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Teaching Keyboarding

Teaching Keyboarding. Sit in a comfortable, relaxed position directly in front of the computer. Center your body with the “ B ” key. Sit with back against the chair. Be sure forearms are parallel to the keyboard Keep feet on the floor (one slightly in front of the other) for proper balance.

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Teaching Keyboarding

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  1. Teaching Keyboarding

  2. Sit in a comfortable, relaxed position directly in front of the computer. Center your body with the “B” key. Sit with back against the chair. Be sure forearms are parallel to the keyboard Keep feet on the floor (one slightly in front of the other) for proper balance. Keep fingers naturally curved, upright, and in keying position. Keep wrists low and relaxed, but off frame of keyboard. Keep elbows in relaxed, natural position at sides of body to provide correct hand position. Keying Posture Checklist

  3. Correct Keying Techniques • Keep fingers curved, upright, and in keyboarding position over the home keys. • Keep wrists low and relaxed with base of hands just off keyboard frame. • Both thumbs should be curved toward the palms of the hands with right thumb resting lightly on the space bar. • Forearms should be parallel to slant of keyboard. • Make quick, snappy strokes with immediate key release. • Maintain uniform, continuous, fluid keystroking action. • Tap each key with proper controlling finger.

  4. Evaluation Time

  5. Keying Problems and Corrective Measures

  6. Keying Problems and Corrective Measures

  7. Keying Problems and Corrective Measures

  8. Keying Problems and Corrective Measures

  9. Keying Problems and Corrective Measures

  10. Keying Problems and Corrective Measures

  11. Keying Problems and Corrective Measures

  12. Keying Problems and Corrective Measures

  13. Finger Gymnastics • Study the finger gymnastics handout given to you at the Saturday class.

  14. Keyboarding Drills and Timings

  15. Drills Each drill has a specific purpose.

  16. Positions • Home Hall left for Dallas; he is glad Jake fed his dog. • Down reaches Did my banker, Mr. Mavann, analyze my tax account? • Up reaches Teresa quietly put her whole heart into her work.

  17. Fingers • First Juan hit the bright green turf with his five iron. • Second finger Dick said the ice on the creek had surely cracked. • Third/fourth Who saw Polly? Zoe Pax saw her; she is quiet now.

  18. Reaches • Adjacent We join there and walk north to the western point. • Direct Barb Nunn must hunt for my checks; she is in debt. • Double letters Anne stopped off at school to see Bill Wiggs cook. • Outside Reaches The lazy wasp passed the potted azalea on the parquet floor.

  19. Hand Drills Balanced Hand (profit, bicycle) The color of the title sheet depends on the photos and the funds. One Hand (date, agree) Get fewer on; after we look, as we agree, add debt; act fast

  20. Word Beginnings br bright brown bramble bread breath breezes brought brother broiler In February my brother brought brown bread and beans from Boston. exe exercises exert executives exemplify exemption executed exemplary The exert extreme effort executing exercieses in exemplary style.

  21. Troublesome Pairs d/k Dirk asked Dick to kid Drake about the baked duck. e/i Abie had neither ice cream nor fried rice in Erie. B/v Did Harv key jibe or jive, TV, or TB, robe or rove? t/r In Toronto, Ruth told the truth about her artwork. u/y Willy usually does not buy your Yukon art in July.

  22. Rhythm Builders • Word-level response (key short, familiar words as units, such as is to for do an may work so it) Hand me the ivory tusk on the mantle by the bugle. • Letter-level response (key more difficult words letter by letter, such as join, defeat, stars, beaver) We gazed at a plump beaver as it waded in my pool. • Combination response (use variable speed; your fingers will let you feel the difference) This is Lyn’s only date to visit their great city.

  23. Timings Each type of timed writing has a specific focus for speed building.

  24. Guided/Paced Writings for Speed • Students keys a 1’ writing to establish gwam. • Using this rate, student adds 4 gwam to determine their goal. • Divide the goal into quarter-minute goals. • Teacher calls the 15”, 30”, 45”, Stop for a one minute writing or student sets software to beep.

  25. Progressive-Length Paragraphs • Contain a precise number of words, such as 36, 38, or 40 • Motivate students to increase speed to the successive paragraph

  26. Copy Difficulty • Each type of timed writing is triple controlled • Syllables per word (Total syllables ÷ actual words) • Characters per word (Total keystrokes ÷ actual words) • Percent of familiar words (High-frequency words ÷ actual words) • Easy Average • 1.2 syllables per word 1.39 • 5.1 characters per word 5.52 • 90 percent familiar words 85 percent Notice how the numbers changes as the copy difficulty moves from easy to average. True skill growth can be measured when comparing scores take at the same level of difficulty, e.g., average to average—not easy to average.

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