Using the board.docx

Using the board.docx

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Usingtheboard

Usingtheboard

Doyouhaveablackboard,awhiteboardoranIWB?

Whatevertypeofboardyouhaveinyourclassroomitisimportanttobeorganisedandtoputyourselfinyourstudents'shoesforamoment.

Whatdotheyseewhentheylookatyourboard?

Inthisarticlewewillconsiderwaysofgettingthebestuseoutofyourboardandperhapsgivesuggestionsforexploitingyourboardinadifferentway.

•Boardbasics

•Organisingyourboard

•Whatwecandowiththeboard◦Displaying

◦Playinggames

◦Usingvisuals

•Finaltips

Boardbasics

•Yourstudentsshouldhaveaclear,uninterruptedviewoftheboard.Becarefulthatyoudon'tblocklearnerssittingatthesidesoftheroom.Whenyouwritesomethingontheboardmoveawayquicklysothatstudentscanseewhatyouhavewritten.

•EspeciallywithclassesofYoungLearnersyouneedtodeveloptheabilitytowriteontheboardwitheyesinthebackofyourhead.Don'tturnyourbackontheclassfortoolong.Goodteachershavetheabilitytowriteontheboardwhilestillkeepingasharpeyeontheirstudents!

•Writeclearlyontheboardandmakesurethatyouhavewrittenwords/textbigenoughforeveryonetoseefromthebackoftheclass.Withchalkandblackboardmakesurethatyouwashtheboardoftensothatthewritingstaysclear.Withawhiteboardmakesurethatthepenyouareusingisinacolourthateveryonecanread-blackorbluearebest.

•Practisewritinginstraightlinesacrosstheboard,particularlyifyouhavestudentswhoarenotusedtoRomanscript.Insomelanguageslettersmaylookslightlydifferentorhandwritingstylesmaybedifferent.Pointoutthedifferencestoyourstudentsandmakesuretheycanreadclearlywhatyouhavewritten.

•Checkwhatyouwriteasyouwrite.Manystudentshavevisualmemoriessowemustbecarefulaboutaccuracyofspellingandgrammar,especiallyifweintendstudentstocopyitdownintheirnotebookstolearn.

•Checkwithyourstudentsthattheyarereadyforyoutocleantheboard.Ifyouarewaitingforsomestudentstofinishcopyingordoinganexercisedon'tleavetheotherstwiddlingtheirthumbs.Askthemtomakeapersonalisedexampleorstartthewarm-upforthenextexerciseorally.

Organisingyourboard

Ifyourboardismessyanduntidythenwhatyourstudentswriteintheirnotebookswillbemessytoo.

•Itisagoodideatodivideyourboardintosections.Haveonepartforuseduringthelessonwhichcanbecleanedoffandre-used.Useanotherpartforimportantinformationwhichcanstaythereforthewholelesson.Forexample,youcouldwriteupalistofthebasicaims/activitiesforthelessonsothatyourstudentsknowwhatiscoming.Tickitemsoffastheyareachievedduringtheclass.Attheendyoucanreviewthelessonaimsforstudentstoevaluatewhattheyhavelearnt.

•Forolderlearnersyoucouldwriteupotherimportantinformation-keygrammarpointsorvocabularyneededforthelesson,ortestdatesetc.WithVeryYoungLearnersitisbettertowritethiskindofinformationatthetopoftheboard.Leavethelowerpartemptyforyouandthestudentstowriteon.Remembertheyprobablywon'tbeabletoreachthetophalfoftheboard.

Whatwecandowiththeboard

Wecanusetheboardinmanywaysintheclassroom,notjustforwritingupnewvocabulary.Youcanuseyourboardforgivinginstructions,reinforcingoralinstructions.Forexample,justwritingupthepagenumberandtheexerciseontheboardinalargeclasssavesalotofrepetition!

Whendoinggroupworkorprojectworkusetheboardtoorganiseyourclass-writeupalistofwhoisdoingwhatineachgroup.

•Youcanwriteupmessages,exercises,shorttextsoritemsforcorrectionfromoralactivities.Colouredchalksorpensareveryusefulforwritingupdialogueparts.

•Useyourboardtoproviderecordsofnewwords,structures,howawordisused.Orbrainstormnewvocabularywiththeclassinaspidergram.Withmoreadvancedclassesyoucanprovidearecordofaclassdiscussion,orgivehelpwithplanningforwritinge.g.forexamtasks.

Displaying

Youcanusethelargesurfaceofyourboardtodisplayallsortsofitems-posters,picturesandflashcards.Uselargepicturesforclassoralworkbuthavestudentscomeouttotheboardtopointtoortalkaboutvariousitems.Magazinepicturescanbeusedforavarietyoforalactivities.Flashcardscanbeusedformanygamesapartfromsimplematchingactivities.

•Trytoencouragestudentstocomeouttotheboardtochoose,select,orderordescribepictures.Allofthesewillmakeyourclassroommoreinteractiveandavoidtoomuchteachertalkingtime.

•Youcandisplayotheritemssuchasauthenticmaterials-e.g.maps,adverts,photos,aswellaslearners'ownwork.Rememberthatyoudon'thavetosticktotheboard.

•Youcoulddisplayitemsaroundtheroom,particularlyiftheyarenotlargeenoughforthewholeclasstoseeatthefront.Askyourstudentstomovearoundandlookatthematerials.

Playinggames

Wecanplaymanydifferentgamesusingjusttheboard.Teachersneedarepertoireofboardgamesaswarmers,fillersorlesson-endingactivitieswhichrequirenopreparation.

•Apartfromthetraditionalgamesofhangman,andnoughtsandcrosses（answeringquestionsforOorX）youcanplaymanyothers.

•‘Pictogram'canbeplayedwithalllevels（Drawapictureandguesstheword）.Withyoungerlearnersspellingracesareverypopular.

•Wordgamesareanexcellentwayofsettlingclassesandrevisingvocabulary.UseanagramsorjumbledsentencesorforVeryYoungLearnerswordswithmissingvowels.

Usingvisuals

Youdon'thavetobeageniusatdrawingtousepicturesanddrawingswithyourstudents.Infact,theworsethedrawingsare..themorefun!

Trytomasterbasicstickmenandfaceswithexpressions,especiallyifyourstudentsareyounglearners.

•Drawingpicturesisanessentialskillforexplainingtextsandstoriestoourstudents.Practisestory-tellingwithbasicpicturesontheboard.Rememberyoucanaskyourstudentsouttotheboardtodrawtoo-thisisafunactivityatwhateverlevel.Youcancreatepicturestorieswithyourstudentsandusetheseforfurtheroralorwrittenwork.

•Othervisualswhichareusefultodrawarelarge-scalepicturessuchasmaps,aplanofatown,aplanofahouse/school/newbuildingetc.Thesecouldbeusedwithstickoncutoutstoprovideawealthoflanguagepractice.

Finaltips

Trytomakeyourboardasinteractiveaspossible.

•Askstudentstocomeouttodraw,write,presentorevenwork.Youcouldallowonegrouptoworkattheboardwhendoingagrouptask.

•Useyourboardassupportforyourvoice-togiveinstructions,examplesandfeedback.

•Youcanuseboardactivitiesasanaidtodiscipline-settleanoisyclassforexamplebygivingaquickcopyingexerciseorwordgame.Writeachild'snameupontheboardiftheyaretalkingtoomuchinsteadofjusttellingthemoff.

•Yourboardisanorganisationaltooltoo.Useitasamemorystoreforthingstodoorkeepyouontrackwithalesson.Rememberthemoreorganisedyouareonyourboard,themoreorganisedyourstudentswillbetoo.