1. EFFECTIVE USE OF THE BLACKBOARD/WHITEBOARD
BY: MARISOL BARRAZA

2. THE BOARD One of the most useful of all visual aids Always available
Use for various purposes

3. PURPOSE Make things clearer to the class Help to focus the attention
Present new words
Show how structures are formed
Show spelling
Provide a model for handwriting
Prompts for practice
Provide a visual summary of the entire lesson

4. MEETING THE PURPOSES
Requires: 1. Advance planning 2. A lesson plan is not complete until it also contains an explicit blackboard plan.

5. EFFECTIVE USE Develop good basic techniques: For writing on the board
Organizing the layout of what we write

6. How to write effectively on the board
Write clearly
Large enough to read from the back of the class
2. Write in a straight line
This is easy if you write across a section of the board and not across the whole board
3. Stand in a way that does not hide the board
Stand sideways-half facing the board and half facing the class
Fully extent your arm
4. Talk as you write
Say aloud what you are writing phrase by phrase
Involve the class (ask them to suggest what to write)

7. THE LAYOUT 1. The topic of the lesson should be centered on the board
2. Key vocabulary should be written on the sides.
STRUCTURES
1. Underline, use arrows, and numbers to draw attention to important features.
2. Use different color chalk or markers to highlight important items
3. Use substitution tables to teach structures

8. TIPS When using tables to explain structures, write them in advance.
Draw simple drawings to increase the interest of a lesson. (visual learners)
Space the amount of content. Don’t clutter your board too much.
Charts and tables help organize information
Write clearly, legibly and keep 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!

9. EVALUATING THE BLACKBOARD
IMPORTANT QUESTIONS
1. Is it easy for the students and the teacher to follow the flow of the lesson?
2. Is it logically and coherently organized in order to help students´understand the lesson?
3. Is the goal and task of the lesson clear on the board?
4. Are the materials presented on the board meaningful and effective for the students´understanding of the lesson?