Teachers must make sure that what they write on the board is legible to students, that written words and numbers are large enough and high enough on the board for students in the back of the classroom to read. All of these factors tie into a teacher's blackboard writing skills and can impact the students' interest in the material being presented. If students are unable to read the teacher's handwriting or cannot see the information because it is not large or clear enough, students may become frustrated and lose interest and motivation.
According to the Worcester Polytechnic Institute, visual aids, such as charts and diagrams, increase student motivation. The blackboard is a central spot for communicating in a classroom; it is where the teacher presents information and where students often participate during in-class writing assignments. Teachers can use diagrams, charts, graphs and legible writing skills to keep the blackboard stimulating so that students' achievement motivation remains high.
Teachers can host blackboard writing exercises in class that require students to compete against one another for various challenges. Examples of competitive based exercises are to see which students have the best penmanship or can write in the straightest line on the blackboard. The blackboard can also serve as the writing tool for other types of competitions, such as math and grammar races. Competition can be an effective factor in enhancing achievement motivation, appealing to the students' desire to win for themselves or their team and encouraging them to try their hardest. However, it is important for teachers to use competition strategically, framing it in a more collaborative way, so that losing a game does not lead to lost motivation.
Goals provide a basis for motivation; when students have goals they are more inclined to stay motivated in order to reach those objectives. Since achievement motivation is a trait that is based on achievement, teachers can maintain and enhance motivation by setting goals for students. Blackboard writing skills can be worked into some of the goals. For instance, a teacher can set objectives for students to perfect the legibility of their penmanship when writing on the board. The teacher is the judge of whether or not students reach the desired goal, but in the meantime, students stay motivated to practice their penmanship on the board. This motivational strategy gives students a rewarding sense of accomplishment when the goal is met.