Submitted by Ben Johnson <author> (not verified) on March 27, 2008 - 06:42.
Leah:
I understand that homework is a program that has limited success, especially in areas where the parent is not intimately involve with their child's education. But ultimately, regardless of the age of the students, we expect the student to be the one to do the homework, not the parent. I know the parent has a vital role in helping the student be successful, especially in homework, but the parent cannot do the homework for the student. So, irregardless of parental support, a student can do homework if he or she wants to.
Having said that, we know that having the student individually embrace the topic of study is a life long habit that we want students to learn, prek- 16. The key is to first provide homework opportunities that the students will want to do. I don't know what student will tell you they want to fill out worksheets or answer math problems. But some of the most interesting homework assignments have been ones that the students become part of the next day's lesson. If in math you want to graph some measurements, have the students get measurements from all of their family, shoe sizes, nose sizes, hat sizes etc... In English they can interview family members, relatives or neighbors for topics to write on. One thing that always motivates students is when they get to choose what to do for homework from a range of options (all calibrated to be equally challenging, but using different learning and assessment modalities).
If we accustom our students to want to do homework with more engaging and realistic assignments, then when they periodically have to do the drill and kill practice, they will be more likely to do it, especially if they understand that their practice will help them in class the next day.
At our high school some teachers told me that because of the same reasons that you listed, they do not assign homework (we have over 70% of our students on free and reduced lunch). Yet there are several other teachers at that high school who assign daily homework and get daily homework back from these same kids. I believe that it is because the teacher has successfully shown the students that the homework is essential to do well in that class, and has set the expectation that each student can and will do well. Certainly, there are consequences for not doing the homework, but I believe the focus is on rewarding those that do do the homework.
So what I am saying is basically, don't give up on homework. Start easy, and work your way up to more complex homework assignments. Make sure that every homework assignment is related and relevant to the next day's learning. Celebrate small successes along the way.
Good luck.
Homework as an extension of the classroom and time saver
Submitted by Ben Johnson <author> (not verified) on March 27, 2008 - 06:42.
Leah:
I understand that homework is a program that has limited success, especially in areas where the parent is not intimately involve with their child's education. But ultimately, regardless of the age of the students, we expect the student to be the one to do the homework, not the parent. I know the parent has a vital role in helping the student be successful, especially in homework, but the parent cannot do the homework for the student. So, irregardless of parental support, a student can do homework if he or she wants to.
Having said that, we know that having the student individually embrace the topic of study is a life long habit that we want students to learn, prek- 16. The key is to first provide homework opportunities that the students will want to do. I don't know what student will tell you they want to fill out worksheets or answer math problems. But some of the most interesting homework assignments have been ones that the students become part of the next day's lesson. If in math you want to graph some measurements, have the students get measurements from all of their family, shoe sizes, nose sizes, hat sizes etc... In English they can interview family members, relatives or neighbors for topics to write on. One thing that always motivates students is when they get to choose what to do for homework from a range of options (all calibrated to be equally challenging, but using different learning and assessment modalities).
If we accustom our students to want to do homework with more engaging and realistic assignments, then when they periodically have to do the drill and kill practice, they will be more likely to do it, especially if they understand that their practice will help them in class the next day.
At our high school some teachers told me that because of the same reasons that you listed, they do not assign homework (we have over 70% of our students on free and reduced lunch). Yet there are several other teachers at that high school who assign daily homework and get daily homework back from these same kids. I believe that it is because the teacher has successfully shown the students that the homework is essential to do well in that class, and has set the expectation that each student can and will do well. Certainly, there are consequences for not doing the homework, but I believe the focus is on rewarding those that do do the homework.
So what I am saying is basically, don't give up on homework. Start easy, and work your way up to more complex homework assignments. Make sure that every homework assignment is related and relevant to the next day's learning. Celebrate small successes along the way.
Good luck.
Ben Johnson Natalia, TX