How to use the board while you teaching.

1. EFFECTIVE BOARD USE
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2. Content
I. Introduction
II. Division and decoration
1. Keeping it as it is
2. Dividing it into two parts
3. Dividing it into three parts
III. Preparation and morality
IV. Writing
V. Classroom interaction
VI. Erasure
VII. Suggestion
VIII. Checklist
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3. I. Introduction
How can teachers use the board to
help their students in learning
process? Generally, methodologist
view board as a very effective
study tool as it plays important
roles in helping students achieve
their learning.
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4. 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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5. 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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6. Example:
15/9/09
Book: Cutting Edge
Element
Module: 8 FACT OR FICTION Page:68
Vocabulary
-Cartoon (n): ………………….
e.g.: ……...…………………………………………………………………………
-To be romantic: ……………….
e.g.: …………………………………………………………………………………
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7. 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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8. 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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9. 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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10. 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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11. Example:
New Words 26/01/010 Unexpected Things
Past Simple
I. Positive:
e.g.
.....................................................................
…………………………………………………
…………………………………………………
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12. 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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13. 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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14. 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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15. 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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16. 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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17. 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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18. ☺ 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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19. ☺ 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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20. ☺ 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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21. 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?
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