methodologist process? Generally, methodologist view board as a very effective view board as a very effective study tool as it plays important study tool as it plays important roles in helping students achieve roles in helping students achieve their learning.their learning.

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II. Division and Decoration

Board is said to be used as an effective facilitator in the classroom for putting the language items on. So, everything, what to do, where to put, is supposed to be clear enough. This is why teachers sometimes need to divide the board into parts. However, the divisions vary according to kinds of lessons as the following:

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1. Keeping it as it is

Sometimes, as long as you keep your writing clear and tidy and you know where to start, where to end, it is theoretically not necessary to divide the board maybe the lesson does not need that. What it needs is “big, clear writing, straight lines, etc.”

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Example:

15/9/09 Book: Cutting Edge

ElementModule: 8 FACT OR FICTION Page:68

Vocabulary-Cartoon (n): ………………….e.g.: ……...…………………………………………………………………………-To be romantic: ……………….e.g.: …………………………………………………………………………………

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2. Dividing it into two parts

Sometimes you need to divide your board into two parts as needed. Then so that you can arrange things neatly on the board by starting from the left or the right, you may begin to write something in a good order as they appear in the lesson. To keep students clear what you are writing, you erase thing side by side or from part.

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Example:26/01/2010

Unit 2 To Be e.g. I am a boy.

She is a girl

Verb to be: It………a table.

They……….students.

I am

He

She is……………………………………………

It

We

You are

They

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3. Dividing it into three parts

If your objectives vary, you can still divide your board into three parts and put things in a good order and right place. It goes like this, on the board there are three columns—two small on the side and a big one in the middle.

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We may use the left hand-side one to store new words and not erased until the end of the lesson, and the right-hand side to put some unexpected words asked by students, drawing, etc. and erased consequently. So, the bigger one is used for the main title or the steps of the lesson, etc.

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Example:

New Words 26/01/010 Unexpected Things

Past Simple

I. Positive:

e.g.

.....................................................................

…………………………………………………

…………………………………………………

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III. Preparation and Morality

To use the board more effectively and advantageously, teachers may have to prepare things in or on time. That is, if teachers have something which will take long time to put on the board, then they can come to the class earlier and prepare things they want to teach before students come so that they do not waste the students’ time.

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Respectively and/or carefully, if your class is shared by another teacher, you keep the board clean before you leave the class. Being like this, you can also keep your mistakes from being seen.

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IV. Writing

The letters should be big and clear enough for the back sitters to see.

V. Classroom Interaction

No matter how attentive your students are, you will not want to turn your back to them for long period of time. Stand with your body at a right ankle to the board as much as possible.

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If you are speaking to your class while you are writing or drawing, you will naturally increase your voice.

If you need to concentrate on what you are doing at the board, assign students an activity to do at their desks so that they have something more to do than simply watch and do nothing.

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VI. Erasure

When you complete a board activity and start a new one, erase the entire board, not just enough for your immediate needs. Board leftovers can be very confusing to students.

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VII. Suggestion

Using a board well is skill which can be developed and all teachers should consider whether their board work can be improved. Here are a few suggestions on how to make your use of the board as effective as possible.

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☺ Write clearly and in large enough letters for everyone to see from all parts of the class.

☺ Don’t jot words or phrases down at random all over the board.

☺ Generally avoid speaking at length while you are writing on the board with your back to the class.

☺ If you ask the students to copy something you have written, stand or sit well away from the board wait quickly for them to do so.

☺ Don’t use colors which don’t show up well on the board.

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☺ Stand in away that do not hide the board haft facing the board and haft facing the class, with the arm fully extended.

☺ Write in straight lines.☺ Talk as you are writing. Teachers say aloud

what they are writing, phrase by phrase. To involve the class even more, they could sometimes as students to suggest what to write (e.g. what is the next word?; How do you spell that?)

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☺ Board drawing should be as simple as possible, showing only the important details. It is not necessary to be a good artist to draw successfully on the board-stick figures is commonly used.

☺ It is important to draw quickly, so as to keep the interest of the class. It also helps teachers to talk as they draw.

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VIII. Checklist:

You can evaluate yourselves by reflecting on your work on the board. In order to achieve this, you can ask yourselves such questions as the following:

1. Is your board work well organized? (or Is your board a mess by the end of your lesson?)

2. Is your writing readable?

3. Can you write reasonably quickly on the board?