In Part 1 of The Five Steps of Homework, we explored the students' need to understand the assignment itself in order to achieve success. Steps 2-4, the subjects of this blog, are more straightforward and usually fall under the purview of parents and students.
(Yay! Something we teachers DON'T have to do! Wait, some of us are parents too. Darn.)
Step 2: Students need the time, space, and supplies to successfully complete their work.
Parents could be held responsible for this, but we teachers know that not all of our students' parents are willing or capable. The Mattiacci family struggles with the time aspect. They provide a great space for study, but sometimes the family is out of the house 14-18 hours in a day. We teachers don't know what our students' home lives are like. A roof to sleep under could be rare or nonexistent, and supplies like sticky notes, highlighters, and poster boards may be unattainable luxuries.
No matter what space parents and teachers provide, students must be responsible for bringing homework and supplies to the study space.Younger students will require this to be set up for them. Older students may be trusted to be more mobile (sometimes...maybe...).
Students need the assignment, any of the materials associated with it (like the actual workbook page, for instance), things to write with and things to write on. There may be some adhesive requirements and/or cutting tools. Fun and attractive office supplies could either motivate or distract, depending on students' personalities. Display boards and computing devices will occasionally be called for as well.*
*Computers are both powerful tools and terrifying windows to an unsafe world. We strongly suggest that ALL computing, even academic computing, comes with established rules, regulations, and responsibilities from the beginning. You do not want to have to explain internet communication law to your 11-year-old alongside a Homeland Security team on the way to federal prison. This is also a double-edged sword because while our students cannot become productive citizens without strong technological knowledge, they are already better than us with technology. It can be EXTREMELY difficult to monitor computer use effectively. Maybe we'll feature a blog on computing safely and effectively for pre-Millennials. (Want to write it? Comment below, and we'll contact you.)
Step 3: Students must COMPLETE THE ASSIGNMENT
Okay, so this one is clearly the sole responsibility of the student, right? Well, almost. Parents need to check the assignment for both completion and correctness. The act of checking (even if checking means letting your child tell you what you're looking at) reinforces the behavior and signals to students that their caregivers value homework and effort.
Step 4: Students must transport the assignment back to school
We cannot tell you how many times Mrs. Mattiacci has heard "I did it! I swear! It's on my desk at home! (or locker or other class or parent's car...or, all time best, at a shelter where the student did community work in another city that is over 6 hours away)." Teachers can't grade work that is not there, no matter how much time, effort, and good intent was put into the previous three steps.
Below we will list some strategies for teachers, parents, and students to keep up with these three steps. Please note that this is a list of suggestions, not directions. Feel good for doing what you can/want, and work to improve later (or not, if you're happy).
Teachers:
Time/space/supplies
- Provide a time where your room can be used as a study hall. This is not tutoring or even you talking. This is simply guaranteeing that every one of your students has access to study space and supplies.
- Have a study supply checkout system where needy students can "borrow" a kit that contains everything they need to complete that night's assignment or an upcoming project.
- Gift needy students with success supplies
Completing the assignment
- Create a special contract for struggling students
- Have individual/class reward systems in place for completion and/or correctness
- Contact caregivers early and often
- List assignments in a communication portal like your electronic grade book or teacher web site
Getting work to school
- Take late work to offer incentive for remembering tomorrow but with a point penalty that makes it clear that the work is expected on time. (Mrs. Mattiacci usually makes her assignments due on Tuesdays with Tuesday turn-ins starting at an A. Wednesday turn-ins start at C, not B, because students hear B and think A, however C feels like a substantial drop and a strong incentive for remembering today.)
Parents:
Time/space/supplies
- Have a set homework and study time. Require children to organize or study even if there's no homework. If a child can get out of something easily with a little lie, they often will. If they are going to have to spend the exact same amount of time and energy but get no credit, they will usually(hopefully) fess up.
- Have a study area with everything your children may need to be successful
Completing the assignment
- Offer rewards
- Check your children's teachers' communication portals like the electronic grade book or teacher web site
- Check the homework
Getting work to school
- Make putting work in school bags part of the routine
- Remind children
- Ask children (after homework, before bed, in morning, before leaving front door, while still in the driveway, etc.)
- Neither request or expect exceptions for your child because you know the work was done in full on time (that shifts responsibility for the assignment from students, where it belongs, to teachers, where it does not)
Students:
Time/space/supplies
- Have a system for getting the required work home and use the system every single time you get homework that needs something from school (textbook, printout, etc.)
- Tell your parents what you need as soon as you know (especially odd, hard-to-find, expensive, or really important items)
- Have a set homework and study time. Organize or study even if there's no homework.
- Have a study area with everything you may need to be successful
- Keep your area clean, neat, and organized (or at least bug- and mold- free and functional)
- If you need a computer, be a good digital citizen.
Completing the assignment
- Break it down into whatever size makes you comfortable so it's manageable
- Check your teachers' communication portals like the electronic grade book or teacher web site
- Check your homework
- Have a caregiver check
- Be honest with your caregiver when they ask about your homework
- If the computer is going to be more distraction than tool, don't use it until you are ready to publish (slide show due? Write all the slides and even include illustration ideas. Don't go to the computer until all that's left is the typing)
Getting work to school
- Make putting work in school bags part of your routine
- Put reminders up
- Actually physically check the location of your completed work when your caregivers ask about it (after homework, before bed, in morning, before leaving front door, while still in the driveway, etc.)
- Neither request or expect exceptions because you know the work was done in full on time (that shifts responsibility for the assignment from you, where it belongs, to teachers, where it does not)
