Penmanship: Teaching and Supervision

by Leta Severance Hiles

BLACKBOARD AND THE USE OF IT

Much may be said for and against the use of the blackboard. At best, it cannot supplant the use of the text. To begin with, the blackboard models are liable to be executed hurriedly and therefore poorly; and again these models, however correct, are not seen by all at the same angle. A slate or glass board is to be preferred. This should be placed low enough for all pupils to reach easily. All wall space, including that between the windows, should be utilized for blackboard. When pupils are copying writing from the board the window shades should be adjusted in such a manner that the pupils’ eyes do not suffer from the glare.

Good blackboard writing on the part of the teacher points its own moral. The teacher has less teaching to do. Pupils imitate almost every school room procedure from the teacher’s dress and mannerisms to her writing. Fortunately it is much easier to write well upon the blackboard than upon paper and no possible excuse can be offered that will cover poor board writing on the part of either teacher or pupil.

Good work on the board serves as an attraction to the subject since the pupils are always interested in seeing the creation of a skillful hand. It is also indispensable in studying the construction of letters and the teacher who can execute freely and rapidly at the board possesses a most valuable asset. When proper visualization has taken place, that is, when the mental photograph has been acquired by exposing the lens of the eye sufficiently long, it is well to erase the model or constructive lines and refer to the models in the text, since these are what the pupil will aim to approach. All work placed upon the board should be in exact harmony with the system in use at the writing hour, since example is more than precept and pupils gain unconsciously by seeing the correct forms before them.

Blackboard Position

Just as we have pictures that exert a correct moral influence hung in the rooms and halls, and mottoes containing beautiful sentiments ever before us, so should we place the correct written forms before the pupil. Again, note the effect of regular written work done in an incorrect manner! Pupils will be very apt to draw the conclusion that the models used during the writing lesson and real work are two different matters. Frequently the grade teacher will apologize to the supervisor for the appearance of the copy. This does not raise her in the estimation of her class, but rather calls their attention to her short-comings. By spending a few minutes daily for a month any teacher may develop such excellent blackboard work that no apologies should be necessary.

Pupils who are discouraged in penmanship will find that good results may be obtained very easily at the board. They must be taught at the outset, however, that the movement at the board and that required at the seat is quite different. Form, rhythm, and slant should be developed first at the board, as these three points are in common. By listening to the teacher’s criticism of blackboard results, pupils will easily become more critical of their own work.

Points to be observed in a blackboard lesson:

1. The teacher should be able to make for each pupil a correct copy in the presence of the class.