This document discusses the importance of effective blackboard writing skills for teachers. It begins by noting that a supervisor's first impression of a student teacher's competence comes from observing their blackboard work. Several principles of blackboard writing are then outlined, including writing legibly in an appropriately sized font, facing the class while writing, and developing a clear summary. Components of strong blackboard skills like clarity, cleanliness, and appropriateness are also defined. Overall, the document conveys that blackboard writing is a key visual teaching aid and evaluation metric for student teachers.

1. Black Board
Writing Skill
Dr. Navita Malik
School of Education
Galgotias University

3. Blackboard is an important visual
aid used by teachers for effective
teaching.

4. Skill of Blackboard writing is a
skill that the teacher uses to
write systematically and
effectively on the blackboard.

5. As soon as a supervisor enters the classroom to supervise a
lesson being delivered by the student teacher he happens,
first of all, to look at his blackboard work.
This serves as the first indicator of the level of teaching
competence acquired by the student teacher.

6. Importance of Blackboard
 Blackboard is called a true friend of a teacher.
 Blackboard is a versatile visual teaching aid.
 It helps in proper organization of the lesson.
 Blackboard helps in retention of a high percentage of
material taught in the class.
 Blackboard serves as a medium for promotion of discussion
in the classroom.
 Blackboard can be used for motivating the pupils.
 It helps in setting effective pace for delivery of the lesson.

7. Student
Participation
Teaching Summary
Development Visual Aids
Effective
Communication
Gain Attention Reinforcement

8. Principles/Rules for Writing on
the Blackboard
 Write in appropriate sized letters as can be read easily by the pupils
sitting in the back rows.
 When writing sentences on the blackboard, move in the direction of
writing.This will help in keeping the lines horizontal.
 While writing or drawing on the blackboard, involve the pupils, and
pause for explanations or questions.
Ex. Questions such as: 'What is to be shown on the X- axis and what, on Y-
axis?' 'How, will you label this part of the diagram?' 'Which word will
complete this sentence?' may be asked.

9.  Chalk and talk should go together. Write or draw a little at a time
and talk as you draw.
 Erase unwanted drawings and words as your lesson progresses.
 Erase unwanted material on the blackboard by moving the duster
from top to bottom. This will ensure that chalk dust falls straight
to the floor. Avoid erasing with your fingers.
 Check for glare and reflections from the pupils’ seated position.
Take corrective action if some pupils find it difficult to read the
material written on the blackboard.

10.  Use a pointer for pointing out important points/features,
characteristics, events etc. on B/B.
 Write neatly and horizontally and label diagrams, figures etc.
carefully.
 Always face the class when you use blackboard. The cardinal
rule is "Talk to the students, not to the chalkboard” even when
you write.
 Do not stand in front of the board blocking the students' view.
 Use colours wisely. A single colour soon becomes monotonous.
Colour adds interest. Make the main idea the largest and
brightest.

11.  Keep the material on the blackboard as long as possible. Don't
erase too soon.
 Before starting teaching, ensure that blackboard is clean.
 Squeaky chalk is painful! Break a stick of chalk in two pieces for
use.
 The blackboard summary developed gradually during the course
of teaching should stay on the blackboard till the end of the
lesson.

12. Components
 Clarity
 Cleanliness
 Appropriateness

13. Clarity
Clarity ofWriting
Proper distance in letters
Proper gap in words
Letters should be visible at the back of the
class
Similar thickness in letters

14. Cleanliness
Words and Sentences should be parallel to
the base of BB/CB
Proper and equal gap should be between two
lines
No Overwriting of words
Only Essential and appropriate subject
matter should be written on BB/CB

15. Appropriateness
Continuity inWriting
Brevity and Fluency inWriting
Use of Colour chalks
Key words & points should be underline
Sketches/figures should be drawn with
development of lesson
Sketches/figures should be appropriate

16. Other Behaviors of Teacher
No Grammar/Spelling mistakes in writing
Before the lesson clear the Board
After the lesson clear the Board
Teacher should not obstruct student’s view
of CB/BB
While writing chalk stick should not make
noise
Write with chalk with proper force
While cleaningCB/BB dust should not fly

17. Method of Black Board
Entries
Date- Subject- Duration-
Class- Topic- Period-
Note- Black Board entries should be done at
the upper most/top part of the Board

18. Management of Black Board
1 2
3
2
1

19. Galgotias University
School of Education
B.Ed. Session 2022-2023
Microteaching Lesson Plan No. –
Name of Pupil Teacher …………………………. Admission No. ………
Class ………….. Duration 6 minutes Date 11.02.2023
Subject ……………….. Sub-subject………………………………….……
Topic ……………………………………………………………………….
Reference …………………………………………………………………..
Skill – Black Board Writing Skill
Components of the Skill –
Clarity
Clarity of Writing
Proper distance Should be in letters
A proper gap in words
Letters Should be visible at the back of the class
Similar thickness Should be in letters
Cleanliness:
Words and Sentences should be parallel to the base of BB/CB
The proper and equal gap in the two lines
No Overwriting of words
Only Essential and appropriate subject matter should be written on BB/CB
Appropriateness:
Continuity
Brevity and Fluency
Use of color chalks
Keywords/points should be underlined
Sketches/figures should be drawn with the development of the lesson
Sketches/figures should be appropriate

20. Teaching Point Pupil Teacher Activities Students’ Expected Activities
Write only one
teaching point
Previous Knowledge –
Presentation –

21. Teaching Point Pupil Teacher Activities Students’ Expected Activities
Write only one
teaching point
Signature of the Supervisor

22. Conveying a holistic Picture of the content

24. Generally, the supervisors write the following remarks relating to
blackboard work
in the lesson plan books:
 Your blackboard work was ill-organized, make it systematic.
 You write on the blackboard in small-sized letters. As such pupils sitting
in the back rows find it difficult to read.
 You write on the blackboard in very bold letters. Reduce the size of the
letters.
 You did not develop a blackboard summary with the help of pupils.
 Blackboard summary was not developed in a systematic manner.

25. Cont
 The posture adopted by you while writing on the blackboard was
wrong.
 Your blackboard writing is illegible.
 Make use of colored chalks for underlining important points.
 Diagrams/sketches etc. drawn on the blackboard should be labeled
properly and so on…