I have posted before on the subject of homework but it is always good to have a different perspective. Below is a post from FlyLady on the topic. In Ontario, homework may be marked, it is not supposed to be part of a child’s mark. In teacher lingo, any assessment of homework is formative assessment, not summative assessment. The purpose is to reinforce what is taught at school, usually in the way of practice. However, that is not the case everywhere:
Homework is one of the biggest issues that parents and teachers work on together – and it’s one of the things that kids hate most about school. One of our
educational myths is that all children need to do homework every night. Research tells us that for elementary school children, homework has little or no effect on academic achievement. A head start on establishing good study habits is probably the most positive outcome from elementary homework – that, and an opportunity for parents to keep track of their child’s progress in the curriculum. Homework in middle school has a moderate effect on achievement, but it’s really during high school that homework becomes an important factor for academic progress.
Parents are often concerned about the amount of time their children spend on homework – either too much or too little. Many school systems have a “rule of thumb” about the appropriate amount of homework: ten minutes per grade level is the most common. So your first grader should have 10 minutes of homework, your fifth grader should have 50 minutes of homework, and so forth. By the time students are in high school, a general expectation is 1 to 2 hours of homework
every evening.
Another policy issue is the effect of homework on the final grade. Many students get poor grades because they don’t do homework and get zeroes in the grade book. In my school system, the homework policy recommends that homework be no more than 15% of the grade in elementary and middle school, and no more than 20% in high school.
We all know that homework can make evenings a living hell. When children have piles of homework every night in elementary and middle school, it’s often because they aren’t finishing their work at school. In other words, they’re doing a day’s worth of work, plus homework, every evening. I’d cry too! Your child may be really struggling with the school work, or he may need to develop organized study habits. In any case, if homework seems excessive or if your child gets upset every night, it’s time to take four steps:
-Find out if your school or school system has an official homework policy, and read it.
-Schedule a parent/teacher conference.
-Establish a homework routine
-Work out an incentive system for homework completion.
The first step is to find out if there is an official homework policy. In my school system, it’s under School Board Policies on the system website. If you can’t find it, ask the teacher. If there isn’t one, you have an excellent project to suggest to the principal, the superintendent, or a school board member. The homework policy gives you an idea of how much time your child should be spending on homework and how it affects grades.
The second step is to schedule a parent/teacher conference. Teachers want children to complete assignments and learn the material, but they also want children and families to have time at home to relax. Your goal at the conference is to find out two things:
-How much time the teacher expects homework to take every night.
-What’s going on in class that’s causing the problem if your child’s homework load is greater than it should be.
Then it’s your turn to tell the teacher how much time your child’s homework is actually taking, and share any observations you have about your child’s work or work habits. If your child is forgetting to bring home assignments and books, ask about setting up a check-out system at the end of each day. If your child is fooling around all day and not completing work, suggest a home/school behavior plan. If your child is struggling with the work, ask about academic interventions and progress-monitoring. Write down the plan, and schedule a follow-up conference. Be clear about what the teacher will do and what you will do. Involve student support staff (school psychologist, guidance counselor, school nurse) as necessary.
Teachers can also offer accommodations to help your child complete homework. This is very common for children with special needs. Here are some ideas to discuss:
-Agree to the amount of time the child will work at home. The teacher will then accept the work that was completed and give a grade based on what the child actually finished.
-Reduce the homework load. For example, having a reduced spelling list or only doing the odd math problems.
-Do the assignments a little differently. For example, write one word answers instead of complete sentences for social studies questions. Dictate longer answers to a parent, or use a computer for writing. Allow a parent to read the assignment to the child, or take turns reading.
The third and fourth steps are to establish a homework routine and an incentive system. Some children can get homework done pretty much independently, and it isn’t an issue. Others, though, drag their families through three and four hours of crying and screaming every night. Life is too short for that! The National Association of School Psychologists (NASP) has an excellent homework survival guide for parents on their website. Go towww.nasponline.org, select the Families tab, find the Back to School section, and select Homework: A Guide for Parents. Peg Dawson, a school psychologist from New Hampshire, has a lot of suggestions about setting up routines and reward systems. I’ll briefly summarize her points:
-Set up a routine for where and when homework will be done. Choose a place, and set up a homework center with supplies and a calendar for due dates. Remember that some children do best in a quiet spot away from the family, but others need to be near Mom or Dad for help and supervision. Do homework at the same time every day. Some children do best if they get it finished up as soon as they get home from school, but others need to play or
relax first.
-Help your children set a homework schedule every day. Sit down with them for a minute or two and review their assignments, make sure they have all the necessary materials, set time limits for each assignment, decide in what order to do the assignments, and schedule in a break or two.
-Set up a system of rewards for homework completion. Some children do fine if they just have something good to look forward to when homework is finished, like a favorite TV show. Others need something a little fancier, like earning points towards a bigger reward.
-Write a homework contract that states expectations and rewards.
Different children need different homework routines. Children need to be part of the discussion and planning for their own homework routine, because you are teaching them to be responsible for their own learning. The big decisions are: Where will homework be done, when will homework be done, what are the rewards for completing homework appropriately, and what are theconsequences for failing to complete homework appropriately?
It’s your job as a parent to provide the setting and structure your children need to
complete homework. It’s also important to provide the supplies and organizational tools your children need. Supplies include paper, pencils, markers, ruler, calculator, and glue stick. A timer helps many kids keep on track. The most important organizational tool is a calendar. At the beginning of the year, write down school holidays and the dates report cards come out. As the year progresses, keep track of field trips, picture day, conferences, science fair, SAT dates, and due dates for assignments – especially long-term ones.
Some children are motivated and rewarded by grades. Others need external rewards and consequences. Adults like to talk about what “should” motivate kids, but the truth is that grades aren’t important to everyone. Start where your child is when it comes to rewards and consequences! Some children are motivated to do homework by the promise of TV or computer time after it’s finished. Others need the opportunity to earn points towards a bigger reward. Some children need immediate rewards. Others like to work toward a bigger weekly reward. Here’s a sample homework contract for a sixth grader named Dana:
Homework Contract
Dana agrees to: Bring her assignment sheet home every night.
Bring home the books she needs for the assignments.
Fill out a homework schedule as soon as she gets home.
Follow the homework schedule.
Work at the kitchen table while Mom gets dinner.
Ask for help when she needs it.
Place completed homework in her backpack.
Mom agrees to: Help Dana fill out the homework schedule every day.
Keep the homework center stocked with supplies.
Help Dana when she asks for help.
Let Dana be responsible for her own homework.
Motivators: If Dana completes homework appropriately all week, she can
-skip all chores on Friday
-sleep in Saturday morning
-earn points towards a guitar
-one point for each completed assignment
-one point = 25 cents
Consequence: No TV or cell phone on any night Dana doesn’t finish homework in a reasonable amount of time and with a good attitude.
If you have a child who is struggling with homework, pick just one of these four steps to get started. Look up the homework policy online, or touch base with the teacher. Set up a homework center, or get a calendar and write down assignments. Just get started, and add steps as you can. In the end, you’ll have a
solution to the homework problem.
Our very own education specialist Alice Wellborn is now a regular contributor at FlyLady.net and we are thrilled to share her wise words with all of you. Alice is a school psychologist and the author of the amazingly helpful book No More Parents Left Behind. Get the book at: No More Parents Left Behind
Related articles
- Getting Ready for the Teacher-Parent Interview: Part One of Three (this blog)
- Too Much Homework Can cause Stress, Depression And Lower Grades. (brenoventos.wordpress.com)
- The Tyranny of Homework: (annmic.wordpress.com)
- Five Hot Homework Tips for Parents (ed.gov)
- Differentiating Saxon Math Homework (resolvingdissonance.wordpress.com)
- Homework and Homework Debates (drjosephwise.wordpress.com)
- Mr. Science Teacher Announces Newly Updated Tutoring, Online Classes and Homework Help Services (prweb.com)
- Tips to help children with homework (mylittlemr.com)
- Can there be too much help with homework? (askecac.org)
- I hate homework (stephrockwest.com)
- Seventh grade math teachers called to participate in UMaine study (mainedoenews.net)
Getting Ready for the Teacher-Parent Interview: Part Two of Three
INTERPRETING COMMENTS ON THE REPORT CARD
In vain we begged students and parents to focus on the learning skills and comments instead of the marks. Asking them to focus on the comments proved to be a mistake in some cases and here is why.
GENERIC COMMENTS
Teachers are asked to list the students’ strengths, weaknesses and next steps in the comments section, using verbs and adverbs from a number of suggested lists. They do not have to be used, but a teacher who does use them is less likely to be asked to redo a comment. It is accepted practice to write a generic remark for all the students and then individualize each one with appropriate adverbs and perhaps more personal next steps. Some teachers get very clever at writing the generic comment. The generic child in the report card program is called Casper. Here is an example of the generic comment: “Casper has demonstrated an understanding of the usefulness of titles and subtitles in anticipating the topics covered in difficult text. He has difficulty using context, the titles and other vocabulary to infer meaning for unknown words. He is encouraged to read more non-fiction and take time to reflect on difficult language.” In the first sentence, “thoroughly” can be inserted after demonstrated or “a thorough” can replace “a” to create an appropriate comment for a level 4 student. If Casper is having difficulty, then “not yet” can be inserted between “has” and “demonstrated” or more mildly “rarely” or “occasionally” might be inserted. The teacher might have written the second sentence because the majority of students were having the same problem and part of the solution might be encapsulated in the third sentence. Again, the second sentence might be modified by suggesting that Casper has “some difficulty” or “little difficulty” in which case he may be “encouraged to continue to read …” in the third sentence. The program will change Casper to the child’s name and put in the correct pronouns and modifiers. Occasionally it makes a mistake and when we don’t catch it in the proofreading, there is an indignant student.
PEDAGOGICAL BUZZWORDS
You may be wondering about all the stuff about sub titles, context and inferring. These are some of the buzzwords in a new (and excellent) approach to teaching reading, called Balanced Literacy. The teacher is signaling to the principal or vice-principal who will be reading and signing her report cards that she is very much au courant with the latest and greatest trend in teaching to the extent of using it and evaluating it in her classroom. It’s also a signal to any parents who like to research the latest in teaching. Why would she bother? Teachers are under some pressure to be seen to be aware of and impressed by whatever the latest thing in education is. This is because principals are pressured to have the latest and best in their schools and so on. Sometimes it is sufficient to have the outward garb such as the Word Wall of Balanced Literacy and it is rather funny to see educators faking it. In the best schools, whatever comes across the teachers’ desks is evaluated for usefulness and integrated as appropriate. The report card comments may seem mechanical and awkward. They make anyone who likes good writing shudder, however parents were promised accountability and for some, that means report cards being the same while being individualized. There are times when doing a good job in education feels like being the old man and his donkey. Perhaps we listen too much to everyone’s opinion instead of trusting those experienced and well-educated professionals in the classrooms to pose the problems and propose the solutions. That’s a discussion for another day.
For More Information:
Getting Ready for the Teacher-Parent Interview: Part One of Three to understand how marks are derived. Getting Ready for the Teacher-Parent Interview: Part Three of Three to reflect on how each of the three parties involved can work on any issues brought up by the report card. R on the Report Card Does Not Mean F (Failure) to understand what an R on the report card means.
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Posted in assessment, comments, criteria for marking, education, interviews: parent-teacher, parents, pedagogical, report cards, teachers
Tagged assessment, Elementary, pedagogical, report card comments, report cards