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,