Reconsidering Homework

What Teachers should Know about Homework

by Harvey Craft

The recent push for Common Core is, I believe, a good idea that has one major omission: even if teachers can agree on exactly what to teach, it will make little difference if they don't know how to teach. Inconsistencies litter the teaching profession and while there may be thousands of ways to teach, many of them are wrong. Teaching doesn't happen with the same consistency that doctors apply in treating specific diseases. That can be a problem.

After a century of assigning homework, there is still much disagreement on its effectiveness as a teaching tool. Specifically, there are three main issues: (1) What is does a "good" homework assignment look like? (2) Why is homework necessary? (3) What is the reason for grading homework?

Breaking these three issues down, there are at least fourteen reasons many teachers and administrators either discourage its use or limit its use. The reader may think that homework is necessary to the learning process, but I've yet to see conclusive evidence.

Fourteen Reasons to Reconsider Homework 

Teachers give homework primarily because that's what teachers do – they learned to give homework when they were students.They had homework and assumed their teachers knew what they were doing. They continued the practice when they became teachers. Perhaps times have changed, but during my formal education as a teacher and administrator, I cannot remember any discussion about homework, and I have attended four different colleges and universities.

My ideas about homework are based on experience and research. I believe homework is a poor instructional tool because:

(1) it is easy to cheat. Copying homework is common and easy.

Copying homework is common.

(2) Some students have parents who will oversee the homework, some have parents who don't care.

(3) The conditions at home do not equally favor completion of homework.

(4) A main reason teachers give for assigning homework is to "develop responsibility," but that is not supported by research. Responsible students are more likely to do homework, but they do homework because they are responsible; they don't become responsible by doing homework. 

(5) Teachers tend to assign too much homework to the beginning learners even though that is when it is least useful according to research.

(6) Homework is a formative assessment; meaning that it is a type of informal assessment given before students have mastered a standard, and it is not best practice to grade things before they are mastered – that's what tests and quizzes are for. I am still surprised at the number of teachers who don't know the difference between formative assessment and summative assessment.

(7) No student should fail because of low homework grades, especially if his tests and quizzes indicate that he has learned the material, but that can happen if homework is graded.

(8) Students who don't do homework tend to not do it despite bad grades – therefore we are using a teaching method with them even though we KNOW they will always fail it. 

(9) Stressing grades for a reason to do homework sends a message that school is about grades and we know that students (when taught well) don't need grades to learn. Also, learning should be the preferred reason for attending school. We talk too much about grades.

(10) The application of homework as a teaching method is highly inconsistent across the nation and we need to move toward finding consistently effective methods that everyone will use.

(11) Often, undone homework is a "personal" issue with teacher and they get angry because they feel that students are disobeying interfering with student/teacher relationships. 

(12) Homework doesn't have to be graded to keep parents informed – send a note home or give them a phone call.

Some parents can help with
homework, but many cannot
or just don't.

(13) if homework is linked to standards-to-be-assessed, then students will learn that homework raises grades on summative assessments (tests, quizzes). That sends a message that doing or not doing homework affects their grades on tests and quizzes and there is no need to grade it – test grades are sufficient. More teachers should make this connection. After all, if homework is given it should address things that will be tested.

(14) Homework is maximally effective when graded by teachers and corrections are made. This can be very time consuming and takes valuable time away from more worthwhile instructional preparation.

Homework is one of those ideas in education that is taken for granted since it became fashionable in the late 50's when Russia launched Sputnik. If homework was meant to improve learning as measured by standardized tests, it hasn't. 

Responsibility and Self-Reliance

Responsibility vs. Self-Reliance

by Harvey Craft

The Self-Reliant Student is Typically an Avid Reader

Teachers spend much time talking to students, parents, and other teachers about responsibility. There is a dominating desire for responsible students and an apparent shortage of them. Like many buzz words in education, responsibility is not always the same thing to different people. Most think of the word as meaning voluntarily completing required tasks, following a moral, legal, or other accepted code, and these actions must be done according to schedules and with an appropriate attitude. The definition often gets distorted by adults to simply, “Do as I say!”

Teachers try a variety of methods to “teach” responsibility. They assign various tasks to help take care of the class – emptying trash cans, helping with bulletin boards, and homework! But much of what is done to foster responsibility is really done to manage behavior and encourage obedience. Of course, proper behavior and obedience are closely related to responsibility and obedience – well-behaved students are more fun to teach, and usually easier to manage.

The Self-Reliant Student

I defer to Ralph Waldo Emerson for my ideas about self-reliance, and while it can be confused with responsibility self-reliance emphasizes a stronger development of innate awareness of the confusing topic of right and wrong. Responsibility is part of self-reliance, but the self-reliant student often possesses a recognizable independence which can possible create conflict.

Knowing Oneself

The self-reliant student trusts himself and is comfortable with his decisions even when they conflict with teachers’ instructions. The student will have a developing sense of his future, and see a successful self. This may well involve making decisions that are not socially popular. Self-reliance is not based on another person’s notion of what he should do.

Still, responsibility is important, but self-reliance involves an advanced understanding of responsibility – these students will already know what responsible behavior is, and it might not always agree with the accepted examples.

Consider a teacher who believes that homework helps develops responsibility. Suppose the teacher is checking homework and encounters a student who says confidently, “I only answered two questions. I already know the others really well.” The teacher may record a poor grade, but those who truly know what works for them may be willing to avoid what they consider busy work and appear to be rude. Grades may be only marginally important to self-reliant students.

Social and Global Knowledge

The world advances by the desires of the self-reliant. They possess a keen knowledge of “what’s going on” that comes from a prodigious awareness of good and bad ideas, right and wrong behavior, and they collect and mentally file important facts about the world.

Consider the teacher who believes in the old and unjust practice of punishing the entire class because one or two people would not comply with instructions. The self-reliant student may politely raise his hand and say, “Discipline like this turns us against the really guilty people. What if your neighbor shot someone in his home and the whole neighborhood had to go to jail for his action?” Once again he’s being rude.

Should students challenge what teachers say? Why not, if they are right? Adults can and should learn from students.

Reading books – not necessarily assigned books – in class can be a sign of self reliance. The student reads what he wants to because he likes to learn. He will engage adults in discussions about what he knows or wants to understand. Teachers may see these students as “showoffs” or disruptive because they may frequently take class discussions in another direction or ask too many seemingly irrelevant questions.

The Downside of Self-Reliant Behavior

Generally, self-reliant behavior is positive, but must be understood and guided properly by (preferably) self-reliant adults. There are numerous examples of highly successful people who withdrew from school because they had pretty well figured out what they needed and wanted to do to be successful, and didn’t put much value on a college degree. Bill Gates and Steve Jobs both come to one’s mind, and it is easy to imagine that friends and relatives may have viewed them as irresponsible for dropping out of school.

Self-reliance develops as we grow. Some never become self-reliant. Some are victims of imagined or misguided self-reliance that leads them to reject the accepted ways of society only to fail economically and socially. A healthy social life is generally helpful for all. Developing friendships helps people remain attached to the normal world which and that world provides benefits for everyone.

Teachers and the Self-Reliant

Responsibility is a good thing, self-reliance is better, but can present challenges to teachers who don’t recognize it. Allow the self-reliant student room to develop – if he doesn't need homework, why make him do it anyway. Let him choose an assignment that is more related to his interests.

Before denouncing these students as rude or disrespectful, try to understand where they are. They may well be experiencing intense boredom or daydreaming in a positive way. That the teacher understand respect their choice to learn but not always make A’s is important. Unconventional behavior is OK as long as it is not disruptive.

Teachers might want to read “Self-Reliance” or have certain students read it. Emerson is advanced in his writing, but has much of value to offer. Perhaps the last line of the essay is most important:

“Nothing can bring you peace but the triumph of principles.”

Fourteen Considerations for Homework

What’s wrong with Homework – Quick and Dirty

by Harvey Craft

OK, as teachers, time is precious. Let’s cut to the chase. If you have doubts about homework and need to bolster your case against it, I have listed fourteen reasons below. If you have been a proponent of homework for years and need grounds to change then the same fourteen reasons apply. This short read that will validate what you do or criticize what you do – it depends on what you do. I would advise that you do additional research as time allows to find support for these brief rationales. I’ll provide links at the end.

Teachers give homework primarily because that's what teachers do; they learned to give homework when they were students. But if one thinks about it, homework is a poor instructional tool because:

(1) It is easy to cheat on homework.

(2) Some students have parents who will oversee the homework; some have parents who don't care.

(3) Conditions at home do not equally favor completion of homework for all students.

(4) A main reason teachers give for assigning homework is to "develop responsibility," but that’s not supported by research.

(5) Teachers tend to assign too much homework to beginning learners even though that is where it is least useful – supported by research.

(6) Teachers often sign too much homework without regard for family time for recreation.

(7) Homework is a "formative assessment," meaning that it is a type of informal assessment given before students have mastered a standard, and it is not best practice to grade things before they are mastered – that's what tests and quizzes are for.

(8) No student should fail because of low homework grades, especially if his tests and quizzes indicate that he has learned the material, but that can happen if homework is graded;

(9) Students who don't do homework tend to not do it despite bad grades. It is ethically questionable to use a teaching method when we know a student will fail.

(10) Stressing grades as a reason to do homework sends a message that school is about grades and we know that students (when taught well) don't need grades to learn. School is about learning.

(10) Application of homework as a teaching method is highly inconsistent across the nation and we need to move toward finding consistently effective methods that everyone can agree on.

(11) Often, undone homework is a "personal" issue with teacher and they get angry because they feel that students are disobeying and it interferes with student/teacher relationships;

(12) Homework doesn't have to be graded to keep parents informed.  Send a note home or give them a phone call.

(13) If homework is linked to standards-to-be-assessed, then students will learn that homework raises grades on summative assessments (tests, quizzes), then doing or not doing homework affects their grades on tests and quizzes and there is no need to grade it. Test grades are, therefore, also homework grades.

(14) Grading homework often isn’t really grading; often it consists of a check-off method indicating that the assignment is done, partly done, or not done. These checks are magically changed into some kind of subjectively obtained number of questionable accuracy and no feedback about correctness.

More:

The Homework Myth, Alfie Kohn

Homework: An Unnecessary Evil?  Alfie Kohn

Issues Concerning Homework,  Molly Sadler

Why gifted kids don’t want to do their homework, Dr. Barbara Klein

Common Sense and Homework, Harvey Craft

Reteaching: a Few Considerations for Frustrated Teachers

Renewed vigilance includes renewed enthusiasm.

Teach it Again, Sam

Teachers are often frustrated when they think they have done an excellent job teaching a particular subject and the results of student assessments are much below what they expected. The frustration often leads to reteaching and another disappointing bunch of tests. What’s up?

The very first things to consider when reteaching are what you did and didn't do. Teachers who decide to reteach should carefully self-assess how they taught a topic the first time and look again at the assessment. Teaching the topic over again using the same methods and assessments is likely to produce the same results. One cannot assume that the initial problem was lack of attention and that the second time around students will attend better and learn better.

Break it Up

Although teaching standards in discrete components is always advisable, it is especially important in reteaching. Examine the standard and determine how best to present it in progressive parts that build as you teach.

Use More Formative Assessments

In order to check progress, add more formative assessments to verify progress. Use variety: worksheets, cooperative learning, PowerPoint presentations, videos, and some short and sweet techniques like questioning students individually to check for understanding. Individualized instruction will likely be advisable, so make appropriate arrangements depending on resources, which might include peer teaching. I’m not big on homework as a teaching method, but a single, key task that can be quickly accomplished is sometimes an appropriate use of homework. Remember, formative assessments are not for grading.

Don’t get Angry!

To take student failure personally and retaliate against students is wrong. If most of the class doesn't learn, then the teacher has received confirmation that the standard was taught poorly for that class. Accept it and move on to do better the second time. Don’t get preachy; don’t fuss at students; don’t give them the impression that you are reteaching because they screwed up. Have a serious discussion that will lead to an understanding of why they failed.

Grading the Second Attempt

There just isn't agreement in the nation or world about how to grade students. Unless there are specific guidelines that teachers must follow, I advise that the best grade from the first and second assessment  be recorded. Teachers spend a lot of time needlessly worrying about fairness in grading. In my experience as a teacher, principle, author, etc. I just can't say what works best, but I don't think it shakes the world for a teacher to replace a test score with a better one if it is earned. Be fair, be good, and do the best thing! You are the expert in your classroom – at least you should be.

Renewed Vigilance

The time committed to reteaching is valuable – don’t waste it! Be committed a new teaching approach that constantly monitors learning. Ask lots of questions, give better examples, make the standard as relevant as possible by connecting it to topics students can connect to. If management problems interfered with teaching be ready to correct those.

More:

Art and Science of Teaching / Reviving Reteaching, Robert J. Marzano

5-Step Procedure for How to Intervene or Reteach, Brenda Weaver

Does Homework Encourage Cheating?

For decades I have been encouraging teachers to take a second look at homework policies and its place in effective instruction. In case you don’t know, my view of homework is generally negative for various reasons. I believe homework can damage instruction primarily because teachers fail to use it formatively and, as such, it should not be graded.

But many teachers grade it (or attach a grade to it) to “encourage” students to complete it. The problem is that students who are not prone to be bribed by grades simply watch their averages decay. When teacher continue the grading of homework despite continued refusal by some students to complete it one might conclude that homework, as a graded practice, if defective. Simply put, if any instructional practice always negatively affects a certain group of students why would a teacher want to continue using it?

The answer to this question may lie in a teacher attitude that refusal to do homework is personal as it demonstrates (to the teacher) disobedience. After all, students were “told” to do their homework, and are continually told and some (usually the same ones) don’t obey. The zero recorded is the punishment they get for being insubordinate.

Desperation

As additional pressure is applied by calling parents of assigning detention, some students may ask for help from parents who may comply by offering too much assistance. I.e., they complete all or most of an assignment. This is helpful to parents as well because it gets the teacher off their back and helps bring their child’s grade up, but their actions send a message that “help” on homework is sanctioned. The teacher records a positive grade, smile in approbation and reinforces the developing belief.

Too much homework can create desperation.

Of course, some parents help out of desperation caused by too much homework. It's due! It has to be done! My child needs help! Under these circumstances one can understand why parents simply pitch in to get their children into bed for a good night's sleep.

. 

The pressure applied in essential to the tendency to find help with homework. For some students nothing will get them to budge, but for others the solution is easy – find friends who will allow them to copy and assignment and avoid a wrathful teacher. After all, the teacher doesn't know who did the work, unless it is taken up and corrected. For teachers who check homework off and literally give some kind of grade cheating can work well.

The really sad thing is that for students who cheat grades on summative assessments may continue to drop if homework addresses items on future tests and quizzes, because it is on these summative assessments that knowledge should be assessed and graded. If the students have merely copied homework, they will not likely have learned it and will continue to fail.

That is the tragic flaw is stressing grades above learning. The message from the teacher should be that homework assists the learning process which will be assessed. Consequently, the student faces a double or triple threat: fail the homework and fail the same thing on tests and quizzes. So, some might say, they deserve to fail.

The issue of fairness might arise? Is it fair for obedient students who do homework to not receive a grade for their efforts while those who don’t do homework are not penalized? I say, “Yes, it is fair, because students who don’t do well-conceived, relevant homework are missing a chance to prepare for assessment. Consequently, their grades will suffer.”

Bottom line: de-emphasize grades as the goal of education and reemphasize learning. Missing homework should not be offensive, but a cry for help. 

Improving and Guiding Student Behavior

High interest activities reduce student problems.

Despite the wealth of helpful information about why students misbehave, many teachers continue to cling to use the same old methods with marginal or no success.

by Harvey Craft

Most students understand the difference between good and bad classroom behavior. Most students will choose to behave properly because they have been taught to so. That’s the good news. One doesn’t need to be a teacher to know that the classroom can be a stressful place. Anyone who has been a student can recall confrontations between students and teachers, and we have a pretty good idea of the teachers in our pasts that were effective at maintaining control and those who weren’t. Those recollections can serve as a starting point for establishing our classroom strategies.

My reference to “strategies” is intentional. Teachers need a plan based on knowledge of human behavior and often just common sense. Understanding that “tricks and tips” are not the solution is important. Ethical, honest is essential to a plan that promotes mutual respect.

1. An Attractive Room.

Some teachers enjoy decorating their rooms in preparation for the first day of school. They have an advantage already. An attractive classroom is important, but it should be a student-centered classroom. 

This student has volunteered to hand out materials.

Too often, teachers think sarcastic signs and posters are funny, and maybe they are to some adults and even some students. But being welcomed by “Your mother doesn’t work here!” or “No whining!” is offensive to many students and parents who will visit. Don’t post signs supporting your political candidate — even with the very young, politics can be a contentious point especially if it is at home. Parents may be less supportive knowing that the teacher support s someone who they think is an idiot.

Give students some ownership of the way the class looks. Allow them to volunteer to change bulletins boards or make other reasonable changes. Accept volunteers to empty trash cans and pencil sharpeners.

2. Responsibilities.

These are often called “rules,” but rules have a way of being negative, too brief, and are not a good basis for establishing bonds between and among people. Responsibilities are simply rules lite! I.e., a polite way of expressing those behaviors that will help maintain a proper environment for instruction. Remembering that some students will not come to school without a sense of responsibility is wise — challenges will occur; plan accordingly.

Try to keep responsibilities to a short and positive list – 10 is good. There is little need to try to cover everything students are expected to do because there are too many — really. There will be school rules which teachers don’t need to repeat on their list. Teachers should be sure that the responsibilities listed address things that will be addressed if students ignore them. Threats are never appropriate! Management of a classroom should be a part of the teacher’s day — students will be corrected politely, instructions will be given, someone will be asked to pick up paper that they dropped, etc. Don’t preach; don’t embarrass! Just do it!

3. Don’t rely on what other teachers do.

Design responsibilities that are based on creating a safe, positive learning environment. While there are many cute ideas that teachers employ to control students, some are coercive, unfair, and can generate negative thoughts in students. If a teacher mistreats or embarrasses a student, classmates may emotionally take side with the offending student even if he or she is not particularly popular; they have expectations of teachers, and most will expect adult, fair behavior.

Teachers try a number of crazy, unfair practices to maintain order. Many of them are simply bad practice — e.g., punishing an entire class when one or two students do not obey a teacher’s instructions. This seems unfair to students because it is. It compares well with arresting a whole neighborhood because one person does not stop at a local red light.

Pay attention to the kinds of classroom problems that other teachers have and how they manage them, but avoid playing “ain’t it awful,” and engaging in gripe sessions in the teachers’ lounge.

4. Be Analytical.

When teachers have notable successes with managing behavior or terrible failures, sitting down in a quiet place and analyzing what happened and why can help them learn about future problems. Keep Maslow’s Hierarchy in mind.

Use the Internet to research reputable sites that provide objective information what works and what doesn’t. Many of the things that people believe are simple wrong. Verify ideas that sound wacky or unfair.

Remember that all behavior — good, bad, or apathetic — is meaningful. Don't quickly label students based on what they do, rather try to place an intelligent interpretation of what the behavior means. By understanding, one can often plan effectively to help students improve.

Also, when students continue a disruptive behavior it helps to know that people find some emotional return for their actions. Try to discern what students are getting from their actions. What is the “payoff?”

5. Be Wary of Rewards. 

Reward, incentives — whatever term one prefers — are fundamentally manipulative. They do not equally reinforce all students and they do not focus on intrinsic motivation, which is essential for responsible learners. 

There is a frightening trap with using rewards: giving candy and prizes to students is a pleasant experience for teachers; everyone enjoys making others feel happy. Teachers receive positive reinforcement from giving and can become hooked on the feeling that comes from giving and attach a reward to practically every task creating highly materialistic, selfish students.

Relationships are best built on exchanging human virtues like kindness, recognition, friendliness, etc. One’s personal friends do not have expectations of material exchanges, but expectations based on positive feelings. Teachers who are compassionate, friendly, enthusiastic, helpful, patient, and who use humor have what students really want in a teacher.

6. Don’t Demand Strict Obedience.

A teacher can be in control without absolute quiet.

Strict teachers are boring. A class that is afraid to make a sound or look out the window now and ten is a class that does not feel safe — the teacher is a threat. Students should have no doubt about who is in control, but teachers can achieve respect by being consistent about responsibilities and expectations. Have a simple hand sign that means “quiet;” avoid shouting to bring order, but use a sign or countdown. If shouting is used often, students will quickly learn that the teacher doesn’t “mean it” unless he/she is screaming.

Consider offering a brief “timeout” between lessons or after something that is really tough. During the timeout, students can stand, stretch, and speak quietly to neighbors and then get quickly back to work. A break tends to make the class pass faster for them, and they appreciate being given the chance to show that they can responsibly manage the break.

Discuss behavior with students during calm times. Ask them to assess their own behavior. E.g., is there something they might feel they should try to improve? Write it down and keep a record. The wrong time to talk about behavior is in the middle of, or minutes after, “an event” when the teacher may be angry and the students are hyper.

7. A Calm Voice Turneth Away Wrath.

Teacher should be models of self-control. That doesn't mean they surrender their right to show anger, but anger can be calmly displayed. Teachers have every right to human emotions, but there should never be any doubt about who the adult is. Students refine their own behaviors based on observations of adults. Use good manners! “Please” and “Thank you” are never out of style.

The same rules apply when talking to parents. A calm, professional tone is best — parents will come to the defense of their child if a teacher is too harsh in describing negative behavior. The more parents who get positive messages from a teacher the better things will go for both.

Greet students as they are encountered elsewhere at school, at lunch, in the community. Students appreciate being recognized by teachers. Wait at the door and welcome each student individually as they enter the classroom. Start class by standing up in the front of the class and clearly state what they will be doing on that day.

8. Expectations are not Chiseled in Stone.

Flexibility is essential in the classroom. Rigidity can back teachers into a corner — particularly new teachers who may be unaware of what works and what doesn’t. Monitoring student behavior and attitudes is always helpful. Do they need more independence or less homework?

Discuss how they feel about class expectations and the learning environment generally. Some students can be surprisingly intuitive and offer suggestions that are practical and helpful. 

9. Expect to Make Mistakes.

Beginning any new job can be a challenge. First-year teachers often experience unnecessary stress because their expectations for themselves are unrealistic. The results of the first test is often lower than hoped for, but remember that students need time to learn how teacher assess. One idea is to ease them into assessment with shorter, less challenging tests and quizzes to build confidence.

Teachers are often surprised at how little time they have to complete the paperwork teaching demands. If that is the case, you might be giving too much work — especially homework. Homework doesn’t need to be graded — it’s a formative assessment.

Be willing to admit mistakes. One doesn’t need to make a big deal of it, just a sincere admission that a mistake was made. Students will appreciate the assurance that the teacher is willing to demonstrate the same responsibility expected of them.

10. Classroom Interactions. 

Correct small transgressions quietly and politely. Don’t be a mean teacher! If there is a mean-spirited streak that creates conflict, lose it! Teachers often need to call on firm patience. Loss of control does not set a good role model. Quiet vigilance is always appropriate. Move around the class to monitor behavior.

Refrain from talking about discipline, punishment, and generally threatening actions that accompany misbehavior. Once responsibilities and expectations have been established, students will need time to understand that the teacher intends to hold them accountable in a calm, respectful manner. Threats weaken a teacher’s position.

When tests or quizzes are given, refrain from talking about grades. Talk about learning. By the way, it isn’t necessary to grade everything that students do. Acknowledge it, post it, send it home, but teachers who grade everything are setting themselves up for exhaustion. Be sure that what they do has relevance to learning. Explain to students that some things they do are to help them practice a concept and that the assessment comes when they see something like it on a test or quiz. 

Without good management skills, learning will suffer. The considerations above will help, but teacher attitude is crucial. Teaching is always hard work. If students see teachers as friendly and genuine, they are more likely to respect the responsibilities and expectations placed before them. 

Homework: Good, Bad, Too Little, Too Much?

Is it Useful and how do You Know?

by Harvey Craft

When I began teaching back when the earth was still cooling, my opinion on homework was based largely on my experience as a student in public schools. I remember completing lots of homework in school, and I didn't particularly care for it. Student attitudes didn't count for much so it seemed — teachers ruled and parents stood firmly behind them. As a high school teacher I gave homework frequently — that’s what teachers do.

My professional opinion began to shift as homework became both a pain and a puzzle. I couldn't correct all of those papers — I was overwhelmed!  So I did what many of my peers did and marked homework as done, not done, or incomplete and figured out a way to convert those marks into grades. But there were lots of students who just didn't do homework and some of them were otherwise excellent students, and there was something that just didn't feel right about recording zeroes for homework.

Enlightenment

I was a high school science teacher and was trained to be curious about such issues as proof, cause and effect, and fundamental truth. I had an annoying habit of analyzing the results of test grades for clues to improve instruction. The homework thing really bothered me. I couldn't detect any real benefit.

As the years passed it seemed to me that the main complaint teachers had about missing homework was like my initial reaction — it was personal, not about academics. But there was another issue.

One day during a planning period I was walking to the office when I saw the school principal walking toward me with an uncharacteristic scowl. He was an educator of unusual skill and knowledge — a true mentor. When he saw me, he stood directly in my path stopping me long enough to say, “I wish teachers didn't feel like they had to teach responsibility!”

He hurried off clearly on a mission to manage one of dozens of problems he deftly confronted every school day. I would later find out that his bad mood was the result of a parent angered because her son’s grade in one class was lowered because — according to his teacher — he lacked responsibility. Specifically, the young man had numerous zeros from missing homework, although his test grades were very good.

The realization that my principal and I were of similar mindset gave credibility to my emerging beliefs about homework — there were valid issues, and at least one competent person other than me knew it.

There was no official policy in my school or district about homework and as time passed I assigned less and less. I could discern no difference in learning as measured by my tests. Grades improved somewhat because I was recording fewer zeroes. As time passed I rarely gave homework and stopped counting it as part of a grade.

The Search for Solutions

I began to read professional journals. Could it be that there was a flaw in the hallowed practice of homework? I had already observed that homework could be and often was copied by students. I knew that the home environment was a factor that affected student’s pursuit of academics away from school.

Eventually I acquired a position in a middle school as assistant principal for instruction. My views on a variety of issues were sometimes viewed with suspicion. One morning before class a new teacher came to my office and leaned limply against the door jamb. She taught a group of students who were grouped together as “low achievers.”

“My students won’t do homework,” she said, clearly frustrated and wanting a solution. “The zeroes are killing their grades.”

“Do they need homework?” I asked.

She seemed unable to respond — not believing what she had heard.

“Don’t give them homework! That should take care of the zeroes,” I added.

“But don’t we have to? I mean, doesn't everyone need homework?” she added.

“Students need what helps them learn. It’s up to you to find out what that is. If homework is causing them to fail, clearly homework isn't something good for them.”

The common sense response was unexpected, but she agreed to consider my suggestion.

The Battle Continues

I have fought the homework battle for over 20 years. I am pleased that more educators are realizing the appropriate role of homework — diagnosis and practice, but it doesn't have to be assigned. It is a formative assessment— as such it should not be graded. Homework has not always been a major part of American education. The new emphasis on homework came with the launching of Sputnik in 1957. The nation panicked at the idea that we were lagging behind the Soviet Union and homework increased exponentially.

Did it help? Well, look at the SAT scores and other measures of educational progress. Look at how we compare with other nation in science and math, keeping in mind that many of the nations ahead of us assign little or no homework.

Why do so many teachers give it? To develop responsibility of course, but there is no sound evidence that makes kids responsible. Many very bright kids don't do because they don't see the need for it, and believe in their ability to perform well on summative assessments--i.e., test and quizzes without homework. Are these students irresponsible? No-- they just know what they need to know and have acquired their own sense of responsibility that transcends teacher expectations. They often refuse to do something they don't need. Gifted kids often feel that they know best, and many do.

Why do teachers grade it? It gets personal. "If I don't grade it they won't do it." And why is that? Because we have taught students that the most important thing about school is the grade, not the acquisition of learning. In fact, homework is always graded. Every time a test or quiz is given homework (assuming it was related to tested material as it should be) is graded. Why give a separate homework grade if it will be covered on a test?

I think that for most courses most of the time homework is overdone. You just can't beat
a good teacher with a good lesson plan who knows how to pull students into the lesson! One might even ask how a class would change if homework review and checking were eliminated. It just might have to be replaced with more creative planning and instruction— more interaction with students, more differentiated instruction, and borderline students get a big break by avoiding those zeroes.And what of the students who don't do who homework? Is it right to continue to expose them to a method of instruction knowing they will fail? I think not, but many teachers just keep on putting those zeroes in the grade book, despite the fact that some students in the same class copied their homework from someone else 15 minutes ago and get 100 — or they had parents who helped, or found the answers on the Internet which some students don't have. Homework lacks inherent fairness. Would we give unit tests and ask students to take them home and bring them back the next day. No! Why would we send any assignment home and ask students to bring it back the next day and count it as 10%, 20%, or more of a grade? That's what we do with homework, and many students can thank their best friend, or mom, or dad for all those 100's on homework! Did they learn responsibility or the value of cheating?

Occasional homework might be justifiable, but we need to teach students that its real purpose is to enhance the acquisition of knowledge, not to get a grade. When the tests are returned point out the items that were assigned as homework— that makes the case for completing it. We must teach students that learning is what school is about, not grades. 

  

Wisdom Quotes for Teachers

A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron.  ~Horace Mann

A teacher is one who makes himself progressively unnecessary. ~Thomas Carruthers

A teacher affects eternity; he can never tell where his influence stops.  ~Henry Brooks Adams

A good teacher is like a candle - it consumes itself to light the way for others.  ~Mustafa Kemal Atatürk, translated from Turkish

We expect teachers to handle teenage pregnancy, substance abuse, and the failings of the family.  Then we expect them to educate our children.  ~John Sculley

Few public servants cost us more than bad teachers. ~Richard Forrest Blake

The mediocre teacher tells.  The good teacher explains.  The superior teacher demonstrates.  The great teacher inspires.  ~William Arthur Ward

What the teacher is, is more important than what he teaches.  ~Karl Menninger

Teaching is not a lost art, but the regard for it is a lost tradition.  ~Jacques Barzun

One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings.  The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.  ~Carl Jung
What a teacher writes on the blackboard of life can never be erased.  ~Author Unknown

The teacher who is indeed wise does not bid you to enter the house of his wisdom but rather leads you to the threshold of your mind.  ~Kahlil Gibran

Managing a classroom is not about how to use power, but about how to apply justice.  ~Richard Forrest Blake

Who dares to teach must never cease to learn.  ~John Cotton Dana
A teacher should have maximal authority, and minimal power.  ~Thomas Szaz

To teach is to learn twice.  ~Joseph Joubert

Don't try to fix the students, fix ourselves first.  The good teacher makes the poor student good and the good student superior.  When our students fail, we, as teachers, too, have failed.  ~Marva Collins

The object of teaching a child is to enable him to get along without his teacher.  ~Elbert Hubbard

Teaching is the only major occupation of man for which we have not yet developed tools that make an average person capable of competence and performance.  In teaching we rely on the "naturals," the ones who somehow know how to teach.  ~Peter Drucker

Teachers are expected to reach unattainable goals with inadequate tools.  The miracle is that at times they accomplish this impossible task.  ~Haim G. Ginott

The art of teaching is the art of assisting discovery.  ~Mark Van Doren

Great teachers are the reward that students receive; they do not need to give students anything but themselves.  ~Richard Forrest Blake

The insidious thing about material rewards for students is that teach students learning is about “things” instead of knowledge.   ~Richard Forrest Blake

ADD YOUR FAVORITE QUOTE IN THE COMMENTS!!

Teachers and Responsibility for Learning

Students Can be Poor Learners. So What?

Be a champion for your students!

If you hang around any public school long enough you will hear a discussion of why some students just don't seem to get it. There are numerous "reasons," but often the reasons are  presented as excuses.

Are Demographics Destiny? 

There is no question that well-identified variables place many children at risk for learning well. Perhaps the most serious are issues involve family dysfunction, lack of support from parents, and poverty-related issues. Often all three of these come as a "bundle." 

Overcoming these and other issues that jeopardize the education of millions of children is problematic to say the least. Demographics affect motivation, opportunity to learn, general attitude toward learning, and a belief in one's ability to learn. Unfortunately, the same demographics can affect teachers' ability to teach-- especially when unfortunate student circumstances are interpreted simply as "laziness" or seen as an immovable barrier. 

Certainly students with baggage can be difficult in a classroom. Behavior, on-task time, basic skills, etc. can place additional demands on teachers. Many teachers find it easy to blame the student and/or the parents for failure. Some students seem to be ready and willing to fail on the first day, and teachers are often willing to let them.

"No Excuse" Teaching

The best teachers for at-risk students are those who can adopt a "no excuses" attitude. These teachers have a seemingly inexhaustible store of patience and a philosophy that includes accepting the responsibility for student achievement. They are armed with knowledge of the at-risk student and possess empathy that allows them to get beyond the superficiality of behavior and into the mind of the learner. These teachers do not blame students for failure, even when students are substantially handicapped. A failure to them is like a death is to a surgeon who analyzes what happened so that he can be better the next time. Failure may be an option, but it is not a welcomed one.

Teaching the hard-to-teach often involves non-traditional methods and exceptional understanding of the learning process.

• Motivation. At-risk students may require different types of motivation and teachers need to understand some basic issues about motivation. Battles must be avoided, hope must be maintained, threats of failure are pretty much useless. Maslow's Hierarchy is always relevant -- if students are overwhelmed by basic psychological and physical needs, they are not likely to be involved in learning.
• Avoid Battles. Confrontation-- especially with at-risk students -- makes teaching and learning more difficult.
• Attribution theory. Some students simply attribute their failure or success to circumstances beyond their control. Talk with students and try to gain insight into why they think they fail.
• Praise, don't criticize. At-risk students may well be so accustomed to criticism that they have developed immunity.
• Expect success. Let students know that you expect success. Make learning a "big deal" and acknowledge successes. Continuously remind students of how they are moving in a positive direction. Make the subject relevant. 
• Manage the class. Often the most difficult of necessities is the maintenance of an environment for learning. Teachers may have to give a little, but knowledge of where to draw the line is crucial. Use humor and diffuse negative thinking by respecting student opinions. Traditional techniques often fail. Many at-risk students are rude, but you don't have to return it, you have to help them change it.
• Read, Read, Read! There is lots of good information for teaching difficult students. Read as much as you can! Become the school expert! Be positive and avoid "teacher lounge" explanations. No single source has all the answers, but answers are out there. 
• Change! Teachers may be required to change traditional thinking and methods for success. We a willing practitioner of best practice.

Stand up for Your Students!

Be the champion for your students! You may be the single teacher in the school who is able to educate, not only at-risk students, but teachers as well. Avoid gossip, name-calling, loose talk about students. Seek out students at lunch or on other occasions just to say, "Hello." Shake hands, pat them on the back. Call parents with good news. Try to enjoy and acknowledge small victories every day.

Science Test for Wave and Sound

Permission granted to cut, paste, and use

Waves / Sound

____1. A wave type in which the particles in the medium vibrate at right angles to the direction of the wave is a  A. compression wave B. transverse wave C. surface wave D. longitudinal wave.

____2. The amplitude of a transverse wave is A. equal to the wavelength B. the distance from the
trough to the crest C. the distance from the resting position of the medium to the crest  D. equal to the frequency of the wave.

____.3 A longitudinal wave cannot travel through a vacuum because A. it does not have enough energy      B. there is no amplitude C. longitudinal waves require a media to transfer energy and a vacuum has no medium D. the compressions are too short.

____4. Seismic waves are the result of A. earthquakes B. storms at sea C. tides D. interference solar and lunar gravity waves.

 ____5. The two waves shown on the left have

 A. different speeds   B. identical amplitudes

 C. the same frequencies but different wavelengths 

 D. the same frequencies but different energies. 

     
____6. The best definition of a “wave” is A. energy changing forms B. a parallel movement in a medium      C. a disturbance that travels through a medium or space D. an up and down vibration in a liquid.

____7. Through which material will sound travel fastest? A. air B. iron C. water D. milk.

____8. Which one of the following units is best for indicating the speed of sound? A. m/s    B. Hz
C. db      D. N

____9. Through which material will sound travel slowest? A. air   B. iron    C. water    D. milk.


___10. The diagram below demonstrates which type of wave? A. surface B. transverse    C.compression  D. electromagnetic.
                                   


___11. In the diagram #10 (above) the letter “Y” represents a (n) A. crest B. trough 

C. compression  D. rarefaction

___12. The wave in #10 (above) would most likely be created by A. sound B. light C. a springD. water blowing over the surface of water.

___13. Frequency is determined by A. amplitude B. direction C. wavelength D. trough depth.

___14. “Crest is to trough” as A. frequency is to amplitude B. compression is to rarefaction

C. trough is to wavelength D. frequency is to speed.

___15. The energy in the wave shown here is moving toward the A. left B. right C. top D. bottom.

___16. Which one of the following is not indicated in the diagram? A. crest B. wavelength  C. amplitude     D. resting position of the medium.

___17. Select the true statement. A. Sound travels fastest in gases. B. The denser a given medium, the faster sound travels through it. C. Materials with high elasticity conduct sound faster. D. Temperature does not affect the speed of sound through a given medium.

___18. The decibel (db) is the unit of A. sound intensity (loudness) B. wave frequency C. wave

speed D. light wave energy.

___19. Different frequencies of electromagnetic waves have the same   A. amplitudes                                 B. wavelengths       C. speeds     D. amounts of energy.