History and Government: How does a teacher use the chalkboard in teaching history?

CHAPTER 3

3b ix). Describe  how  a teacher uses the chalkboard in teaching history?

How to use the chalkboard in history teaching and learning

For effective use of the chalkboard the teacher should:

  • Ensure the chalkboard is clean before using it.
  • Partition the chalkboard into three sections if the size allows: use the left hand column for new words/concepts/terms and any of those unexpected needs that occur in most lessons; use the central column for planned summary, main points of die lesson, record structure of the lesson;  keep the right hand column for sketches and diagrams,
  • Write titles in capital letters in the middle top part of the chalkboard and underline them,
  • Start writing from the top left corner and proceed to the right.
  • Write straight and parallel (horizontal) to the chalkboard.
  • Leave ample margins on both sides of the chalkboard.
  • Write legibly and visibly,
  • Give adequate and uniform spacing between the words and lines,
  • Maintain uniformity in writing style and size so that the material to be emphasized shows up.
  • Make sure that any work appearing on the chalkboard is clear, clean, neat, orderly, relevant, true and of correct spelling. This improves the impact of presentation.
  • Do not block what you have written, stand out of the way.
  • Draw learners’ attention on what you write on the chalkboard and allow time for them to transfer information in their notebooks before erasing.
  • Choose colour quality, underlining and encircling words which will make important points and new words stand out clearly.
  • Ensure that maps, charts, diagrams and all other works appearing on the chalkboard are simple and easy to follow.
  • Erase material no longer needed to avoid confusing students with cluttered work.
  • Does not use the lowest part of the chalkboard as the work cannot be seen from the back of the class,
  • Ensure that the chalkboard is serviced periodically,
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