I'm involved in a conversation about homework on another list and thought
it might be of interest here too. What's your philosophy about homework?
What's your homework reality? Do you assign it regularly? Do you get what
you expect from your students?
How much parental support do your assignments require? What home supplies
or equipment do you assume are in place to support your students?
Does your school have a homework policy? Does your school hold workshops
to help parents help their kids with assignments? I'd really like to know
what other teachers are doing and why they're doing it.
Deb Bambino
Philadelphia
--------------------------------------------------------
My classes use homework as a self-assessment. When all students are participating
in the same assignment, students are allowed to conference with peers and
edit their work (showing before & after answers). Students receive daily
points for homework and all are expected to have it. Many days throughout
the year, students choose their own assessment. I give students several
activities that require the use of the concept of the day (or week) and
they choose one or two activities that will allow them to successfully show
that the concept has been mastered. Using activities like these allows students
to demonstrate their knowledge while using their preferred learning style.
Greta Heady
Louisville
--------------------------------------------------------
Homework is necessasary, but it should be meaningful. Students need to practice
and apply the concepts they learn in class. However, it should be limited.
Children should not be spending 2-3 hours every night doing homework. Now
is the time when they should be playing with friends, participating in clubs,
playing sports, getting involved with church, and finding a hobby. All of
these things are important. When homework overtakes all the other stuff,
students become stressed.
Sometimes, it seems, we expect kids to act as adults. We expect them to
act responsibly, be organized, and make good decisions. These are skills
that need to be taught, along with social studies, science, math, and language
arts. If you feel stressed with all that you have to teach, imagine how
these children feel with all they have to learn!
Robyn LaFollette
Louisville
--------------------------------------------------------
There is a happy medium with balancing homework and a social life. Students
do need some quality, directly connected to the work done in class, assignments
at home. This may be a check for understanding, preparation for the next
day's activities, or student self-selected projects that allow them to delve
further into topics that interest them.
Homework SHOULD NOT be used as busywork! However, students need to gain
an understanding of responsibility away from the classroom, so there should
be some work each evening.
Rick Selby
San Diego
--------------------------------------------------------
Folks... there was an interesting story about homework in the Baltimore
Sun recently.
10-3-00 Baltimore Sun "Headache
Over Homework" [Better -- not more -- homework is issue, says Joyce
Epstein.]
A quote from the story:
"Before we talk about having more homework, we need to talk about better
homework," says Joyce L. Epstein, director of the Center on School,
Family and Community Partnerships at the Johns Hopkins University. "Teachers
should put as much care into the homework as they do the classroom, rather
than tacking it on as an afterthought."
John Norton
--------------------------------------------------------
I read the newspaper article entitled "Headache Over Homework"
with great interest. I have a lot of misgivings about that article. First,
middle school students are very different from elementary students...they
tend to have even more going on after school then younger children. They
are into earning money after school...babysitting and odd jobs, and they
are also playing a a lot of different kinds of sports (track, football,
weightlifting, wrestling and so on.) They are also doing report writing
and essay writing to a greater extent than elementary students.
Second, while the study at John Hopkins University may have some validity...we
in the trenches know the "real" story. Students often go home
to dysfunctional families, or empty houses, or homes where "academics"
are deemed unimportant. Many of the parents who want to help, often find
that they can't help due to their own educations.
I, for one, do not assign homework other than studying for tests, completing
assignments not finished in class, interviewing family members to complete
autobiographies (which includes letter writing to older relatives to get
the needed information and possibly visits and phone calls) and research
projects which entail additional outside classroom reading and visits to
the public library. Students also need to read novels for language classes
as there is not enough instructional minutes in the day to devote to this.
The article indicated that homework assignments should be planned as carefully
as the classroom assignment. In this case, I believe they are, since they
are a direct extension of what goes on in the classroom. To be fair.
I must add that I teach language arts and social studies so what I do for
homework might not be feasible for a math class where practice in a skill
is necessary.
Linde Crawford
--------------------------------------------------------
Deborah Bambino wrote: "I'm involved in a conversation about homework
on another list and thought it might be of interest here too. What's your
philosophy about homework?"
Well Deb..I have been lurking on the other conversation. I just read the
comments against traditional homework and they do speak fairly loudly when
I think about them.
I think there is a place for homework as long as it is not busy work ...work
for the sake of homework. Some homework I assign on a weekly basis. For
example, my kids get 5 spelling words a week that have been taken from their
writing. I then put together a spelling contract that has at least 25 choices
of activities...hopefully meeting most learning styles. Each choice is assigned
a value of 5-10-15-20 points. They are asked to do 60 points during the
week.
I also (on student request) put together a syllabus for "Nothing But
the Truth" that includes work for each couple of days and explains
when literature seminar meets.
In the Everyday Math program there is a study link for each lesson. This
is not drill & kill. it usually consists of 5 problems...that are applications
or extensions of the lesson
I also want kids to read for about 30 minutes 5 out of 7 nights -- well
you get the idea.
I assign homework because most parents expect it..almost demand it. They
are so worried about the 6th graders being prepared for leaving. All of
our 6th graders have to visit schools and with their parents decide where
they will go to 7& 8th grade and then where they will attend high school.
BTW, that is a big decision for 6th graders to make and most of them make
it fairly independently
I assign homework on weekdays only. I also take some soccer nights off as
every child in my class plays soccer.
I go over my homework plans with parents in the beginning of the year and
they are also written in the handbook I provide each of my parents. I also
put together a resource folder for kids... a grammar guide list commonly
misspelled words
I tell parents no child should spend over an hour and a half on homework.
Families need time too!
We are starting a series of support workshops for parents and homework is
one of those.
Sorry for the long winded answer
Kathy Renfrew
--------------------------------------------------------
Here at my school in Little Rock, we 8th grade teachers assign homework
and a small percentage of kids will earnestly complete it and turn it in;
another small percentage will start it if the teacher allows classroom time
for that, might finish it, but never turn it in; another small percentage
will begin work in class, but never finish it; the rest (up to half of most
classes) will never "do" the homework.
If a teacher weighs homework scores as a significant factor in grades, the
latter kids will flunk. The math teacher on my team is in this boat--only
about 14 out of about 80 total kids made a score above D in her classes,
mostly due to lack of homework. Many of these kids had low test scores as
well.
In my own classes, about half of the kids in my pre-AP class had D or F
at interim due to their failing to do the routine homework I require--keeping
a record of their reading and writing in a Journal. Most of those kids did
not do other homework, as well--things like "write a rough draft from
the pre-writing we did in class" or "write your final draft from
the rough draft we revised in class." The science and social studies
teachers on my team had a much lower percentage of D and F, because they
rarely assign homework.
Similar statistics occur in the other teams--in classes that require little
homework, few kids fail. Expectations for learning seem to be low, however,
and test scores (both SAT-9 and criterion referenced) show poor student
performance.
Obviously we faculty need to do a couple of things. One, we need to establish
a school-wide homework policy and every teacher abide by it. If we can establish
that within the school culture it is the norm to do and turn in homework,
kids will comply. Two, we need to examine the kind of homework that gets
done and the kind that doesn't as well as the reasons we give homework.
If we assign homework that kids find interesting and relevant to them, they
will be more likely to do it. Maybe we need to do a third thing, too--involve
parents in a meaningful way to encourage kids to "do" homework.
I have not been able to interest many other teachers in undertaking this--the
special ed teachers understand the need, but others seem to place blame
solely on the kids. I think we teachers perpetuate and exacerbate the no-homework
problem, though. The only solution they entertain is to assign no homework
or give time in class to "do" homework--if the latter is undertaken,
seems to me that the work is not homework.....
Beverly Maddox
Little Rock, AR
--------------------------------------------------------
Hi everybody. At some point in my teaching career I became disillusioned
with the whole concept of "homework" and the word itself. When
I was in school myself in the late 50's and early 60's I was able to accomplish
most of my school work at school, with a little left over to finish at home.
This is how I conducted my classes - we had an initial learning activity,
review, and then application and practice with more review. I would go over
the first several problems/sentences, etc. (of their "practice"
assignment) as part of the summary at the end of class. Then I would allow
the students to finish their classwork at home if it was not completed.
The beginning of class review the next day would be to find out if there
were still problems and to collect papers for the "daily grade".
So, I always told my parents, "We usually do not have homework. In
that way, your child has more time to actually finish the classwork we had
if he/she didn't get it done in class."
I found that my policy really worked! I finally convinced my partner of
8 years to adopt it as his, and he (a very hard task-master) agreed that
it made a world of difference. A change in attitude is sometimes what it
takes.
And I would also take daily grades on other things that were ONLY for doing
in class, such as group work, etc.
My pat answer to the question, "Do we have any homework?"
"No, no homework. But, did you get your classwork finished? If not,
you must finish it at home."
(This is a continuation of my former post - one way I supported my policy.)
Even though some people tout the importance of having all objectives, assignments,
and homework on the board BEFORE class begins, I have a different view of
this. YES, post the objectives and other important information, such as
page numbers, books and materials they need to have ready.
BUT, I am a firm believer that if you post the actual assignments for classwork
and (especially) homework, it is a formula for disaster. For example, some
(many) students will just work on homework all through the learning experiences
instead of participating. I see this all the time when I am observing teachers.
For this reason, I never would post the Classwork until I was ready to set
them to work on it. I would tell them exactly HOW much of the classwork
HAD to be finished by the time I stopped them for the review/summary. What
was left was to be done before class the next day.
When the next class would come in, I would have them "trained"
not to copy the assignment because it was for the class before. (You never
know if this class will accomplish what the class before did.) I would let
them know later in the class if it would be for them as well.
Sybil Humphries
South Carolina
--------------------------------------------------------
Sybil Humphries wrote: "YES, post the objectives and other important
>information, such as page numbers, books and materials they need to
have >ready. BUT, I am a firm believer that if you post the actual assignments
for >classwork and (especially) homework, it is a formula for disaster."
I agree with this too. Although I don't give homework per se, I do expect
students to complete unfinished work at home. I have a lot of special needs
students in my classroom who are required by their special teachers to write
down everything they do in class with particular emphasis on work they need
to complete at home and/or their special classes.
Like you, I found that students were working on assignments in class and
not paying attention. I've always found natural consequences to be the best
teacher. On one particular day I observed about 5 students busily completing
their English exercises during instruction. To avoid disrupting the flow
of the lesson, I said nothing. At the end of instruction, I told the class
to do only the odd numbered questions. You should have seen the faces of
those five students!
Since then I have solved the problem of working ahead on assignments by
posting my assignments separately from objectives on a large white board.
I simply turn that around to face the wall until the instruction is finished.
It's helped a lot.
Linde Crawford
--------------------------------------------------------
Since my campus is deeply involved with middle school reform, we are making
the transition from the traditional classroom to a standards-based. We had
and continue to have numerous training on what a standards-based classroom/instruction
looks like. One of the components is homework.
Homework is not to be punitive. I don't give homework. I do expect them
to finish any classwork for homework if they do not complete the assignment
in class. However, the difference is that when my students come back to
class the following day, and they do not have their homework, as some of
them do- sometimes many of them, I don't penalize them. Instead I adjust
the point value per problem. That way they know ahead of time how many problems
they must complete for the desired grade.
This also eliminates punishing those students who are not able to study
at home. We must remember, students, like us, have lives after school too.
This is our team policy-actually the policy at my school is that homework
is not punitive.
Melba Smithwick
--------------------------------------------------------
Melba, would you give an example of adjusting the points. Others will probably
be interested also. I am very interested in passing this idea on.
Thanks,
Sybil Humphries
--------------------------------------------------------
Sybil Humphries wrote: "My pat answer to the question, 'Do we have
any homework?' is 'No, no homework. But, did you get your classwork finished?
If not, you must finish it at home.'"
I think homework is sometimes used incorrectly by some of the newer teachers.
I do feel there is a need for homework, but isn't it better to have the
student there in class doing independent work than to have them at home
where they have no one on one assistance?
I work at a middle school of 800 students in Corpus Christi, Tx. with what
I feel is the perfect schedule for this homework that could be finished
in class. We have 72 minute four period classes with a 72 minute conference
period...it is great. I begin my 8th grade U.S. History class with 10 minutes
of Accelerated Reader time to assist the Language Arts dept.,you have your
warmup,focus,direct teaching,guided practice, and still have plenty of time
for independent practice. Those who don't finish in class will need to take
it home or you may use your warmup to help them on their way to finishing
with little hints to find what they were looking for and allow them say
10 to 15 minutes in class to finish the assignment.
This allows immediate feedback because you can go over what ever skill/knowledge
they were learning. I can see how this may not work as well for math, but
it works great for me in social studies. Those who finish quickly can get
enrichment assignments to keep there interest and you don't lose those who
are slower.
Rick DeVoe
--------------------------------------------------------
To Rick: Hi, and I agree with your practices regarding homework. I too afford
the students reading enrichment like you do. It works for math also.
To Sybil: Adjusting the points is probably something, in fact I'm sure you
already do this- if the students complete 20 problems, each problem is worth
5 points, however for those who only do 10, then their problems are worth
10 points, and for those who only do 8 problems, theirs are worth 12 points
each-rounding to the nearest whole. Get it? Easy right? The best part of
this is that the kids understand and accept it. You talk about incentive
to do more work! WOW! They are so funny, they actually ask if they may do
more then the required numbers. How about that?
You will have those sillies that ask "What if I only do one or two,
and get them right?" My answer is: "I expect you to do the required
assignment, because my expectations for you are very high. You are expected
to give me 100% effort and I will do the same for you. I do teach sixth
graders. If that makes any difference. Try it and let me know how it goes.
Melba Smithwick
--------------------------------------------------------
I have been observing some diaogue on another Teacher List Serv regarding
homework. One teacher compared giving daily homework with the adult workplace.
The writer felt that few adult workers bring work home and that our education
system of assigning homework was inconsistant with what really happens in
the work place. A number of educators responded back, suggesting that such
an additude would only breed mediocrity in students and would steer students
into the "factory worker" mentality.
With these thoughts in mind, I'd like to propose that the following article
be read. It's called "Students Don't Work, They Learn!" Author
Alfie Kohn, comments that:
"In factory-like schools, you will often hear words like performance, and achievement, but rarely words like 'discovery', or 'exploration' or 'curiosity'."
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