Homework or No Homework?
Homework is a debated topic in Education. Everyone seems to have an opinion on whether or not children should receive homework. I am a third grade teacher and I do assign homework. However, it is an issue that in the past I have had mixed emotions. What is the best kind of homework? How often should I assign homework? What is the best way to differentiate homework? What about students who struggle to get home support? There are three main reasons that I send home homework. The first is to help reinforce and apply skills, the second is to help keep parents informed on what skills we are learning and how their child is performing with them, and the third is that I think that homework builds responsibility.
In previous years my homework policy has consisted of at least fifteen minutes of nightly reading, followed by a written a summary or short reflection of what the student read. I also sent a nightly assignment, a worksheet, a Thinking Map, a math, science, or social studies sheet. Something that reinforced what we are learning in class. On Wednesdays our team sent home-differentiated math homework. In the past I have not sent weekend homework. Our district states that homework will not exceed forty minutes a night. I feel that what I have sent in the past can be completed in forty minutes. I definitely make it a point on Curriculum Night, as well as during conferences that homework should take less than forty minutes. If homework is taking longer, write me a little note in the corner that says, “This is what we completed in forty-minutes”. My homework philosophy is not to fill up a child’s night with homework. I think that there is nothing more important than family time.
I have always felt strongly about sending home meaningful homework. What have caused me to really look into this issue are two experiences that I have recently had. The first was two years ago I joined a new team. This team had a homework policy that I didn’t agree with. What they considered meaningful homework and what I considered meaningful homework were not the same. The second experience was having my daughter start kindergarten. Homework can sometimes be a battle. AHHH! Monday nights write your sight words three times each. What a fight! It seems that are family nights are filled with dinner and bathes and everyday life. We make it work. We figure out a way to make homework work for our family. I like working with her and seeing how she is doing. I don’t want to wait for a progress note or a report card to see how my daughter is performing with grade level skills. Since these experiences I have put more time into thinking what homework policy is right for students. The following are arguments for and against the assigning of homework.
Yes to Homework
Research shows that homework does not correlate to improve test scores. It does however have a positive effect on students. According to Harris Cooper this includes better retention of factual knowledge, increases understanding, better critical thinking, and greater self-discipline and self-direction (Null, p.331). Although homework does not prove to improve standardized test scores it does deepen understanding. These positive effects help students learn and since we don’t teach to the test, this research does not turn me away from homework. Some other positive effects of homework can be: the review and practice of concepts and skills, it can prepare for a upcoming complex lesson, homework can help develop better study habits for higher education. Homework can reflect on prior learning, develop time management skills, enhance and supplement learning as well as foster independent learning (Crie, 2005).
Parents seemed to have mixed feelings about homework. They like that it keeps them informed on their child’s learning, but don’t like how it takes away from family time. I agree as a parent that homework helps keep me informed about how I can further assist my daughter.
No to Homework
The amount of homework that students receive varies depending on the school, the district, and the state (Crie, 2005). The Brookings report notes that 5% of fourth graders have more than two hours of homework a night (Null, 339) Homework is taking over children’s “family time”, their time to be spontaneous, and time just to be a kid! I agree with this, but I don’t believe that homework has to replace family time. Our students are dismissed from school at 2:40. That gives them about five hours of family time.
Most researchers now agree that homework does not improve academic progress for elementary students (Null, p.337). I think that homework assigned the correct way can have a positive effect on students. If the homework reflects skills that have been thoroughly taught homework can provide students a chance to cement learning or apply it in different situations.
We are constantly having our students compared internationally. The 1995 Third International Math and Science study found that 8th graders in Japan and Germany are assigned less homework but still outperform us on tests (Null, p.337).
This survey
According to a 1998 survey by Public Agenda, nearly 50% of parents reported having a serious argument over homework, and 34% reported homework a case of stress and struggle (Null, p.341). As a parent I can also speak for this. Arguing at night, when everyone is tired is not an ideal way to spend family time. I cannot count the number of times during a parent teacher conference that a parent has commented on hard it can be to get their child to do homework. Children are tired; we work their brains hard during the day. Children also sometimes save that rebellious behavior for their parents. It has been locked up all day!
Some feel that homework is unfair to students who may be living in poverty. Close to 20% of children in the United States of America live in poverty, and homework further exacerbates their academic struggles. Not all families have the resources or the time (Null, p.338) to help their children. Therefore, some students receive support on homework and others are not. During this economic period it is naive to think that all students will have a parent sitting next to them assisting them with homework.
Other reasons to abolish or limit homework are students are often over-loaded with extra curricular activities. Many students live in a single parent home. These homes often cannot provide the necessary time needed to aid students (Crie, 2005). These reasons can overwhelm and stress students out, resulting in a negative attitude about school.
My Decision
Research shows that the relationship between the amount of homework that students do and their achievement outcomes was found to be positive. In fact, students in classrooms that assigned meaningful homework gained more percentile points then students who were in classrooms that assigned none (Marzano and Pickering, 2007). I feel that homework can serve an important role if you assign it correctly. Teachers need to really think about the quality of the homework. How is this assignment going to help this student? Teachers also need to keep in mind how they can help support students who struggle with home support. Is there after school or before school assistance available. Teachers also need to keep the following in mind.
Types of Homework
When assigning homework it is crucial for the homework to meaningful. Some questions to ask yourself when assigning homework are: Is the homework a reasonable extension to what we are learning in class? Does the assignment encourage inquiry and creativity? Does the homework construct a bridge between school and home? Does it give parents the opportunity to observe their child’s academic progress (Null, p.331)?
There are four main types of homework. They include practice, preparation, extension, and integrating (Crie, 2005). Not only do we need to ask ourselves if homework is meaningful but we also need to make sure that we are offering students experience with all of the four kinds of homework (Crie, 2005).
Critically analyzing the issue of homework has left me feeling knowledgeable. I feel like I can back-up the reasons behind assigning homework. The analyzing has also left me with the confidence to not feel pressured to assign homework. To only assign what I know will be beneficial. Homework may not improve standardized test scores, but I don’t teach for tests. I teach to help students reach their potentials.
References:
Crie, Mollie. (2005). The Great Homework Debate. Teaching Today.
Marzano, Robert, Pickering, Debra. (2007). Educational Leadership. March 2007. Vol. 64. No. 6.
Null, James. Taking Sides. Clashing Views on Controversial Educational Issues. 13th Edition.