Assigning Homework: An Inquiry into the Familiar
Possible Roots of the Practice
History:
Attitudes regarding homework reflect social trends and historical events of the time period. As such, attitudes have been continually shifting between an idea that homework is beneficial for students and that homework is hazardous to student wellbeing. Today, a debate remains largely in part due to the diversity of culture, socioeconomic status, and parenting styles.
Timeline
1800s, gr.1-4 rarely received homework; gr. 5-8 typically 2-3 hrs. per night, unrealistic for most families
Against homework
1900s-'40s, child health/progressive education movements; drill/memorization/recitation questioned
Paediatricians began to discuss effect of homework on children's health and wellbeing
Benefits of fresh air, sunshine, and exercise for children widely accepted
Homework was blamed for nervous conditions in children, eyestrain, stress, lack of sleep etc.
Homework was viewed as robbing children of important opportunities for social interaction
Labor leaders protesting working hours/conditions for adults, advocating a 40-hr workweek
Child labor laws were used as a justification to protect children from excessive homework
1930, anti-homework had grown, Society for the Abolition of Homework was formed
1930s/'40s, many school districts abolished homework in grades K–6 or at leased reduced
For Homework
1950s, decline in the progressive education movement
1957, launch of Sputnik, "the homework problem was reconceived as part of a national crisis: The U.S. was losing the Cold War because Russian children were smarter"
Homework became a necessary tool in the learning process (not for elementary)
1960s, parents concerned children were not being assigned enough homework, homework was essential for academic excellence
Against homework
Late 1960s/ early '70s, Vietnam War and the civil rights movement
Counterculture emerged that questioned every aspect of personal and political life
Book: Teaching as a Subversive Activity by Postman & Weingartner, attacked traditional methods of what was labeled "the educational establishment"
Anti-homework arguments reminiscent of the progressive arguments
Homework as too much pressure on students to achieve, children should play/relax
For homework
1980s, majority of adults supported homework for its character-building/academic benefits
1983, release of the National Commission on Excellence in Education's report, A Nation at Risk, brought about a movement for educational excellence, longer school years, more testing, more homework
Against homework
Late 1990s, shift back to an anti-homework focus
2001, No Child Left Behind Act
Today
Disagreement about value of homework/whether students are assigned too much/ too little
Parents concerned about stresses on their children
(Vatterott, 2009), (Centre for Public Education, 2007)
Theories:
Homework is aligned with a behaviourist theory. In a system that believes homework (input) equals academic achievement (output), the process of completing homework is driven by the idea that the behaviour of a student can be shaped by rewards and punishments. That is, if you do not complete homework you will be shamed or disciplined in some way. Moreover, if you complete homework you will be rewarded with good grades or performance.
(Vatterott, 2009)
Homework could also align with a constructivist approach if used as scaffolding to student learning. However, it would be better monitored in person and as such the constructivist approach is more relevant to classroom learning.
Philosophy:
According to the OCDSB and TDSB policies, "homework is an important part of every child’s school experience" (TDSB, 2014). One that helps solidify and support concepts learned in the classroom. Healthy study habits learned at an early age should help students become successful in their future academic endeavours.
"Homework is given in order to complete, review, reinforce, apply, integrate, and extend classroom learning as well as to prepare students for future classroom learning... school staff, parents/guardians and students share the responsibility to ensure that homework is an integral part of each student’s learning" (OCDSB, 1998).
"Homework encourages good study habits at an early age that will help students to be successful. School staff, teachers, students and the family all play a key role in supporting homework...The TDSB homework policy balances the time required to complete homework with extra-curricular activities and other activities that support personal and family wellness" (TDSB, 2014).
Effectiveness:
Mixed messages about the effectiveness of assigning homework is continually debated and research has produced mixed results. Studies suggest both potentially positive and potentially negative effects on students, highlighting the difficulty in forming sound conclusions about the value of homework. However, it is likely that homework assignments are more effective when specific purpose, interaction, and teacher feedback is given.
Research Findings:
The link between homework and student achievement is far from clear
Homework appears to have more positive effects for certain groups of students:
Students in low-income homes may benefit less than those from higher-income homes
Asian American students may benefit more than students from other ethnic groups
Students with learning disabilities may benefit from additional time to practice skills under supervision of a parent
Homework may have nonacademic benefits. I.e. learning the importance of responsibility, time management, developing study habits, and staying with a task until it is completed
Too much homework may diminish its effectiveness. Research on the optimum amount of time students should spend on homework is limited, indications are for high school students 1½ to 2½ hours per night is optimum, elementary is less than 1 hour per night. When students spend more time than this on homework, the positive relationship with student achievement diminishes.
After-school programs that provide homework assistance may improve student behaviour, motivation, and work habits but not necessarily academic achievement
The effect of parent involvement in homework is unclear
Homework that prepares students for upcoming lessons may have more impact on student learning than homework that continues the school day's lessons into the evening hours
Homework may increase achievement gap between students from affluent and poor families
Potential negative impact on student attitudes toward school through decreasing student interest and increasing physical and emotional fatigue; the satiation effect
May take away leisure time and may not be as varied or useful as work done in class
Younger students' social and cognitive abilities (inability to focus adequately) may moderate the effect of homework on achievement
Monitoring homework habits (notebook organization etc.) as effective method for improving completion rates/accuracy of homework assignments for students with learning disabilities
(Centre for Public Education, 2007)
How does the practice help create and/or undermine safe, supportive and healthy learning environments?
Help:
Limiting homework eliminates the conflict between student/teacher about why students might not complete it. Often the same students e.g. Gr. 5 placement: Sofi (Autism), Joe (LD)
Group projects, teamwork building
Beneficial for students with learning disabilities, might increase self-esteem in the classroom
Build connections to parents understanding of their child's ability/struggle with homework. Therefore parents can offer insight to teacher if issues arise.
Hinder:
No homework policy except for students who have not completed work in class, might always be the same students who have homework
In classes of mixed ability, lower-performing students spend more time on homework than their higher-performing peers (Centre for Public Education)
Possible decrease in student motivation/interest
Potential to dampen natural curiosity, passion, and love of learning (Vatterott, 2009)
Mass tutoring has potential to affect difficulty of homework assignments therefore widening the gap between wealthy students and disadvantaged students
Loss of leisure time, increased stress, and overall health of student (Vatterott, 2009)
Possible alternative practices
Offer time to complete projects in class as well as at home/after school programs
Graphic organizers for older grades with students allows them to take initiative for their learning and make commitments to their peers and self in group work that is required in class/ at home, offering students a choice
Offer different kinds of homework, such as to participate in healthy active activities
Give feedback on homework and differentiate it so it is fair among all students
Homework assigned for personal development to help students improve behavioural skills, such as time management or self-confidence
Homework assigned to improve communication between parents and their children such as developing a family tree
Peer interaction homework assigned to more than one student in an effort to build and develop team-working skills
Presentation
Steps/Techniques to Engage the Audience:
I will be welcoming and try to make everyone feel comfortable and that their contributions are valued
I will alternate directing questions or comments to each group member
I will encourage everyone to participate through making eye contact and addressing my group members by name
I have a thorough understanding of my material and will be able to expand on ideas and examples and assist in making connections between practical experiences
I will have a comprehensive set of notes on my findings and guiding questions
I will question the rationale behind thought processes and connections
I will respond to comments and examples by building on ideas and connecting them to my findings and CSL/practicum experiences
I will be enthusiastic and keep group members engaged in discussion
I will actively listen to discussion
I will keep track of the time
Questions:
As teachers are we unloading our work onto our students or parents by assigning homework?
How would you enforce homework completion?/ how would you deal with students failure to complete homework?
Does homework cause added tension and discrepancies in the home?
How does assigning homework help students with learning disabilities/exceptionalities?
How are children from disadvantaged families affected by homework?/
Can lower-income students—especially low-achieving lower-income students— benefit from homework?
How might having free time at home affect children and the family dynamic?
How would varying the type of homework affect students? I.e. DPA or games with family?
Would homework affect your understanding of familial relations? I.e. Parents getting to know struggles children have at home to better communicate with teachers
Reflection
Research supports both benefits and hindrances of homework toward student wellbeing and familial relations but none that demonstrates a strong correlation between homework and an increase in academic excellence. As such, in my own practice I will support homework so long as it is minimal and meaningful. Homework can be a way of differentiating learning for all students. Through differentiated homework that serves a purpose, coupled with feedback, students will have the opportunity to work toward building behavioural skills such as responsibility and time management while still benefiting from the experience. Differentiated homework allows students to explore material that is challenging without being overburdened, therefore helping to eliminate the fact that some students spend much longer doing homework than others.
(Meador, 2017) (Vatterott, 2009)
Homework in moderation allows that families continue to have time together without a combative homework experience. I would explore offering alternate types of homework such as homework to increase communication with family, to build behavioural skills, and to increase teamwork. Homework should also have a fun aspect such as being creative, investigative, or physically active. Home reading will be assigned but students should have a choice in reading material. "Razkids" is a fun online reading comprehension program which would be interesting to explore with students, however access to in-home computers and internet is required.
(Discussion in class, 2017) (Centre for Public Education, 2007)
Another great suggestion I would like to incorporate is to assign a problem of the week on Monday and allow students the whole week to work on it in class or at home. This will alleviate the stress of having to complete it overnight and offer the option for collaboration or questions if difficulty arises. This would help account for students who have extra curricular activities, affecting the amount of time to designate for homework, or students who do not have access to computers or internet in their homes. As new teachers we will have the opportunity to challenge societal beliefs in our own classroom so long as we are advocating for student wellbeing.
Works Cited
Centre for Public Education. (2007). What research says about the value of homework: At a
glance. Retrieved on February 5, 2017 from: http://www.centerforpubliceducation.org/Main-Menu/Instruction/What-research-says-about-the-value-of-homework-At-a-glance
Centre for Public Education. (2007). What research says about the value of homework:
Research review. Retrieved on February 5, 2017 from: http://www.centerforpubliceducation.org/Main-Menu/Instruction/What-research-says-about-the-value-of-homework-At-a-glance/What-research-says-about-the-value-of-homework-Research-review.html
Gale Group Inc. (2002). Encyclopedia of education. Retrieved on February 7, 2017 from:
http://www.encyclopedia.com/history/united-states-and-canada/us-history/homework
Image retrieved from: http://games---portal.tk/gitow/homework-help-centers-176.php
Meador, D. (2017). Creating a homework policy with meaning and purpose. Retrieved on
February 7, 2017 from: http://teaching.about.com/od/SchoolPolicy/a/Homework-Policy.htm
Ontario-Carlton District School Board-OCDSB. (1998). Policy P.061.CUR. Retrieved on
February 4, 2017 from: http://www.ocdsb.ca/ab-ocdsb/p-n-p/Policies%20and%20Procedures/P%20061%20CUR%20Homework.pdf
Ontario-Carlton District School Board-OCDSB. (1998). Procedure PR.549.CUR. Retrieved
on February 4, 2017 from: http://www.ocdsb.ca/ab-ocdsb/p-n-p/Policies%20and%20Procedures/PR%20549%20CUR%20Homework.pdf
Toronto District School Board-TDSB. (2014). P036 - Homework. Retrieved on February 4, 2017 from: http://www.tdsb.on.ca/elementaryschool/getinvolved/homework.aspx
Vatterott, C. (2009). Rethinking homework. Alexandria, VA. Online via ASCD. (2017). Retrieved
on February 5, 2017 from: http://www.ascd.org/publications/books/108071/chapters/The-Cult(ure)-of-Homework.aspx
