The document outlines the importance of handwriting as an essential skill for both children and adults, emphasizing early encouragement at home with writing tools and personalized materials. It provides a structured teaching approach that includes principles on physical preparation, letter formation, and techniques for effective instruction, such as proper seating, pencil grip, and example models. Suggestions for enhancing fine motor skills and engaging with the alphabet are also included to promote effective handwriting development.

1. Teaching
Handwriting
Prepared By-
Israt Parvin

2. Importance of Handwriting
•Handwriting is an essential skill for both children and
adults
•Encouraging early writing skills at home
•Let your child use writing tools such as pencils, chalk, and
crayons. Gather and organize these materials, along with
some paper, in a box that your child can decorate and have
access to.
•Teach your child to print her first name.
This is very empowering for a preschooler

3. Purpose
• To make teacher/ students aware of the basic
principles of teaching handwriting and give appropriate
techniques for teaching
individual letters and joining letters
• To teach each child to write legibly, fluently, without strain,
and with sufficient speed for all practical purposes.
• To provide opportunities to use handwriting skills as an
integral part of the writing process

4. Why do we use verbal pathways
• It helps students to say aloud
the directions for “making” a
letter
• It gives the teacher and student
a language to talk
• Through the letter and its
features.

5. Teaching Sequence
• Hand and finger
strength
• Physical preparation
• Tracing
• Patterns
• It is not necessary to
introduce letters in
alphabetical order

6. Techniques
1. Seating and posture
• Chair and table should be at a
comfortable height
• Encourage children to sit up
straight and not slouch
• Left handed pupils should sit on
the left of their partners

7. 2. Pencil grip
• Children should write with a
sharp pencil.
• Make small movements of the
finger joints.
• Hold the pencil firmly enough
to control it but not so tightly as
to restrict movement.
Techniques

8. 3. Letters
• Letters with similar shapes
are taught together. (e.g.
between 'n' and 'h')
• Vowels are introduced
near the beginning
Techniques

9. 4. Writing 'on the line‘
• Drawing lines on the
blackboard.
• Draw four lines
• Show which letters go
above and which go
below
Techniques

10. Suggestions
• Teach the students to write their own name first. It
will encourage them to learn more.
• Provide opportunities for students to develop fine
motor skills using materials such as puzzles, strings,
beads, or play dough
• provide opportunities for students to play with the
alphabet. Provide alphabet cards, books, magnetic
letters, felt letters, rubber letters, etc.
• Provide models for students to follow. Letter strips on
the corner of students’ desks can be helpful
• and are much easier to refer to than letters posted on
a wall across the room.