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By Mahamad M. Ajineh
Teaching handwriting to beginners may cause a lot of trouble for many teachers, either because they haven't had any training in this regard or because they have to forget their own habits of writing in order to teach their pupils the correct way of forming letters and words. Most primary stage teachers in the United Arab Emirates and probably in most Arab countries were not trained to teach handwriting because most of them graduated from the faculties of Arts and Letters where the courses focus on literature and not on methodology. When these teachers start teaching English to beginners, they are face to face with the problem of how to teach handwriting skills. Although they usually attend a training program during their first year of recruitment, their classroom performance in teaching handwriting is disappointing. This could be due to the fact that the time allotted to training them to teach this skill is too limited. As a supervisor of English, I work with 60 teachers. I start my first round of visits on the first of October and finish it at the end of November. In response to a frequently voiced request for assistance on teaching handwriting, I worked out a training plan which was divided into the following steps:
n.b. Since the number of the teachers was large (60), I divided them into two groups, males and females, 30 each. Each group had one evening session from 16:30 -18:00, a break, followed by the second half from 18:30-20:00.
1. A big ruler (essential) 120cm long, 5cm wide. 2. Colored chalk. 3. Sheets of four line paper.
4. How is the ligature? diagonal/horizontal? 5. What is the appropriate hand movement for writing this letter? 6. Is it an ascender or a descender?
1. 2. 3. 4.
Pupils read the instructions in the pupil's book to know what is required (the task). The teacher checks the pupils' understanding of the task. The pupils read out the material to be written (words, phrases, or sentences) The teacher asks pupils to close their books or copybooks in order to focus on the teacher's demonstration. (If books or copy books are open, they will be distracting.) 5. The teacher draws four lines on the chalkboard using the ruler recommended earlier, with the base line (3rd line) in different color. 6. The teacher explains to the pupils the function of the base line. 7. The teacher involves the pupils in the activity even in the early stages when drawing the lines on the chalkboard. During the activity s/he might ask questions in L1 if necessary. The pupils might chorally or individually give instructions to the teacher such as, up, down, left, right, stop, etc. 8. When the teacher starts demonstrating handwriting, s/he should be aware that everybody is involved and the pupils are motivated. The focus should be on correct hand movement. 9. When the demonstration is finished, the teacher might ask some pupils to trace some letters on the chalkboard. 10. The teacher might ask some pupils to write some letters which the teacher feels need consolidation. 11. With the books open, pupils start practicing handwriting. 12. In the meantime, the teacher goes around the room to check and help. 13. The teacher might ask some pupils to write a sentence on the chalkboard. 14. The teacher might give the pupils a homework assignment to reinforce the material taught. S/he should be aware that it is not overloading.
Mahamad M. Ajineh teaches Supervision and Training to teachers of English. He also taught English to secondary stage students.
References
Ajeeb, A. 1994. Handwriting book. Abu Dhabi: Bin Mansour Press. Hartley, B. and P. Viney. 1989. Basic handwriting in English. London: Nelson.