i. Non-Related Work. Erase any material that is not related to the work at
hand. Having other work on the board distracts attention from the point you are making.
Use an eraser or a cloth but don't use your fingers.
3-25. BLANKET AND MAGNETIC BOARDS
These display boards are very useful in teaching organization or any subject
where visualization requires a progressive build up or where there is movement of
symbols or cutout silhouettes. You can make a blanket board by stretching an Army
blanket over a frame and backing cardboard cutouts with coarse sandpaper. When
these cutouts are slapped against the blanket, they stick to it. You can get the same
effect using cutouts backed with pressurized adhesive tape and placed on a chalkboard
or any other clean, smooth, flat surface. You can also use cutouts backed with small
magnets and a metal chalkboard.
Film is effective in illustrating and demonstrating concepts and procedures that
are difficult to explain in the classroom. Films are effective in arousing emotions and
changing attitudes. They teach faster and more fully than the lecture, even to those
soldiers who have little education. The following method is used to get the best result
a. Preview Film. Preview and study the film in advance. No training film is
perfect. Pick out the key points you want to emphasize, items that may be omitted or
touched upon too lightly, portions that are obsolete or need explanation. If there are
many errors, don't use the film. Plan your introduction and follow-up in advance.
Instructor's film references are available through film libraries for most training films and
will help you plan your presentation. These film references may give you information
such as the running time of the film, a synopsis, suggested introductory remarks, and a
follow-up quiz. Try not to use a film that runs for longer than twenty minutes or you run
the risk of putting your students to sleep.
b. Final Check. Make a final check of the film and equipment just before class.
Make sure that you have spare bulbs for the projector. Show a portion of the film to
make sure that you have the proper film and that the equipment is working.
c. Introduction. Introduce the film. Tell the class what the film is about, why
you are showing it, why it is important, the key points they should observe, and the
relation of the film to the course.
d. The Showing. Show the film. If needed, stop the film to explain a difficult
point or to emphasize a key point. Students should be told not to take notes during a
film. The room is too dark, and they will miss parts of the film.