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Chalkboards & Dry Erase Boards
The chalkboard is probably the most widely and long used instructional technique in the college classroom. It is recognized by teachers across fields for the following functions (Davis, 1993):
- outlining the session’s agenda
- listing major points of a lecture
- summarizing or presenting ideas raised during class discussion
- spelling out difficult names, unfamiliar vocabulary, and new terminology
- presenting diagrams, graphs, and time lines
- showing formulas, computations, or steps in a procedure
When using the chalkboard on a regular basis in teaching, instructors may take the following concerns into consideration to ensure effectiveness.
When planning the lesson, instructors might include a board plan that determines which aspects of the lesson will be illustrated on the chalkboard. They may also map out plans for the board display before class.
Effective teachers write neatly and clearly, making sure the handwriting is large enough and legible for students to read. It is useful to look critically at what is on the chalkboard from the students’ perspectives. Scrawling or excessive, incomprehensible abbreviations tend to be especially problematic. Also, instructor’s reading aloud while writing on the board will help students keep up with taking notes.
It is important to remember that unless the classroom is sloped, students seated toward the back of the room will not be able to see the bottom of the board. If the instructor sits briefly in the back row of the occupied classroom, it will be evident how large and how far down the board to write. It is a good idea to mark this point with a piece of chalk. Also, it is advisable to check for any intervening obstacles (such as an overhead projector, lectern, tables, etc.) that may prevent students from seeing the board. To keep the board visible for the longest possible time, instructors who are left-handed can fill the right panel first; those who are right-handed can fill the left panel first.
It is helpful to keep in mind that the board is best used for displaying essential information and key concepts, not for displaying large amounts of written information (which should be reserved for preprinted overheads or, even better, handouts). In
addition, reducing the time writing on board will increase the time for the instructor to face students and interact with them. With a little practice, instructors can learn to write while partially facing the class. This is an especially important skill, as one loses approximately 40% of vocal volume when facing away from the class.
Holding the chalk at a 45-degree angle to the board will help avoid squeaking. Breaking the chalk in half and using a fresh end will also help eliminate squeaking.
If a section needs to be erased to make room for new text, allow students time to copy down the content before the old content is erased and inform them before beginning to erase. In addition, instructors should consider holding the discussion until after most students finish note taking, since it is difficult for them to think while copying from the board. They need time to catch up before the beginning of a discussion.
It is advisable to bring one’s own chalk and to carry plenty of spare pieces (the same is true of dry erase markers). Colored chalk is useful to highlight important aspects of the lesson. Make sure to ask students if the color is legible; not all chalk colors are compatible with all board colors.
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