THE HOMEWORK DILEMMA: PART 2

Homework or home torture?

The Homework Dilemma: Part 2 

My Opinion for What it’s Worth

Before continuing I am obliged to make it clear that I do not believe in the abolition of all homework. I believe that if it is well-conceived some homework can be useful. I believe in the abolition of bad homework assigned for the wrong reasons.

So how do we determine the value of homework as a teaching tool? A simple question will suffice. “How do I know it works?” That straightforward query allows us to screen new and old instructional methods. If no answer is forthcoming then professional responsibility requires that we find one.

Disagreement on Homework is Common

Teachers don’t need to be researchers. They don’t have to commit to spending hours each week involved in reading journals and searching the Internet. What is needed is healthy skepticism about teaching methods that prods them to ask the question above.

Regrettably, many teachers believe that more homework is the answer to improving learning and pile it on. Some of these teachers have observed that students who do homework make better grades than those who don’t, but drawing a conclusion from that observation is not justified.

There is also the personal factor that is exemplified by teachers feeling that students have disobeyed by not completing an assignment. Kids are supposed to do as they are told, so not doing homework gets personal. The result is often a zero which makes some teachers feel better but does little to improve learning. Finally, there is a prevailing belief that many students will not complete homework unless it is graded. That is because we have taught many students that grades are more important that knowledge. This is the result of overemphasizing grades to the exclusion of learning.

These problems are entrenched, and I won’t attempt to try to solve them here. Part of the problem is the overuse of rewards and awards doled out for grades. In the U.S. we have come to believe in the power of the reward. Albert Einstein was no dummy. He said, “If people are good only because they fear punishment, and hope for reward, then we are a sorry lot indeed.” I agree with Albert.

Real Problems with Homework?

Likely the most common error teachers make regarding homework is grading it. Homework is a formative assessment. Formative assessments are those non-graded activities that students do while they learn something new. If we believe — as experts generally do — you don’t test what you haven’t taught, then we use homework for diagnosis and practice.

“If I don’t grade it they won’t do it!” Well, perhaps not, but if teachers spent more time convincing students that homework has value as a learning tool by making sure that homework addresses standards and therefore will appear on test and quizzes, then the real value of homework will be more clearly established, and the homework is graded when the test is graded.

OK, are you sitting down? Many students can and do copy homework. That single fact renders homework as invalid for grading. Related to copying is the fact that some parents help and some don’t. And as long as I’m talking about parents — please remain seated — some parents just aren’t very good at parenting. Some don’t frankly care whether or not Junior does his work. Knowing this, why punish Junior?

Aside from mom and dad, other factors can make home an unsuitable place for homework. Love and concern may be present, but the home can be collapsing under the weight of dad’s recent arrest, Uncle Bubba’s visits while under the influence, mom’s job loss, etc. Dysfunctional homes are all too common.

Thankfully most homes function well, but homework is often boring. I know it’s true; some of my brightest students told me early on that homework was boring. How dare they! I never promised them a rose garden! Time for zeros! The problem is that negative grades don’t motivate students who aren’t motivated by grades, and they are the ones that are most likely to not do homework. That’s why so many students accumulate strings of zeros. It doesn’t matter! If teachers are interested in motivation, try — really try — to give interesting homework.

Homework should never be assigned as punishment. When my son was in high school he brought home an F for algebra on his first interim. He had an A average on tests and quizzes. His teacher told me that she thought a failing grading was proper punishment and would motivate him to work harder. Duh!

My son’s aversion to homework was born out of his need for down-time. How selfish! Don’t ruin weekends and holidays with homework. Students need and deserve time with friends and family. If you mess up parents’ time they won’t like you either. Remember that other teachers are assigning homework. One of my granddaughters is in the fourth grade. Two weeks ago she called my wife — a former math teacher — for help with a math problems. My wife asked me for help! After missing a new episode of House, we finished, and my granddaughter went to bed with social studies homework not yet done!

In using homework, apply compassion, be empathetic, and don’t let it get personal. A caring, kind, and congenial teacher will affect grades positively more than all the homework ever assigned. There are times when homework is needed, but have specific occasions for assigning it.

Of course you may choose to agree or disagree with the above. You can do all of that homework checking and recording homework grades and calling parents, etc.

But, “How do you know it works?”

Dysfunctional families interfere with homework completion.