Comments on: Bright Student Doesn’t Do Homework

By: Shannon

Shannon — Sat, 23 Oct 2010 15:31:29 +0000

I personally assign homework as one way of making parents aware of how their child is doing in my class. Each page will reflect a skill that we are currently working on. I inform parents that their child should be able to complete it without assistance (although some may need the questions read to them). If they can’t manage on their own, that is likely the same experience I am having with them in class.

The only mark I assign where homework is concerned is based on completion. This mark is then considered when completing the ‘learning skills’ section of their report cards, typically under ‘responsibility’. Removing marks from the grade itself gives an unrealistic portrayal of a student’s understanding of content knowledge.

By: samjshah

samjshah — Sun, 29 Nov 2009 14:56:18 +0000

Hi Joan,

Actually, I actually still believe in homework, and believe that a student should be responsible for doing it regardless of whether they think they get it or not. I do try to only assign 25 minutes or less of homework each night (many times less).

If you want some ideas on how other teachers deal with homework, this is a good read: http://samjshah.com/2009/06/19/homework-survey-results/

Sam

By: MsAxthelm

MsAxthelm — Sat, 28 Nov 2009 21:12:14 +0000

I am curious if your view on homework has changed at all since this post. Is homework something of a life skill grade? When you think about the problem solving classes you implemented so wonderfully recently, does this change your thinking?

Working on developing my own homework policies,

Joan

By: kevin

kevin — Fri, 15 May 2009 23:29:36 +0000

As you pointed out, it comes down to what grades measure. Grades, as they are now, are often poor indicators of learning. When we use grades to punish it lowers they’re value. Doing your homework is basically about “doing what you’re told.” You get the grade if you do what you’re told. I am teaching more than just math, I’m teaching my students to challenge authority. I’m teaching them to stand up to pointless illegitimate requirements that are enforced just because. If student gets the concept, they get the grade, period. If they’re not getting the concept, then we need to act with academic interventions.

Ideally, we should move towards standards based reporting. Did student get standard 8 (exceeds, meets, doesn’t meet, no measurement). In that case you could have a standard for timeliness or class conduct etc.

Ask your students, I find that a lot of the time we talk philosophy amongst each other but let’s ask our clients for their point of view. I’m often surprised at the well reasoned and insightful answers I get.

By: Jackie Ballarini

Jackie Ballarini — Sun, 10 May 2009 13:29:23 +0000

My question wasn’t about “one” particular student – I have a handful in this situation (each with their own stories and levels of homework completion) – but all very bright (honestly I think they’re misplaced, but as seniors it is impossible to move them up a level). Very little of the homework I assign is review problems. It isn’t 1-31 odds. They are investigative tasks that lead into the next days class discussions. We then do the practice, extension, and synthesis in class.

I think my tweet was more about what is the purpose of school. I’m still trying to reconcile my own thoughts – and figure out how that works in the larger picture.

By: David Cox

David Cox — Sun, 10 May 2009 06:11:31 +0000

You raise some good points. Here are some of the quesitons I am wrestling with. If we are assinging mundane busywork, what message is that we are sending? What if a student has responsibilities outside of school that make doing homework impossible? There are a bunch of reasons for a student to forgo homework that are legitimate. Do we grade it or give credit for completion? How do you know the work that is handed in was done by the student and not copied during 3rd period? I mean the list of questions is endless.

I am with you when you say that we are teaching more than just math. Most of our students won’t be math majors, but they will all be citizens and we want them to be responsible. And yes, “I don’t feel like it” isn’t an excuse to skip something you are supposed to do.

If we are going to assign homework, it has to be meaningful. Is there a way for a student to create his own homework assignment?

I am working on a post right now trying to hash this out.

By: JT

JT — Sun, 10 May 2009 03:42:18 +0000

Homework is still an aspect that I have yet to figure out. While obtaining my credential, it was the big question that I brought up in all my classes that no professor could answer, and every teacher had a different solution. How should I assign and manage homework?

I will definitely say that I do assign more homework now compared to my first two years of teaching. But I still don’t think I’m doing it correctly.

What really is the point of homework? …To allow students more individual practice? To allow students to self-assess their learning? To allow the teacher to assess the students’ progress? All of the above? Not too sure, really — great.

One thing that I do remember learning is to not grade homework, but to provide feedback. I do neither. Truthfully, grading tests takes long enough. I’m not about to grade every homework assignment. I do give them the solutions to the homework (to check themselves), yet I have students still turning in assignments with completely wrong answers.

And then of course I have Dan Meyer’s issue, too. Those who need the practice, don’t complete the homework. Those who would ace the test even without homework, complete the homework. You can take as many points away as possible, but how is that going to affect students who don’t really see poor grades as a consequence.

One thing I am looking forward to though is our school schedule change for next year. We are on block scheduling and are implementing a 20 minute tutorial session after each class. How will this help me? Well first, those who need more practice will be directed to stay after class to do more practice. But more importantly, students who do not complete their homework will stay after to complete their homework. Taking away points is useless for some students, but taking away their time from an extended lunch may be more motivation for them to get their homework done … at home. Sorry for making this too long.

By: jd2718

jd2718 — Sun, 10 May 2009 03:30:17 +0000

Have you read my homework review post?

By: Mgccl

Mgccl — Sun, 10 May 2009 03:23:25 +0000

About a year ago, I would surely disagree with this post. just because I have a bias toward homework.
In fact, I think you posted something about homework sometime ago and I did a response saying homework is not useful or w/e… or is it some other website… I’m not completely sure…

but then I do start to see the other side.

If there a system that’s not optimal, there are 3 possible things to do.
1. change the system
2. do what the system expects
3. do not do what the system expects and suffer the consequences

As a student, I constantly chose 3. I do know many people chose 2. and many people in my school who chose 2 are just copying answers… but they suffer during the tests… that is one of the reason I disliked homework. Student can use their social engineering skills to find homework to copy.

For a bright student, if grades matters enough for him, he would complete the homework to get the grades because that’s how the system works. And if he didn’t, he can’t complain because clearly the grade didn’t matter that much to him.

But if I become a teacher, I would like to make the system more flexible.

By: jd2718

jd2718 — Sun, 10 May 2009 03:21:40 +0000

I’m with you. My grades are calculated transparently. 60% from tests and quizzes, 20% from homework, 10% from participation (almost always between 7 and 10 points), and 10% from a small project (6 per year).

I don’t tell the kids at the beginning of the year, but eventually I share, since the volume of assignments is so great, and the possibility of a clerical error real, I allow for one or two missing assignments without affecting the grade (ie, 42 assignments, but I use 40 for the denominator.)

So a kid misses an assignment, they know the penalty. (I also always take late work, with a deduction. No sense in burying the kid, give him a chance to catch up and mitigate the effect on his grade).

Also, I try to make the assignment easy enough for each kid. That’s why I offer two varieties.

The key in a class where homework completion is very spotty: shorten the assignments and make them easier. Make them so short and easy that it becomes genuinely embarrassing not to do them. (As the kids get older and stronger, this becomes less of a factor).

Would you like to see a sample assignment?

Jonathan