He has reduced homework to a maximum of 40 minutes per night and says he wishes he could get rid of it altogether. I wish my london comprehensive school would do the same. Homework causes anxiety and stress, it leaves the student very little time to spend with family and other things (Tiffin students are encouraged to use their extra time to watch documentaries or do sport or music). It can sometimes make students actively less enthusiastic about learning because it is being forced upon them and it closes mba students' minds and timetables in such ways that make them less creative. People say that young people should not take their youth for granted and should seize the advantages of a youthful mind while they have one. Homework limits a young person's ability to do this. Children are more creative than adults.
Nor do i do much reading, baking or any of the other things i used to enjoy. There's just too much homework. Studies show that there is little or no correlation between whether children and younger teens do homework (or how much they do) and a dubai meaningful measure of achievement. In the words of one us education expert: "Most small children and early adolescents have not yet developed the self-reflection and self-monitoring skills to get the benefit of either homework or self study." Isn't it time we questioned why hours and hours of a young. Professor Susan Hallam, of the Institute of Education, University of London, investigated all studies on homework for the past 75 years and came to a conclusion that homework accounts for less than 4 per cent of the differences in teen students' scores. Professor Hallam found that while homework can enhance examination results (a tiny bit its impact is relatively small compared with students' prior knowledge in a particular subject. Professor Hallam also points out that homework can lead to family friction, especially when families are pressuring children to succeed. Children or teenagers can be badly mentally affected by extreme pressure put on them, which adults are sometimes unaware of and is counterproductive as well as horrible for the student. If it seems that the idea of abolishing homework belongs in some trendy, hippie school, the head teacher of Tiffin School, one of the top grammar schools in the country, would disagree.
Get them doing something in English with their phones or on Facebook. Summing up, im not the worlds biggest fan of homework, but used correctly it can be a good teaching tool. To use it effectively, you have to ensure that it is benefiting your learners and that the exercises you give them are not merely busy work. Claudia vulliamy, year 9 pupil, when I was younger, as soon I was old enough to hold a paintbrush, i used to do pictures every day. I used to lose myself in a sketch and explore different painting techniques. It's just what I did. I've recently come to realise that I now hardly ever paint unless I'm in an art lesson.
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Some of us have the luxury of computers and projectors in class, others do not. Some exercises that are on the net work best as self study materials anyway. Think about the resource report you want learners to use and in particular whether it is more suited to classroom essay use or for personal study. Furthermore, assigning research tasks that require learners to go out into the wider world and independently find resources that link to what you did in class can be a useful and motivating activity. Key questions: does the task work better as homework than it would in the classroom environment? How can you get learners to find a resource that develops on what you did in class? The case against 4: They dont really need.
People are constantly learning in the 21st Century and traditional homework should become obsolete within the next decade. Thanks to technology, learning is now a constant in our lives. With access to applications, software programs, as well as educational websites such as the Khan Academy, learning is an ongoing process. So much of what learners can access is through the medium of English that it is unlikely that they can spend many days of their lives without acquiring some knowledge of the language from their everyday environment. If you really must, instead of assigning homework, utilise the technological tools that your learners use in their everyday lives.
The case against 3: Homework doesnt lead to better performance. Too much homework can be a bad thing. Research indicates there is a weak link between achievement and homework, particularly in young learners. Furthermore, countries that assign more homework dont outperform those with less homework. Countries such as America and the uk have relatively high levels of homework in schools and yet dont show a correlation with high performance.
Japan is one country that has taken the opposite route, having instituted no homework policies at younger levels to allow family time and personal interests. Finland, one of the most successful nations in terms of international tests, limits high school homework to half an hour per night. While a small amount of well thought out homework can be beneficial, assigning excessive amounts of homework is at best counterproductive. If you really must, a good tactic, particularly for teachers of young learners, is to assign homework for improving study skills, rather than learning. Assign homework that is uncomplicated and short, which involves families or friends, and which above all engages learner interests. The case for 4: Homework can allow learners to use materials and other sources of information that are not always available in the class room.
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If you really must, consult your learners and ask oliver them what they see as an appropriate follow-up task for them to do at home to supplement what you have done in class. The case for 3: Homework can help learners make more rapid progress in their language acquisition. Homework can provide valuable practice of the skills learned in the classroom. We know that we are pushed for time and that each lesson is valuable contact time. We dont want to be going into too much detail or doing too many tasks on one language point, regardless of whether or not the learners need. At some point, you need to provide ways for that practice to take place in the learners own time, so you can get the on with new stuff next lesson! Key questions: does it compliment what youve done in class in a useful way? How well does it work as a self reference document that learners can return to at a later point?
This point is particularly important with classes that you see infrequently, as they have many chances to forget what you did in the last class! Key questions: Is this a fairy useful reminder and revision of a tricky new language point? Does it present new concepts? Does it go over something you did in class but in a slightly different way? The case against 2: Lets face it, you dont really know what youre doing. As qualified as you might be and with as much knowledge of teaching pedagogy as you might have, do you honestly believe you know exactly what youre doing when you assign homework? What objectives are you aiming to cover? How will this further your learners ability to do whatever it is youve done in class? Granted, a lot of coursebooks have workbooks which are largely intended for self study, but you nevertheless have to be careful that there is a definite purpose behind what youre assigning.
the work youve assigned or resentment about having to do it when they should be getting on with something else. This will affect how they feel about your class and not in a good way. Children will also be negatively affected by the addition of homework. If you really must, find out how much time your learners have to do homework and assign work accordingly. The case for 2: Homework helps learners remember the things theyve learned in class. Homework can do a great job of reinforcing the content of lessons, and provides a valuable opportunity for extra practice before they have a chance to forget everything! Basically, homework should always supplement and mentally click that I remember button, so dont assign new material because theres a big chance that A) they will not understand it, and B) they will become frustrated with the tasks, as well as being less open.
Ideally, it should be something that is useful but that might have been boring had it been done in class (such as a gap fill exercise). Key questions: does this build on what you did in class? Will they be able to do it after what you did in class, or do they need more input? Is it something that would, realistically, have been a waste of class time, in terms of not maximizing their contact with you as their teacher? The case against 1: people need a life. If you teach adults, its almost entirely likely that they will have a work life and a social life outside of your classroom. Are you really doing them a favour by eating into this time with your demands dark that they do extra study?
An argument against homework in schools
Homework should we or shouldnt we? What are the benefits and what are the drawbacks? Are we really helping our learners develop their language skills or are we merely complicating their lives? Here are my favourite four hippie arguments for and against giving learners homework: The case for 1: Class time isnt enough and learners need extra practice. Homework should, above all else, serve to review and build upon what has been learned in class, or to offer further practice of something that was new and particularly tricky. With this in mind, make sure that whatever homework you assign can be completed by learners independently and with relative ease. Homework that gives the student an opportunity to further practice what he or she has just learned in class to further fix the concepts in their mind can be extremely worthwhile.