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supporting learning at home |
The homework dilemmaWith a new school year just around the corner, I've been thinking about and working on a couple of projects. Both involve homework, and the crossroads many educators currently experience when it comes to deciding how much, if any is appropriate. I have mixed emotions.
First, I do see, first hand, how students who regularly do their homework tend to better understand and apply concepts. I also see that parents of the kids who do homework are more involved in their education. Now, do I think homework has made the parents more involved? Probably not. I believe that it is the other way around. Parents who are interested and invested in their child's education probably are more likely to make sure time is set aside for homework. Finally, the research on reading at home is quite clear about the benefits. I won't spell them out here, but the research is widely available online. You can start with this article here, if you're interested. Now, on the other hand, I feel like there is a growing issue of inequity. If homework is essential for students to gain the requisite knowledge and skills, and a kiddo doesn't have the supports at home to even begin to think about homework, how is that kid going to ever begin to gain the knowledge/skills to break that cycle? I have had students who, even as young as kindergarten, have dealt with issues of poverty, hunger, homelessness, drug abuse/dealing in their households, mental illness, incarcerated parents, and the general uncertainty of what trauma tomorrow will bring. Clearly, for some families, homework is not and will never be a priority. While social media may be buzzing any given year with a "no homework" letter from a parent or teacher, does that letter explore all sides of the issue, and is that trend in the best interests of children? My questions are: How do we assign meaningful and relevant homework in a way that recognizes issues of equity? How do we motivate students and families to prioritize homework in a way that maintains an appropriate balance between home and school? And, finally, at what cost do we hold elementary students accountable for homework completion, despite the fact that some home environments clearly don't support such tasks? The National PTA and NEA recommends (and I support this idea) of no more than 10 minutes per night per grade level, beginning in first grade, There is also a great deal of emphasis in quality over quantity. So, with a 30 minute cap for a third grader, I need to think about how that time is best spent, and how I can make that work relevant and engaging. |
New (and free!) this monthWith a balanced approach in mind, I am on a mission to make homework both meaningful and relevant, all while connecting with families and helping them support their kiddos. My first project, a Reading Homework Menu, is just one small piece of the puzzle. You can download this for free by clicking here or on the image below:
Yes, this is a FREE download!
My second project is a detailed system for gradually introducing homework to students and families during the first two weeks of school. I've used it for about six years now, and it works! I spent quite a bit of time this summer reworking it to increase parental involvement. It includes:
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Branches |
ConsiderationsTools |
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