The blackboard as a teaching device

Title

Language

English

Year

1947

Rights

In Copyright - Educational Use Permitted

Fulltext

~~ ·· THE ' BLACKBOARD AS A '·TEACHING DEVICE_ ,. • (."'4 I ,,-:"'"' ~ ~ ... '-I ,;.). .. :1'· . MIGU~L DE GUZMAN I ~· ' Supervisor of Mathematics, Manila Below are stated the different ways in which the blackboard may be used profitably: 1. After d~veloping a process, the· teacher gives the class a clear exposition in which she loves an exercise involving the process stating and writing on the board the steps of the process. 2. After the teacher has given an exposition of the process, she sends to the blackboard as many students as it can accomodate. Then the teacher dictates to the students at the board and to those at the seats a number of exercises involving the process with the aim in view to determining if it has understood by the whole class. 3. At the beginning of th~ directed study the teacher sends to the blackboard as many students it can accomodate to write the solutions of the exercises assigned for homework. With the written work before her, she can easily identify those students who have difficulty and need further teaching. Passing from one student to another, she gives whatev~r help is needed. She identifies also the students at the seats who have trouble and gtve them the necessary assistance. 4. The blackboard may be used also in conducting rapid-fire drill. S,he sends to the blackboard as many students it can accomodate. As the teacher reads the exercises, one at a time, the students both at the blackboard and those at the seats solve them as rapidly as they can. 5 During the directed study or seatwork students may be sent to the board to write out solutions of problems which the class as a whole has been unable to solve. Sometimes several students may write their solution.s on the board to illustrate different ways of solving the same problem. While these students are writing on the board, class study should not be interrupted, and it is not always necessary to have the solutions explained. The other students may examine them when they find it convenient to do so. The following are the uneconomical blackboard procedures very often used by a number of mathematics teacbers·: 1. One often sees some of the students of a class working at the board while the others are waiting idly for them to finish because the teacher failed to give them something definite to do. 2. Another wasteful blackboard procedure which is very ·common is the sending of many st • dents at one time to the board to solve problems which they explain later. This procedure is ineffective fo~ the following reasons: a. A student's explanation of a diffi cult problem is rarely satisfa-ctory for th ose who failed to do it. Hence, the teach er, not the student, should be the the one to explain the solu tion of the problem. b. \ Vhen the solution of a problem writ ten on the board by a student is \HOn g another one:: is usually sent there to \nitc his solution. This procedure in\·olYcS much waste of time. FOR MODERN OPTICAL NEEDS-SEE KEEPSAKE OPTICAL-80 Escolta 25

Media