Boardwork

The planned, purposeful use of the whiteboard (or blackboard) as a teaching tool. Effective boardwork provides a visual record of the lesson, supports comprehension, and models written conventions.

Principles of Good Boardwork

• Plan it in advance. Sketch a board plan in your lesson plan; decide what goes where before class starts.
• Organise spatially. Divide the board into zones: left for new vocabulary, centre for main content, right for notes/homework. Consistent layout helps students navigate.
• Write legibly. Large, clear handwriting. Print rather than cursive for lower levels.
• Use colour purposefully. Colour-code parts of speech, stress patterns, or key structures. Red for errors, green for corrections. Be consistent across lessons.
• Build incrementally. Don't reveal everything at once; let the board develop as the lesson progresses so it tells a story.
• Leave it up. The board is a reference tool. Don't erase useful content until students have had time to process or copy it.

Common Problems

Problem	Solution
Board is cluttered and disorganised	Use zones; erase non-essential content regularly
Students can't read teacher's handwriting	Slow down; use block letters; ask "Can everyone read this?"
Teacher talks to the board (back to class)	Write, then turn and speak. Never explain while writing.
Board has no structure	Plan before class; use boxes, lines, columns
Key content erased too early	Photograph the board or warn students before erasing

The Board as Lesson Record

A well-managed board at the end of a lesson is a visual summary. Students who missed something can photograph it. It also serves as a self-check for the teacher: if the board is empty or chaotic at the end, the lesson probably lacked structure.

Digital Boards

Interactive whiteboards and shared screens follow the same principles. The advantage of digital tools is saving and sharing; the risk is over-reliance on pre-made slides that eliminate the organic, co-constructed board that develops with the class.