I remember the first time I was actually assigned homework by Mr.
Ziegler in the fifth grade. I loved playing school so I could not wait to get
home to start my math homework. Somehow, I felt like I had finally arrived in
the realm of the mature student. I admit that most of the time, I could not
wait to start my homework. I think it has something to do with the fact that I
am a classic Achiever (Gallup) and completing homework was something that I
could check off my “to-do” list each day, and this brought me joy. (In the
spirit of full transparency, my perspective changed a bit during college when
my priorities for socialization overtook my desire to do my homework.)
Today, there is much research and debate about the effectiveness of
homework. This is especially true in elementary and middle schools. Much of the
debate is driven by age-old beliefs regarding the purpose of homework. In her
book Rethinking Homework, Cathy
Vatterott discusses the history of homework, which originated when school
consisted mainly of reading, writing, and arithmetic. Memorization and rote
learning was the norm, and practice was easy to do at home. Today, however,
homework often involves complex projects which require a great deal more time,
effort and the support of parents.
Vatterott provides a great history of American homework “policy” from
the 19th century to the modern-day, and she explains that it has
gone back and forth, from “there’s too much homework” to “there’s not enough
homework.” She also summarizes the arguments of a variety of research to
conclude that the culture of homework is based on several long-standing
beliefs. These largely unexamined beliefs about children and learning may be
based more on faith, tradition or moral judgments rather than facts.
●
Belief #1: The role of the school is to extend learning
beyond the classroom.
●
Belief #2: Intellectual activity is intrinsically more
valuable than non-intellectual activity.
●
Belief #3: Homework teaches responsibility.
●
Belief #4: Homework is a sign of a rigorous curriculum.
●
Belief #5: Good teachers give homework; good students do
their homework
The fact that homework is held in such high esteem and reverence by so
many parents and teachers result in a culture where many are afraid to
recommend changes in their schools. Those opposing homework are starting to ask
some good questions.
●
Shouldn’t our role in
extending learning outside the classroom work to instill a love of learning and encouragement for children to find their passions and purpose in our
society?
●
Isn’t physical,
emotional and social activity as necessary as an intellectual activity in the
development of healthy, well-rounded children?
●
When parents are
forcing their children to do their homework,
how is this teaching responsibility?
●
When we say that we
want children to be responsible, are we saying that we want them to be obedient?
●
Does the “more is
always better” argument ignores the quality of work and the amount of homework
needed for each task?
●
What about less
advantaged students with overburdened parents;
are these students bad?
So who is right? Vatterott goes on to share in detail a “new paradigm”
of homework practices based on research that includes:
●
Designing quality
homework tasks
●
Differentiating
homework tasks
●
Moving from grading to
checking
●
Decriminalizing the grading of homework
●
Using completion
strategies
●
Establishing homework
support programs
As we begin the conversation about homework redesign, we must place the
well-being of our children as our primary priority. Raising our awareness,
questioning our traditional bias and starting with baby steps is a good place
to begin.
Vatterott, C. (2009). Rethinking Homework: Best Practices That
Support Diverse Needs. Alexandria, VA: ASCD.
No comments:
Post a Comment