Homework Wars!

I have experienced homework wars both as a teacher and as a parent. Prior to having my own children I had a different view on homework. I used multiple strategies for homework during my time as a classroom teacher. Yet, few students returned their homework. I also taught in a very low socioeconomic school.

When my own children became school age, my view on homework took a180 degree turn, especially when our second child started school. Homework wars were not only at school, but also at home. By the time my wife and I finished our day at school, picked our kids up, and got them to sports, music lessons, dance, then home for dinner, the last thing we wanted to do was HOMEWORK. There were so many jobs that still needed to be completed for the next day. Not only was it the homework time that was difficult, but also the different expectations from each teacher. There was no chart that could measure the level of stress we were feeling. We were both teachers and we couldn’t find time for our children to complete their homework. Sad to say our children went to school with notes saying we ran out of time last night to complete the homework assignment, just as I had received from my students.  As teachers and parent, we saw wide disagreement over what type of homework is most beneficial as well (Watkins & Stevens, 2013). Teachers have disagreed over this for years, adding substantially to the homework war phenomenon.

As I personally reflected on my own homework procedures and their teachers’ thoughts on homework, I recognized how confusing homework is for parents. At that point I realized why homework wasn’t being returned. The question of how to provide practice still loomed over me.  As I moved from the classroom into leadership, I really examined homework and its impact on student achievement. After talking with staff members and professionals I came to the conclusion that overall homework had very little impact on student learning. I did realize reading is a key skill to practice, however. factor. Reading practice has been shown to have the most impact on learners (Adams, 2012).

If the school set a universal homework rule that every student would read or be read to for 15 minutes we may be able to put an end to some of the disruptions and frustrations with homework. If a reading time was established where families could spend time reading, a parent could read to their children or the children could read. This would not only promote reading but also family interaction. Children could be encouraged to discuss with their parents the books or stories they were reading or the parents might lead the discussions. This model not only promotes reading and learning for students, but it also provides opportunities for family interaction. Just 15 minutes of interaction can have a big impact on a child. This also gives parents an easy to achieve expectation and helps them engage with all their children at the same time, again promoting family and supporting learning.

References:

Adams R. (2012). NAPLAN reporting – measures and models for reporting gain over time. Retrieved from: http://www.coagreformcouncil.gov.au/excellence/docs/improvement/CI_NAPLAN_reporting_2012.pdf. Google Scholar

Watkins, P. & Stevens, D.W. (2013), The goldilock dilemma: Homework policy creating a culture where simply good is just not good enough, Souther Missouri State University, Education Leadership and Counseling.