You will also need to think about what you write on the board. Remember that
whatever goes on the board generally finds its way into students’ notes. If you want
them to retain something, be it homework exercises or a new grammar explanation,
write it on the board. You will need to get the balance right: you need to write just
enough for it to make sense to students when they come back to look at it and not
write so much that your students spend all their time in class copying. When you first
start teaching, you could note on your lesson plan which elements you intend to write
on the board.
Some teachers divide their board into sections: one section for grammar, one for
vocabulary, one for pronunciation, one for homework, etc. Decide whether this sort of
organisation would work for you and whether you would like to use it.
You can also think about whether you will write things on the board during class or
write them up before class and mask them in some way: this is easy enough when
using a flipchart (an easel with pages that you can turn over). With a traditional board,
you can cover your writing with paper and reveal it at the appropriate moment.
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