jose returned after school to get help with his homework

Identify the preposition(s) in the following sentence: Jose returned after school to get help with his homework. a. after c. with b. or d. both a and c Please select the best answer from the choices provided A B C D Save and Exit Next Submit

Explanation

Should I stop supervising my teen’s homework?

By Jim Rein, MA

Q. My son is in 10th grade, and making sure he does his homework has always been a big struggle. I feel like I’m constantly nagging him. Would it be better for me to stop supervising his homework and let him deal with the consequences at school? What’s the best way for me to keep an eye on how much he’s doing without making him feel like he’s still a little kid?

A. While this is a very common issue, there is no one answer that will fit every situation. Perhaps a better way to approach this question is to start by asking yourself whether your son has enough supports in place to enable him to do his homework on his own.

Many children with learning and thinking differences avoid homework because it’s too difficult and reinforces their low self-esteem. It’s also common for kids to have trouble figuring out how to get started on an assignment. Or they have a hard time coming up with a plan for completing it.

No matter what the situation, communication with the school is crucial. Can your son get tips from the teaching staff on how to start or finish his homework? If he got more help at school, you could be more of a cheerleader at home instead of a police officer.

There are also several changes you can make at home that might make homework less of a battle . If your son has attention issues, he may have to exert tremendous effort at school to stay focused. Building in time to exercise or unwind before he gets started on his homework could be helpful.

Encourage him to schedule break times during homework that allow for movement. This can help get his juices flowing and make it easier for him to concentrate when he sits down again.

A homework station can help him encounter fewer distractions. His work area should be separated as much as possible from siblings, pets, TV and text messages.

Breaking assignments into chunks can help your son see that each task has a beginning, middle, and end. This can reduce his frustration. It can also motivate him to stick with it.

Also, keep in mind that 10th grade is often when students start thinking about what they want to do after high school, such as going to college or getting a good job. You can relate these long-term goals to the importance of today’s homework.

There are other ways you can set the stage for homework success. But perhaps the most important is talking with the school and understanding what kinds of homework assistance are available there. Help your child view these options as positive supports rather than as negative consequences. Make sure you praise him for any progress he’s making.

And lastly, if your child can’t get enough homework support at school, consider getting a tutor. This could help him develop strategies for tasks like getting started with his assignments. You can always ask his teachers for feedback and suggestions regarding his performance at school.

Avoid being critical of his teachers. Instead, ask them how you can support what they’re doing. And be sure to share any strategies that are working at home. Forming a partnership with the school — and with your child — can make the high school years go more smoothly for everyone.

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‘There’s Only so Far I Can Take Them’ – Why Teachers Give Up on Struggling Students Who Don’t Do Their Homework

Failure to complete homework leaves students in the lurch.

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Whenever “Gina,” a fifth grader at a suburban public school on the East Coast, did her math homework, she never had to worry about whether she could get help from her mom.

“I help her a lot with homework,” Gina’s mother, a married, mid-level manager for a health care company, explained to us during an interview for a study we did about how teachers view students who complete their homework versus those who do not.

“I try to maybe re-explain things, like, things she might not understand,” Gina’s mom continued. “Like, if she’s struggling, I try to teach her a different way. I understand that Gina is a very visual child but also needs to hear things, too. I know that when I’m reading it, and I’m writing it, and I’m saying it to her, she comprehends it better.”

One of us is a sociologist who looks at how schools favor middle-class families . The other is a math education professor who examines how math teachers perceive their students based on their work.

We were curious about how teachers reward students who complete their homework and penalize and criticize those who don’t – and whether there was any link between those things and family income.

By analyzing student report cards and interviewing teachers, students and parents, we found that teachers gave good grades for homework effort and other rewards to students from middle-class families like Gina, who happen to have college-educated parents who take an active role in helping their children complete their homework.

But when it comes to students such as “Jesse,” who attends the same school as Gina and is the child of a poor, single mother of two, we found that teachers had a more bleak outlook.

The names “Jesse” and “Gina” are pseudonyms to protect the children’s identities. Jesse can’t count on his mom to help with his homework because she struggled in school herself.

“I had many difficulties in school,” Jesse’s mom told us for the same study. “I had behavior issues, attention-deficit. And so after seventh grade, they sent me to an alternative high school, which I thought was the worst thing in the world. We literally did, like, first and second grade work. So my education was horrible.”

Jesse’s mother admitted she still can’t figure out division to this day.

“[My son will] ask me a question, and I’ll go look at it and it’s like algebra, in fifth grade. And I’m like: ‘What’s this?’” Jesse’s mom said. “So it’s really hard. Sometimes you just feel stupid. Because he’s in fifth grade. And I’m like, I should be able to help my son with his homework in fifth grade.”

Unlike Gina’s parents, who are married and own their own home in a middle-class neighborhood, Jesse’s mom isn’t married and rents a place in a mobile home community. She had Jesse when she was a teenager and was raising Jesse and his brother mostly on her own, though with some help from her parents. Her son is eligible for free lunch.

An issue of equity

As a matter of fairness, we think teachers should take these kinds of economic and social disparities into account in how they teach and grade students. But what we found in the schools we observed is that they usually don’t, and instead they seemed to accept inequality as destiny. Consider, for instance, what a fourth grade teacher – one of 22 teachers we interviewed and observed during the study – told us about students and homework.

“I feel like there’s a pocket here – a lower income pocket,” one teacher said. “And that trickles down to less support at home, homework not being done, stuff not being returned and signed. It should be almost 50-50 between home and school. If they don’t have the support at home, there’s only so far I can take them. If they’re not going to go home and do their homework, there’s just not much I can do.”

While educators recognize the different levels of resources that students have at home, they continue to assign homework that is too difficult for students to complete independently, and reward students who complete the homework anyway.

Consider, for example, how one seventh grade teacher described his approach to homework: “I post the answers to the homework for every course online. The kids do the homework, and they’re supposed to check it and figure out if they need extra help. The kids who do that, there is an amazing correlation between that and positive grades. The kids who don’t do that are bombing.

“I need to drill that to parents that they need to check homework with their student, get it checked to see if it’s right or wrong and then ask me questions. I don’t want to use class time to go over homework.”

The problem is that the benefits of homework are not uniformly distributed. Rather, research shows that students from high-income families make bigger achievement gains through homework than students from low-income families.

This relationship has been found in both U.S. and Dutch schools , and it suggests that homework may contribute to disparities in students’ performance in school.

Tougher struggles

On top of uneven academic benefits, research also reveals that making sense of the math homework assigned in U.S schools is often more difficult for parents who have limited educational attainment , parents who feel anxious over mathematical content . It is also difficult for parents who learned math using different approaches than those currently taught in the U.S. .

Meanwhile, students from more-privileged families are disproportionately more likely to have a parent or a tutor available after school to help with homework, as well as parents who encourage them to seek help from their teachers if they have questions . And they are also more likely to have parents who feel entitled to intervene at school on their behalf.

False ideas about merit

In the schools we observed, teachers interpreted homework inequalities through what social scientists call the myth of meritocracy . The myth suggests that all students in the U.S. have the same opportunities to succeed in school and that any differences in students’ outcomes are the result of different levels of effort. Teachers in our study said things that are in line with this belief.

For instance, one third grade teacher told us: “We’re dealing with some really struggling kids. There are parents that I’ve never even met. They don’t come to conferences. There’s been no communication whatsoever. … I’ll write notes home or emails; they never respond. There are kids who never do their homework, and clearly the parents are OK with that.

This article is republished from The Conversation under a Creative Commons license. Read the original article .

Articles by Jessica Calarco

Articles by Ilana Horn

• mathematics
• The Conversation

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Why Teachers Give Up on Struggling Students Who Don’t Do Their Homework

By Jessica Calarco & Ilana Horn

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Exercise on Simple Past and Past Perfect

Exceptions 1.

Put the verbs into the correct tense (Simple Past or Past Perfect).

• The removal van arrived had arrived before they finished had finished packing.
• Before they moved had moved to this town, they lived had lived in Chicago.
• After the kids ate had eaten their lunch, they took had taken a little nap.
• After school we always met had always met at the youth club.
• Soon after sunrise we cycled had cycled to an observation point that I never hear had never heard of before.
• When I came had come home, my mother already prepared had already prepared dinner.
• When Monica finished had finished her homework, she went had gone out to play with her friends.
• When we met had met Andrew, we told had ask him about our plans.

Tony Came to Walk to School with José

Question 70

Tony came to walk to school with José. When José saw Tony's notebook in his backpack, José rushed back into his house to retrieve his own notebook, which contained his homework. Seeing Tony's notebook triggered José to retrieve from his _____ the fact that he needed his notebook.

A) sensory memory B) working memory C) long-term memory D) knowledge base

Correct Answer:

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