TEFL Guide: Using The Board. | Nikolas John Cakebread | Skillshare

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Taught by industry leaders & working professionals
Topics include illustration, design, photography, and more

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Taught by industry leaders & working professionals
Topics include illustration, design, photography, and more

Lessons in This Class

5 Lessons (20m)
    • 1. TEFL Guide: Using The Board Introduction.

    • 2. Board Rules.

    • 3. Organising The Board.

    • 4. Tables And Pictures.

    • 5. Games And Board Management.

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About This Class

Welcome to 'The Essential TEFL Guide: Using the Board'!

Boards are an integral part of any class. Whether they are whiteboards, smartboards, or good old-fashioned blackboards, they are generally the centerpiece and focal point of the classroom.

In this lesson, you will learn about good and bad habits when using boards in your classrooms and we will discuss basic rules to follow when using the board for teaching.

As well as this, we will look at how to organize the board effectively, and present or display information clearly. Moreover, we will cover various techniques and methods you can make use of to emphasize structures or vocabulary to help maximize student focus and information retention.

Finally, I will present some of my own board setups from my own classes and discuss how I use them for various games, strategies, methods, and classroom management.


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Nikolas John Cakebread

Experience is the teacher of all things


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1. TEFL Guide: Using The Board Introduction.: Hey there guys and welcome. In this lesson, we're going to look at an underrated and underappreciated tool in your classroom, which is the board, be it a smartboards, whiteboards, or even an old fashioned Blackboard. This is usually the centerpiece and the focal point of your classroom. In this lesson, we will look at the basic rules of using a board in your classroom, and we'll learn how to use them as an aid or a tool for display or for presentations. As well as this, we will learn different techniques of using boards for notes, pictures, prompts, step-by-step instructions, highlighting, and so forth. Okay guys, let's get started. 2. Board Rules.: The essential TEFL Survival Guide, Lesson 3, Using the board. Like I discussed in the intro, board, usage is one of the most underrated, under utilized an underappreciated tools at the disposal of the ESL teacher. A well-managed and well organized boards can be the difference between a good and a bad class. In this lesson, we're going to look at the board and how we can make it more effective, more appealing, and more attractive to your classes and your students. We will look at examples of good and bad board usage, will also look at the basic Blackboard rules, along with emphasizing information and organizing the blackboard so is effective. We will also look at things that using tables and how we can structure it for classroom and behavior management. Board work, good and bad examples. Okay, So I have a task for you. Before we begin. I'm going to show you two pictures before revealed by comments and analysis. And each of them, I want you to decide whether it's a positive or negative example of board work. What aspects could be considered negative are seen as detrimental. And I want you to think about what aspects are positive and can be seen as useful energy. Try and place yourself in the shoes of the students and try to imagine how they would react or feel if they saw their teacher acting in this way. So picture one, do you think this is a bad or good example? I would say this is a bad example. Overall, this teacher is presenting a per image to the class. He has his hand in his pocket and he has back to the class, which not only disconnects the students and gives them time to mess around, talk, and get distracted. It also seems like the teacher is not that interested in them. As well as this is writing is messy and unintelligible. They cannot see or AES writing because he's blocking what he's writing and blocking the view of the board in general, this is just a bad idea and you need to think about your positioning when you're using the board. So here is pitcher to. And as you probably guessed, this is a good example. This teacher has good positioning. He's on the left-hand side of the board and he's not blocking the view of any of the students. He's also speaking while he's writing or presenting. This is important because it shows that you're going over the material with the students and it keeps them involved and engaged. Because his back is not to the class. He can see the class and the class can see his face, his eyes. This again keeps the students attention and it lets them know that teacher is monitoring them and watching them and paying attention. His writing is clear and his writing is centered and prominent. This is important. You want to display the information so that everybody in the class can see it clearly. Overall, this teacher is presenting a professional image. So now let's go over some basic board rules. Number 1, you want to write neatly and clearly and straight. You want to write large enough for everybody to be able to see. Number two, you want to maintain good posture and a professional demeanor all times. And this is sometimes overlooked by teachers, but it reflects on your class as well. If you are slow Jay and looking like you don't care, then the children or students will feel the same way. Number three, stand to the side and don't block view. This is quite obvious because you don't want to be blocking what you're writing. You want to make sure that the kids and the students at the site of the classrooms and the back of the classrooms can see everything you're writing on the board. Nice and clearly. Number 4, keep eye contact with the class of all times. Now this can be a little tricky, especially when you're trying to write things down. But you can position your body so you're able to write and you're able to keep an eye on the class as well. It's important to do this because you do not want your students to disconnect with what you're doing. Number 5, speak while you're writing. In the same vein as keeping your eyes on the class. This helps them not disconnect if you're talking to them while you're writing the things down, you're helping them understand what is going on and what you're expecting from them. Number 6, make it interesting and visual. We will talk more about this later in the lesson. But you need to think about how you can make your blocks of texts which can be rather boring to Luka, and dressing and visual for the students. Colors, circles, pictures are all good ways to do this. 3. Organising The Board.: Organizing your board. When organizing a blackboard, you need to make sure you organize it clearly. That means you need to make a margin at the site for extra vocabulary. And you need to make the main and most important grammar structures in the middle and clearly visible to all the students. You also want to create a title at the top to show the topic. And you want to try and make it interesting by using colors or bullet points. You can group similar vocab or grammar together. Colors for verbs, for example, adjectives and nouns. Finally, you don't need to overcrowd the boards. This is a trap that many teachers fall into. You don't need to write everything down if it gets too messy and cluttered than the main point and focus will be missed by the students. Using the board to present information. We need to make use of the board in a variety of ways to help present our information clearly and make sure it's visible and engaging for our students. There are many different methods that we can use and I'm sure that you can think of some of your own as well. Here are some methods that I use often in my classes. Underlining words. If you have a couple of sentences and you want to describe some of the vocabulary within the sentences. You can use the underlining technique. Here I have two sentences. I haven't seen her for a week and I haven't seen her since Saturday. Both requests similar. So I want to underline four and since I want to explain that since is used when you have a specific point in time. And I want to explain it for is used when you have a period of time. Color coding. This is a very simple and effective technique that makes use of the whole brain method. This is where you can color all the verbs green. You can color all the adjectives red, and you can color all the nouns blue. Using this color coding method, you can help students retain the information better. Circling are shaping. Here you can put a circle or a shape around a piece of vocabulary that you want the students to focus on. Here we're focusing on articles, book, table, and egg, dog. Asterix. Asterix is very similar to underlining the words. You can highlight a word and the meaning the bottom of the board are growing. This is good for connecting vocabulary. You can use it for tenses, past tense, present tense, present tense, past tense. Here, I've used it for Pluto arising shelf, shelves, wolf, wolves, wife, wives, and so on. Bullet points and numbering. Both have very similar functions. You can make a sentence and you can underline the point where you want to change the vocabulary. Maybe an adjective may be a verb, maybe a noun, and then you can bullet point underneath it. Here I've used it for prepositions. That pencil is on the table, the pencil is under the table, and so on. 4. Tables And Pictures.: Structure tables. Structured tables are a very effective and visually appealing method of displaying structures and chunk sentences for our class to see. They are specially affected. If you involve the class while creating them, you let them fill in or suggests the information and they can come out and write it and make me part of creating the table for the class. Giving them the responsibility to create it and be creative, makes them more involved and makes them more invested in the outcome of the activity. Moreover, it helps them retain the information. When you do this, you need to think about how you can implement it. How are you going to involve the students? You don't want to stamp your back to the class while you're making this. You want them to be creative and give you some input. You need to think about how you can make it interesting. Make it about topics they like, make it well the things that they are interested in. How can you involve the class more, and how much time will it take to set up? Finally, how can you use it to practice the structures? These are things that you need to consider. Okay, so now you've seen an example of structured tables from the previous part. I have a task for you guys. I want you to design your own table for practice in your own class. Examples could be many other or present continuous tense. Wherever you decide to use azure structure is up to you, but I want you to plan it out. I want you to think about how will you implement it? How will you write on the board which parts? When you emphasize? How will you explain the aim and drill it to the class, will you do as a whole class? Will you do as groups? We incur as individuals? How will you practice it? Where you practice it as a role-play, where you practice how pairs you need to think about these factors. I think also need to think about how long it's gonna take to set up, how long it's gonna take to explain, and then how long it's gonna take to actually use it in the class. Using drawings on the board. Making use of drawings on the board can be helpful, especially for the younger learners. It can help them with retention. Bright, beautiful pictures are going to be more interesting to look at then a whole block of text. As well as this is a good method to use for explanation for things like verbs to give them an idea of what the action actually means, you can use it for shorthand if you don't want to write full sentences or paragraphs. All in all, it's just good for emphasizing the structures or the vocabulary that you are trying to teach. Another good way to use drawings on the board is for older learners, especially you can draw a single picture or a couple of pictures and get them to try and create a story or try and create a role-play based on the pictures that you have drawn. Or we say, you can do this for a younger levels as well and just make it much easier. Basic sentences, there is a, it is, I like the because and so on. 5. Games And Board Management.: Using the board for classroom management. Making uses the board for a visual management system can be helpful for rowdy or energetic students. Moreover, it can also be an effective way to promote involvement and other healthy competitive aspects to your class. You can make use of these systems for positive reinforcement as well as behavior management. Here, the bottom you can see some different examples of how I use the pores in different classes, different levels for behavior management and positive reinforcement. At the bottom you can see a typical tally scores team with two team names. And the right-hand side, you have a happy face or a Smiley face has a couple of names underneath them. If those particular children have done well, they will get some stickers or some class dollars. If it's done badly, they might lose some stars for their team or they might not get stickers at the end. In the middle here you can see the typical team names for younger learners. Younger learners, I let them pick something that they like and I tried to draw it for them. You can see the top, I've got a dragon, octopus, and a Pi, rabbit. I've also got a tiger, a banana pizza, some sort of dolphin monkey, and an ice cream cat. Normally I will give them stars instead of tallies as well because it's more visual and more appreciated by the younger levels. And then finally on the right-hand side here you can see some names with stars next to them. This is a typical tally system for younger learners, especially when you're getting to know the class for the first few times. This will help you remember their names and that will help you understand who is weaker, who is stronger? Who is maybe a little disruptive, and who is quieter. Finally, we've got some personal boards setup examples for you. So here are some examples of some of my better board setups. These are not perfect by any means and certainly my writing is not the neatest. And there are parts which could be improved, but I hope it can give you guys a good example of some of the ways that you can sell your boards for class. The first one here is about best friends. You can see at clearly labeled the topic right in the middle, the sentence it says, a best friend is then with an adjective and then our best friend can with a verb as well. So this, I've made a left-hand section for some brainstorming. We're best friends. Best friends are fun, best friends are talkative, best friends are friendly. And then the right-hand side, I made a space for adjectives and verbs and let them brainstorm some ideas for that. I've also made a space at the bottom for tic-tac-toe with magnets. This way we can practice the sentences and they can have fun with the game as well. In this next one, it's very clear. The sentence structure is, would you like to, and then there's a list of options. Would you like to eat a cake? Would you like to help in the park? I have let the students gave me the suggestions and then we have created this table based on their own ideas. You see I've included a space for the team names at the top and for the behavior management system at the right hand side. Finally, I wanted to show you guys one of my younger learner ports. And this is for the age group of around for 56 years old. We are working on feelings. I feel happy, angry, sleepy, sad, unexcited. So I drew the first four or five heads. They're in the middle, and we drilled the vocabulary. After that, I drew extra faces for them all and they got to come out, write their name, and draw how they feel in the face. This is a really interactive and nice and fun activity that everybody enjoys. More to the point, as well as being fun and happy and an interesting activity for them to do. It reinforces the vocabulary and it gives you a reason for them to come out and speak the sentences you're trying to get them to say. For example, TED comes out, he writes his name, he draws how he feels. And then he says, My name is Ted, I feel sad. Then you can give Ted's team a little sticker and off he goes, Hannah comes out, Hannah writes her name, she draws her face, and then she says, My name is Hannah. I feel happy and so on. To save a little bit at a time, you can have the mountain twos or threes. And then even later on you can make it more fun by having a relay race, or an individual race or a listening race wherever you decide. As a side note, for these younger learners, you don't have to know how to draw. As you can see, my drawings are very, very basic, but learning how to draw basic animals, basic fruit is handy and it is nice and the children will appreciate it.