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Chalkboard/Visual   Aids   Panel, Continued
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Chapter 10 Instructor Evaluation - 14300_122
During  your  presentation,  keep  the  board  as  clean  as  possible.  Erase  all  information  you  are not   using.   A   cluttered   board   with   scattered,   unrelated   materials   hinders   your   presentation   and student  understanding.  Put  the  eraser  back  in  the  dust  tray  when  you  finish  making  your  point. Do  not  cause  a  distraction  by  carrying  it  around.  Also,  you  should  avoid  walking  in  front  of displayed   information   whenever   possible.   As   with   other   forms   of   IMM,   erase   or   cover   the chalkboard/VAP   work   as   soon   as   you   finish   the   presentation   to   prevent   it   from   becoming   a distraction. S U M M A R Y To  be  an  effective  instructor,  you  must  be  familiar  with  the  materials  required  to  teach  the course  of  instruction.  You  must  use  the  approved  lesson  plan  and  personalize  it  to  cover  all discussion  points  exactly  as  you  intend. Use  instruction  sheets  to  reinforce  your  lesson presentations   and   to   provide   students   with   the   learning   opportunities   provided   by   these materials.   When   using   instructional   media   materials,   prepare   the   materials   in   advance,   practice your   use   of   the   materials,   and   follow   proper   techniques   when   using   these   materials   in   the learning   environment. The  proper  use  of  all  course  materials  will  greatly  enhance  your effectiveness   as   an   instructor. The  effective  use  of  IMM  is  not  limited  to  any  one  phase  of  the  instructing-learning  process. You  can  use  films,  video  tapes,  slides,  and  transparencies  to  add  interest  as  well  as  to supplement   verbal   explanations. Posters  and  newsprint  make  discussions  more  realistic  and interesting.  Models,  mockups  or  simulators  enhance  demonstrations.  Remember,  IMM  give meaning  to  the  instruction,  but  they  cannot  take  the  place  of  effective  instruction. 109

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