Students will know if homework is really benefiting them or not so be sure to make it worth their while or they will be less willing to complete assignments in the future. Let’s take a look at the different steps you can take when it comes to using homework appropriately.
Homework should be a review or further practice of something learned in class so ensure that whatever homework you have assigned can be completed by students independently and with ease. To do this, conduct several comprehension tests and practice activities in class so that students feel confident enough with the material to work on their own. . Indicate what pages of the textbook you are using so that students can find key information later on when you are not available to help them.
Think about the before giving it to students to make sure that it will actually benefit them. Also, try to use a variety of exercises rather than the same ones over and over again (see our article ‘ ’). When handing out homework, go over the directions in class to check that students understand what they are expected to do at home. Have students read the instructions aloud and ask them if they have any questions about the exercises. ork as students will not understand it and only become frustrated with the exercises as well as less open to discussing the topic in class. Sometimes you might want to give students the opportunity to think about a topic before you introduce it in class but in this case you should assign something very general for example tell students to try to think of three directions related words for the next class. This is not something you would collect so students do not have to give it a lot of thought or get stressed about it. In this case, you can spend some time at the beginning of the next class about directions. If some of your students find homework assignments too challenging, arrange a tutorial once or twice a week either before or after school so that students can get extra help.
Once students have completed homework, you have to check it. This can be done a number of ways and depends a lot on the type of activity you assigned. You should before asking students to present their work to the class. This will help them practice the right material rather than repeating mistakes. If the worksheet consists of or type questions, check answers as a class before collecting the sheets from your students. This may mean that students who did not complete the homework will fill in the answers as they come up in class but if you notice a student doing this, you can mark him down for not doing the work at home and should take some time to talk to the student individually.
Not all homework has to be graded but this encourages students to actually do the work. Be sure to collect all homework assignments even if all you do is ensure that they have been completed. Other activities, such as the writing exercise mentioned above, you may consider giving grades on. It is up to you how many points the exercise is worth. When grading subjective material try to which you can use to help you grade all the work the same way. Breaking down points into different categories such as spelling, content, and grammar will certainly help you with grading fairly.
When you return the homework assignments to your students give them another opportunity to ask questions about the material and . Students who consistently perform at a low level might need a second opportunity to complete the exercise once they have a better understanding of what you are looking for. This will give them the chance to earn more points towards a higher overall grade. In this situation, it is still better to be proactive and give these students special attention to begin with but a combination of both approaches may be the most successful.
By reserving larger reading and writing assignments for homework assignments, you can maximize your class time by conducting lots of and . Homework also gives you more material to so it is very helpful when used correctly.
If you enjoyed this article, please help spread it by clicking one of those sharing buttons below. And if you are interested in more, you should follow our Facebook page where we share more about creative, non-boring ways to teach English.I have so many fond memories from holiday seasons growing up: the smell of delicious food being made by my Mexican and Filipino families, warm light on the faces of my relatives, and lots of laughter. As I got older, though, things changed—mostly because I had so much homework to do.
Instead of joking with our relatives at the holidays, my brother and I would often sequester ourselves at the edge of the room, thick textbooks open and pens in our hands. Sometimes, we’d miss events altogether. When we did attend, the ramifications could be intense. During one spring break, I chose to go to an Easter party with my family. But by midnight, I was stress-weeping because I had so much work to do by the next day.
As a teacher, I now understand the temptation to give work over school breaks. There never seems to be enough time to do the projects or read the texts I’d like to with my kids, and asking students to work or read during breaks eases that crunch. I also worry that my students will lose some of their learning in the weeks they are gone.
Recently, though, my school created a new homework policy that, among other things, encourages us to avoid giving students work over extended school breaks. Our administration cited studies that raise questions about the benefits of hefty doses of homework.
I worried about how this new plan would affect my curriculum pacing, and about what my students might “lose.” But I realized that my concerns were really about my desires, not what was best for my students.
The new policy led me to re-evaluate my assignments and timing, and I ended up being able to make adjustments so my kids could complete necessary projects without working when they should be recharging. I’d worried about my students’ learning, but recent research challenges our long-held belief that students’ learning “slides” significantly over long breaks.
Taking the stress of homework out of my students’ holiday breaks is important. They deserve an opportunity to relax and rejuvenate as much as I do—particularly if they are overscheduled to begin with. Young or old, we all need rejuvenation time. In addition, more studies are demonstrating the benefits of down time for students. Having unstructured time recharges them, but also allows their brains to build connections that strengthen and improve their executive functioning.
We need to be mindful of other factors that complicate homework assignments over holiday breaks. We don’t always know what our students’ lives are like outside our classrooms. Do they struggle with access to the resources necessary to complete assignments? Do they have stressful home situations?
Here are a few ways we can send our students off on a positive note when they leave us for holiday breaks. I’m trying them myself this winter!
While we want to avoid giving mandatory work to students, we can offer opportunities and ideas for learning-friendly activities they can do during their break. Maybe that’s an optional/extra credit project that asks students to interview a family or community member (though we should also provide time after break for those who couldn’t work over break). Or maybe we can offer students some ideas about how they could use their time to take care of themselves or their communities. We could provide reflection questions once they’re back from break, to help them find meaning in the experience. Encouraging students to use their time to volunteer or take care of themselves allows us to help our kids grow not just as students, but as people.
While some students may travel or connect with family, some of our kids may have a lot of free time over their break. We can encourage them to use the time to set goals for the year, dream big and draw or write their five-year plan (remind them this is for fun and plans will change!), or reflect on their year or life so far. We can also encourage students to discover something they’re passionate about, or use the time to pursue something they love.
Sometimes, our kids are simply not given the space to dive deeply into something that lets them tell us who they are. Give students a project that allows them to explore their identity or have them write a story about their lives. This will not only provide some critical thinking, reading, or writing enrichment, but more importantly will provide valuable insight into our students’ lives and help us build deeper connections with our students. We can return the favor by completing the project ourselves or writing a story and sharing it with them.
Instead of returning from break with the mindset of what was “lost,” give students a chance to share everything they remember from the last unit. Instead of assuming they all had a great time they want to share, welcome kids back with an opportunity to celebrate the experiences that stuck with them from their breaks. Help students generate a class-created study guide so they can review what they learned before the break. This gives them space to support one another and remind each other what they learned, as well as gives us an opportunity to praise students for what they’ve retained. It also provides important feedback for us on what stuck over the break and what we need to reteach.
Ultimately, our students look to us not just for academic growth, but to support their growth as human beings as well. Taking away homework stress over break may cause us to change our short-term plans, but providing them with opportunities and resources instead can have some long-term benefits that can change their self-perception and their lives more than a packet of homework ever could.
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The word homework doesn’t just elicit groans from students. Many veteran educators aren’t fans of it either.
Barbara Tollison, a high school English teacher with nearly four decades in the classroom, stopped assigning homework five years ago. In lieu of writing papers, she asks her 10th graders in San Marcos, California, to read more books before bed.
“For the kids who understand the information, additional practice is unnecessary,” she told TODAY Parents . “The kids who need more support are going to go home and not do it right. It's just going to confuse them more. They don’t have the understanding and they need guidance.”
Tollison is part of a growing movement that believes learners can thrive academically without homework. According to Alfie Kohn, author of “ The Homework Myth ,” there’s never a good excuse for making kids work a second shift of academics in elementary and middle school.
“In high school, it’s a little more nuanced,” Kohn told TODAY Parents . “Some research has found a tiny correlation between doing more homework and doing better on standardized tests . But No. 1, standardized tests are a lousy measure of learning. No. 2, the correlation is small. And No. 3, it doesn’t prove a causal relationship. In other words, just because the same kids who get more homework do a little better on tests, doesn’t mean the homework made that happen.”
Kohn noted that “newer, better” studies are showing that the downside of homework is just as profound in 16-year-olds as it is in 8-year-olds, in terms of causing causing anxiety, a loss of interest in learning and family conflict.
“For my book, I interviewed high school teachers who completely stopped giving homework and there was no downside, it was all upside,” he shared.
“There just isn’t a good argument in favor of homework,” Kohn said.
Katie Sluiter, an 8th grade teacher in Michigan, couldn’t agree more. She believes that the bulk of instruction and support should happen in the classroom.
“What I realized early on in my career is that the kids who don’t need the practice are the only ones doing their homework,” Sluiter told TODAY Parents .
Sluiter added that homework is stressful and inequitable. Many children, especially those from lower-income families, have little chance of being successful with work being sent home.
“So many things are out of the student’s control, like the ability to have a quiet place to do homework,” Sluiter explained. “In my district, there are many parents that don’t speak any English, so they’re not going to be able to help with their child’s social studies homework. Some kids are responsible for watching their younger siblings after school.”
Sluiter also doesn’t want to add “an extra pile of stress” to already over-scheduled lives.
“Middle school is hard enough without worrying, ‘Did I get my conjunctions sheet done?’” she said. “It’s ridiculous. It’s just too much. We need to let them be kids."
Kohn, who has written 14 books on parenting and education, previously told TODAY that moms and dads should speak up on behalf of their children.
"If your child's teacher never assigns homework, take a moment to thank them for doing what's in your child's best interest — and for acknowledging that families, not schools, ought to decide what happens during family time," he said. "If your child is getting homework, organize a bunch of parents to meet with the teacher and administrators — not to ask, 'Why so much?' but, given that the research says it's all pain and no gain, to ask, 'Why is there any?'"
Related video:
Rachel Paula Abrahamson is a lifestyle reporter who writes for the parenting, health and shop verticals. Her bylines have appeared in The New York Times, Good Housekeeping, Redbook, and elsewhere. Rachel lives in the Boston area with her husband and their two daughters. Follow her on Instagram .
One of the most popular features in the teacher’s portal is giving homework online with one click and evaluating it directly. But not only do teachers benefit from this feature: students can also complete their homework digitally and from anywhere. As soon as a teacher gives a homework assignment, students receive a notification on their smartphones.
In the teacher’s portal , click on the respective course or book in which you would like to give a homework assignment. Under “Content, Homework” you will find the table of content (and all the answers to the questions). Next to the quest, you will find an hourglass. Use it to give the homework. When you click on it, a calendar appears where you can set the deadline – and voilà, your students receive a push message on their smartphone.
Students receive a notification on their smartphones when a new homework assignment is posted. Next to the quest, they will also see the hourglass. The symbols have the following meanings:
Under “Content, Homework” you can keep track of how many students have already completed their homework. For a more detailed evaluation, click on the linked number. Here you will now see a list of all students, the achieved acorns, and the levels. On the far right, you will also see the respective status of the homework.
If you want to write and teach with your own learning materials, you can write your own course with eSquirrel. With the author’s tool, you can create your own content free of charge and without ads. You just need to sign in, switch to the author’s tool and start writing your course. Create as many chapters with quests and questions as you like. Publish it and create a new class in your teacher’s portal. To learn more, check out our step-by-step guide .
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I’ll be honest, I’ve never been a fan of homework because I am “soft” and believe students have lives and other responsibilities outside of the school building. I also believe homework can be an equity issue. I teach biology, and assign my honors class one or two text book readings a week.
My CP I don’t give homework except if they didn’t finish class work. I have lots of students with IEPs and ELLs so it would be difficult to make differentiated versions. Also in my experience kids either copy or don’t do it, so my fear is I am assigning busy work.
I am in no way trashing life sciences, however I feel like I don’t always need to give homework because we do so much repetition in class. There is only so many ways I can explain the difference between a prokaryote and eukaryote without needing to give homework. My co worker said “how could you call yourself a science teacher” because I mentioned that I do believe chemistry and physics students benefit from constant practice and repetition of applying formulas. She said students need to go home and think about it and get more repetitive exposure to vocabulary. Truthfully with intro bio, we are just skimming the surface for how in depth these topics are. I show them cool phenomena and we do hands on activities and lab. In terms of this big deep understanding, I am just trying to get students to understand the basics and be able to apply it. Am I the asshole teacher for not pushing the student more? Am I Bad a science teacher? I’m not looking to be combative about which classes should and should not assign homework. I am still new but every year has been drastically different because of covidand I would appreciate any input
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In a facebook post, the parent, olivia gray, posted her daughter nettie gray's world history assignment and described it as "some crazy shit"..
The assignment was titled "How did the world start?" (Representative pic)
A homework assignment given to high school students in the US has ignited uproar online after a concerned parent shared a photo of the questions a teacher wanted the child to answer, including "Is God read?" In a Facebook post, the parent, Olivia Gray, posted her daughter Nettie Gray's world history assignment and described it as "some crazy shit". The assignment - titled "How did the world start?" - ended with two questions that raised concerns: "Is God real?" and "Is Satan real?"
"This is a real assignment for a high school class on Oklahoma. This is one of Nettie's assignments for World History class. It's being called a research paper. This is some crazy shit overall and also on a technical level. Literally the kid had been in school ONE WEEK," Ms Gray wrote while sharing the picture of the assignment.
Take a look below:
Ms Gray shared the post a few days back. Since then, it has accumulated more than 375 likes and nearly 500 shares. Many reacted to the assignment in the comments section.
"I could understand questions on world religions in World History class that may include Christianity as well as other religions but this is just plain weird and wrong. How would this even be graded fairly?" wrote one user.
"This is insane. What sources is she supposed to use? I'm a teacher--and a challenging one. I have no trouble with a high school student (or even an upper middle school student) starting a research paper week one. But this assignment is absolutely wack. I never thought I'd say this, but she'd be better off at Catholic School!" said another.
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"I'm stunned and horrified they are even being allowed to push or preach their own personal religion/religious bias like that onto students in a public school in the United States," commented a third user. "This is horrifying in soooo many ways...This teacher needs to be sent back to teaching Bible study and kept the hell away from public schools," added a fourth user.
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Meanwhile, according to People , the school district has addressed the situation. In a statement, it said, "Skiatook Public Schools became aware of the World History assignment in question through a social media post. Once administration reviewed the assignment, it was determined that the presentation of the material was not conducive to our instructional plan."
"Administration and staff will continue to collaborate on best practices to meet the Oklahoma Academic Standards," the statement added.
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New research finds labor stoppages raised wages without harming student learning.
by Rachel M. Cohen
Few things have bedeviled education policy researchers in the US more than public school teacher strikes, driven by educators on the vanguard of resurging labor activism. While union membership nationwide continues to decline , nearly one in five union members in the US is a public school teacher — and their high-profile , disruptive strikes generate significant media attention and public debate.
But do these strikes work? Do they deliver gains for workers? Do they help or hurt students academically?
Answering these questions has been challenging, largely due to a lack of centralized data that scholars could use to analyze the strikes. The Bureau of Labor Statistics used to keep track of all strikes and work stoppages across the country, but since its budget was cut in the early 1980s, the agency has only tracked strikes involving more than 1,000 employees. Given that 97 percent of US school districts employ fewer than 1,000 teachers, the majority of teacher strikes are not federally documented.
Now, for the first time ever, researchers Melissa Arnold Lyon of the University at Albany, Matthew Kraft of Brown University, and Matthew Steinberg of the education group Accelerate have compiled a novel data set to answer these questions, providing the first credible estimates of the effect of US teacher strikes.
Their data set — which covers 772 teacher strikes across 610 school districts in 27 states between 2007-2023 — took four years to compile. The three co-authors, plus seven additional research assistants, reviewed over 90,000 news articles to plug the gaps in national data. Their NBER working paper, published on Monday , provides revealing information about the causes and consequences of teacher strikes in America, and suggests they remain a potent tool for educators to improve their working conditions.
By and large, teacher strikes in the US are not common, nor are they lengthy work stoppages. The median number of strikes per year over the 16-year study was 12.5, with the typical strike lasting just one day. Sixty-five percent of strikes ended in five days or less. Their longest identified strike was 34 days in Strongsville, Ohio in 2013.
Almost 90 percent of the teacher strikes identified involved educators calling for higher salaries or increased benefits, and the researchers found that, on average, strikes were successful in delivering those gains. Specifically, the strikes caused average compensation to increase by 3 percent (or $2,000 per teacher) one year after the strike, reaching 8 percent, or $10,000 per teacher, five years out from the strike.
More than half of strikes also called for improved working conditions, such as lower class sizes or increased spending on school facilities and non-instructional staff like nurses. The researchers found that strikes were also effective in this regard, as pupil-teacher ratios fell by 3.2 percent and there was a 7 percent increase in spending dedicated to paying non-instructional staff by the third year after a strike.
Importantly, the new spending on compensation and working conditions did not come from shuffling existing funds, but from increasing overall education spending, primarily from the state level.
That these strikes were effective is notable, particularly since labor strikes overall have not been associated with increases in wages, hours, or benefits since the 1980s. The study authors suggest strikes among public school teachers may be a more “high-leverage negotiating tactic” than other unionized fields because teachers can be less easily replaced by non-unionized workers or tech automation.
Perhaps surprisingly, the researchers find no relationship between whether a strike is short or long in terms of the effect it has on teacher salary.
Lyon of the University at Albany thinks that part of why teachers may be so successful in achieving such significant increases is because teacher strikes can send public signals in ways other labor strikes often can’t.
“Because education is such a salient industry, even a one-day strike can have a big impact,” she told me. “News media will pick it up, people will pay attention, and parents are going to be inconvenienced. You have these built-in mechanisms for attracting attention that other types of protest do not.” Another study she co-authored with Kraft earlier this year found that teacher strikes more than double the probability of US congressional political ads mentioning education, underscoring their power in signaling the need for educational change.
Previous research on teacher strikes in Argentina , Canada , and Belgium , where work stoppages lasted much longer, found large negative effects on student achievement from teacher strikes. (In the Argentina study, the average student lost 88 school days .)
In contrast, the researchers find no evidence that US teacher strikes, which are much shorter, affected reading or math achievement for students in the year of the strike, or in the five years after. While US strikes lasting two or more weeks negatively affected math achievement in both the year of the strike and the year after, scores rebounded for students after that.
In fact, Lyon said they could not rule out that the brief teacher strikes actually boosted student learning over time, given the increased school spending associated with them. A recent influential meta-analysis on school finance found that increasing operational spending by $1,000 per student for four years helped student learning.
It’s possible higher wages could reduce teacher burnout, or the need to work second jobs, leading to improved performance in the classroom. Still, Lyon explained, it’s also possible that increased spending on teachers would not lead to higher student test scores, if wage gains went primarily to more experienced teachers, or to pensions, or if teachers were already maximizing their effort before the strike.
Overall, the researchers found that teacher union density has fallen more sharply than previously recognized. According to federal data, 85 percent of public school teachers reported being in a union in 1990, falling to 79 percent in 1999, and then to 68 percent by 2020.
“As someone who studies unions, that statistic alone is still pretty surprising to me,” Lyon said. “And it came from the federal Schools and Staffing Survey , which is one of our best data sources.” Tracking teacher union membership can be complicated because of mergers, and because the two national unions — the American Federation of Teachers and the National Education Association — include non-teachers and retired teachers in their ranks. Still, even with the drop, the 68 percent dwarfs that of the private sector, where just 10 percent of workers are in unions.
Roughly 35 states have laws that either explicitly ban or effectively prohibit teacher strikes, but those laws haven’t stopped educators from organizing labor stoppages. (Nearly every state in the #RedforEd teacher strikes from 2018 and 2019 — including Arizona, Kentucky, West Virginia, and Oklahoma — had banned teacher strikes.)
In compiling their data set, Lyon, Kraft, and Steinberg included both legal strikes and illegal work stoppages, including mass walk-outs, “sick-outs” (when teachers call in sick en masse), or so-called “wildcat strikes” (when educators strike without the support of union leadership).
Perhaps counterintuitively, they found strikes were more common in more conservative, labor-hostile states, something they attributed mostly to large-scale coordinated strikes across districts happening more often in those places. Individual district strikes were more likely to occur in liberal areas, where such actions are legal.
The teacher uprisings over the last decade have helped boost support from parents and the broader public, who report in surveys backing for educator organizing and increased teacher pay. The percentage of the public who see teacher unions as a positive influence on schools rose from 32 percent in 2013 to 43 percent in 2019 , according to Education Next polling. A majority of the US public supports teachers having the right to strike , which suggests educators may be comfortable using this tactic going forward.
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Wgu indiana to give golden apple award winners $2,000 prize, wgu indiana to give each golden apple award winner $2,000.
INDIANAPOLIS (WISH) — WISH-TV is Indiana’s education station. Every month WISH-TV celebrates extraordinary teachers in central Indiana with the WISH-TV Golden Apple Award . This year, we are partnering with WGU Indiana to give educators an even better prize.
Once a month from September through May, WISH-TV and Western Governor’s University (WGU) are teaming up to surprise a central Indiana teacher with the Golden Apple Award and a $2,000 cash prize.
The award will also include a trophy, a school supply shopping spree to Teachers’ Treasures , and a video message from students and staff.
Alison Bell, WGU Indiana regional vice president, joined Daybreak on Monday to discuss the exciting partnership.
“We’re so excited to do this. We know that our educators are really the foundation to our communities. They are so important to our Children. They set them up for success for the rest of their lives – this – they deserve this and more,” Bell said.
Helping promote education and support teachers is at the core of what WGU stands for. Bell says the winning teachers will be able to spend the money however they choose.
“We are about creating pathways to opportunity for folks and we want to make education accessible and affordable. So, this just fits right in for us. And to give folks a gift – I know so many teachers that take out of their own pocketbooks to make their classrooms better for their students, so if we can help with that a little bit, we’d love to,” Bell said.
WGU will join WISH-TV’s Hanna Mordoh at the monthly surprises to give the winning teachers the $2,000 award.
“I wouldn’t miss it. I can’t wait. I mean – to be there, to meet these incredible people and their students, and to find out more about them and celebrate with them… It’s an amazing opportunity. We’re so excited,” Bell said.
WISH-TV is now accepting nominations for this year’s Golden Apple Award. If there is a special teacher in your life tell us about them.
We encourage students, parents, and colleagues to nominate a teacher for their outstanding efforts in education by filling out the form HERE.
IMAGES
COMMENTS
A conversation with a Wheelock researcher, a BU student, and a fourth-grade teacher. "Quality homework is engaging and relevant to kids' lives," says Wheelock's Janine Bempechat. "It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful.
The relevance of homework when it is assigned is frequently up for debate because there are many nuances that go into the process of a student completing homework. When a teacher assigns homework they need to be aware of many things including: Student access to a reliable internet source and computer or tablet; Student/parent dynamics at home
4. Make Homework Voluntary. When elementary school teacher Jacqueline Worthley Fiorentino stopped assigning mandatory homework to her second-grade students and suggested voluntary activities instead, she found that something surprising happened: "They started doing more work at home.".
This month, Brandy Young, a second-grade teacher in Godley, Tex., let parents know on "Meet the Teacher" night that she had no plans to load up her students' backpacks. "There will be no ...
Assign Homework, but Do It Purposefully. According to this recommendation, homework should follow the 10 minute rule. Multiply the grade level you teach by 10 and that is how many total minutes a student should have of homework of all subjects for one night. If you teach 6th grade, students should have 60 total minutes of homework a night.
I think teachers should give students homework if they feel it is important to practice what they are being taught; however, I think some teachers give an excessive amount and it is unnecessary. I think it would be best if each teacher only gave an assignment that at tops would take 15-20 to complete.
In 2003, a pair of national studies found that most American students spent less than an hour daily on homework, and the workload was no bigger than it was 50 years prior. "There is this view in ...
If they give homework, most teachers of young children make assignments very short—often following an informal rule of 10 minutes per grade level. "No homework" does not guarantee that all students will spend their free time in productive and imaginative play. Some researchers and critics have consistently misinterpreted research findings.
A schoolwide effort to reduce homework has led to a renewed focus on ensuring that all work assigned really aids students' learning. I used to pride myself on my high expectations, including my firm commitment to accountability for regular homework completion among my students. But the trauma of Covid-19 has prompted me to both reflect and adapt.
A national study of the influence of homework on student grades across five ethnic groups found that homework had a stronger impact on Asian American students than on students of other ethnicities (Keith and Benson, 1992). ... Homework: A survey of teacher beliefs and practices. Research in Education, 41, 71-78. Keith, T. Z., & Benson, M. J ...
Homework helps us learn to be better prepared for tomorrow (Student, 4). Homework plays a very important role for me and for other students as well. They are a revision of class assignments that the teacher gives us so in the future we become more advanced and develop our memory (Student, 10).
Moreover, with a few exceptions, most research on teacher perspectives has been conducted in the United States, where around nine teachers in every 10, irrespective of grade taught, believe that homework benefits students' learning, facilitates the development of both study skills and time management (Johnson & Pontius, Citation 1989; Markow ...
The National PTA and the National Education Association support the " 10-minute homework guideline "—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students' needs, not the amount of time spent on it.
Teacher's unique homework policy goes viral 00:46. So why do teachers assign so much work? Damour attributes this to the increased pressures on teachers as a result of "high-stake testing."
Here is how to do it. 1. Assign what students already know. Most teachers struggle with homework because they misunderstand the narrow purpose of homework, which is to practice what has already been learned. Meaning, you should only assign homework your students fully understand and are able to do by themselves.
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 ...
Create Completion Tools. One way that teachers can help ensure that students get their homework done, particularly if they themselves have trouble sticking to schedules, is by creating tools that they can use to help their students keep track of what's due. The easiest way to do this is by creating a homework calendar.
Giving it. Think about the objective of each homework assignment before giving it to students to make sure that it will actually benefit them. Also, try to use a variety of exercises rather than the same ones over and over again (see our article '5 Most Creative Homework Assignments: Homework That Works'). When handing out homework, go over the directions in class to check that students ...
Christina Torres is an 8th grade English teacher at Punahou School in Honolulu, Hawaii. Previously, she has worked with Teach For America, Hope Street Group, the Center for Teaching Quality, and ...
Kohn noted that "newer, better" studies are showing that the downside of homework is just as profound in 16-year-olds as it is in 8-year-olds, in terms of causing causing anxiety, a loss of ...
In the teacher's portal, click on the respective course or book in which you would like to give a homework assignment. Under "Content, Homework" you will find the table of content (and all the answers to the questions). Next to the quest, you will find an hourglass. Use it to give the homework.
It depends WHAT you give as homework, and WHo you give it to. I was trained to always give homework but in Denmark they NEVER give homework!. Here in France students 3 years away from the end of senior school get about 12 hrs homework per week and that goes up and up till they Pas their baccalaureate exams, with 16-20 hrs.
"Parents must thread the needle after school and oversee homework," Aronian says. ... Research shows that the average public school class size in the U.S. is 24 students. The student-to-teacher ...
A homework assignment given to high school students in the US has ignited uproar online after a concerned parent shared a photo of the questions a teacher wanted the child to answer, including "Is ...
Specifically, the strikes caused average compensation to increase by 3 percent (or $2,000 per teacher) one year after the strike, reaching 8 percent, or $10,000 per teacher, five years out from ...
Once a month from September through May, WISH-TV and Western Governor's University (WGU) are teaming up to surprise a central Indiana teacher with the Golden Apple Award and a $2,000 cash prize.