Some aspects of the psychological concept of motivation applied to the use of the blackboard in the classroom

References

• Drawing Technique The following is usually recommended as the basis of good drawing techniques on the chalkboard:
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• A Sketch in the outline by using light, overlapping strokes to give the desired preportion and shape. This provides a guide or framework for detail and the final solid line of the drawing;
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• B erase all the unnecessary lines and retain only a very faint trace of the desired outline;
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• C retrace the outline with a good, strong, solid line and add any detail required to complete the drawing.
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• Remember that sketching may be facilitated particularly for large drawings by placing at the corners of key points.
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• Transfer of Drawings to the Chalkboard ‐ Square‐up method. Firstly cover the drawing with squares (say 5 cm squares). Then, having decided how many times larger you require the picture on the board, draw larger squares on the chalkboard (say 20 cm squares, i.e. picture on the chalkboard four times the size qf the original). Then copy into each of the larger squares on the chalkboard what is in each of the squares on the original picture.
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• Transfer of Drawings to the Chalkboard ‐ Projection method Place the transparency of the picture which you wish to transfer to the chalkboard on the overhead projector. Adjust the projector until the image is the right size and in the right place on the chalkboard. Draw round the outline with chalk. Switch off the projector.
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• Transfer of Drawings to the Chalkboard ‐ Pounce method. Draw the diagram or picture onto a sheet of paper. Punch holes at frequent intervals along the lines of the drawing (the point of a children's compass or dividers is very useful for this). Hold the paper against the chalkboard and hit it with the chalkboard duster so that the chalk goes through the holes in the paper and makes a mark on the board underneath. Remove the paper and draw round the outline with chalk. (Alternatively a ‘pounce bag’ can be used instead of the chalkboard duster. This is a small coarse‐weave cloth bag full of talcum powder.)
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• The use of coloured chalks The use of five different coloured chalks in combination has been found to be most effective. White, Red, Blue, Yellow and Green have been shown to be the psychologically most ‘meaningful’ colours.
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• Blackboard Drawing Device Usually consists of compass, straight‐edge ‘T’ square and protractor. Also various triangles irregular curves and a multiple‐chalk holder can be used.
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• Miller , G. A. 1956 . ‘The Magical Number Seven, plus or minus Two: some limits of our capacity for processing information’ . Psychological Review , 63 : 81 – 97 .
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• Festinger , L. 1957 . A theory of Cognitive Dissonance , Evanston, Illinois : Row Peterson .
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• Travers , J. F. 1979 . Educational Psychology , New York : Harper and Row .
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• Covered Chalkboard Here items are written on the chalkboard before the start of the lesson and covered with paper. During the course of the lesson the sheets of paper are taken down exposing what is underneath to the pupils.
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• Hunt , J. McVicker . 1961 . Intelligence and Experience , 267 – 272 . Ronald Press .
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• Child , D. 1981 . Psychology and the Teacher , 3rd ed. , New York : Holt, Rinehart and Winston .
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• Skinner , B. F. 1953 . Science and Human Behaviour , New York : MacMillan .
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