Homework

On the subject of homework, like all the rest, I am still learning.  What I have read suggests that homework loads and educational outcomes are uncorrelated.  Unfortunately, I have also read that homework performance is the single largest factor explaining why “boys receive 70 percent of the D’s and F’s on report cards” (Kauchak & Eggen, 2005, p. 97).  On the other hand, I can see why homework is valuable for reinforcing concepts taught in the classroom and broadening those concepts.  Homework is also the only viable opportunity for reading.

My theory is that I will use homework for these later purposes.  There’s no doubt that learned concepts must be practiced to be retained and that reading is an essential part of education.  However, the distinction I intend to hold inviolable is that any homework must be for a clear and important purpose and that purpose must be made known to all concerned.  It is also my intention to keep the burden of homework within acceptable levels.  There is much more to being a child than homework and that understanding is part of the environment of mutual respect I intend to maintain.

Reference

Kauchak, P., & Eggen, P. (2005). Introduction to teaching: Becoming a professional (2nd ed.). Upper Saddle River, NJ: Pearson Education.