Microteaching-skill of using chalk board

1. 8. SKILL OF USING CHALK BOARD
DR SAJEENA S.

2. • Chalk board is the most widely used of all visual aids. It is one of the
quickest and easiest means of illustrating an important point. Matter once
written on the board can be erased easily and new materials can be added as
the lesson progresses.

3. • Components of the skill
1. Legibility of handwriting
• Maximum ease in reading what is written on the board even for students sitting on the back bench should be ensured. The sub
components are the following
• a. Distinct difference between letters
• b. Adequate spacing between letters
• c. Adequate spacing between words
• d. Slant of the letter nearly vertical
• e. All small letters of the same size
• f. All capital letters of the same size
• g. Size of the letters large enough to be read
• h. Thickness of the line uniform

4. • 2. Neatness in Chalk Board Work
• a. Adequate spacing between lines
• b. Lines parallel to the base of the board
• c. No overwriting
• d. Focussing the relevant matter

5. • 3. Organisation of board work
• a. Systematic planning of space
• b. Spacing to exhibit the sequence of the items being presented
• c. Adjustment of space for presenting related items in totality

6. • 4. Appropriateness of Chalk board work
• a. Continuity in points
• b. Points brief (Brevity)
• c. Appropriate presentation of illustrations and diagrams
• d. Proper use of colour chalk
• e. Underlining only the important points to be stressed

7. • The teacher should consider the following suggestions to present the content effectively on the board:
a. The teacher should take care to rub the board completely before beginning the class.
b. The topic should be written on the top of the board at the time of introduction
c. As teacher explains the content, important points should be written simultaneously on the board in a
systematic manner.
d. It is preferable that one side of the board is used to write the essential points. The other side of the board
should be used for temporary works, which could be rubbed off as teacher moves to the next point.
e. Language should be grammatically correct. Spelling errors should be eliminated.
f. Diagrams drawn on the board should be accurate and well labelled.
g. Different parts of the diagram can be marked with coloured chalk for distinction
h. Teacher should adopt a slanting posture while writing.

8. Name of the
Student-
teacher:
Class:
Session:
Teach/Re-
teach
Date:
Concept/Topic:
Supervisor:
Tallies Components of the skill Ratings (Extremely poor to
Excellent)
 Legibility
 Utilization of the space and alignment
 Size of the letters
 High lighting main points
 Cleaning of board
 Correctness
 Position of the Teacher
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