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Homework Policy
Kindergarten, 1st and 2nd grade, 3rd, 4th and 5th grade, cedar park elementary homework policy.
Cedar Park Elementary recognizes that purposeful home learning can be an extension of the classroom learning objectives and a constructive tool in developing self-discipline and associated good working habits.
We also recognize that students complete a full and rigorous academic day during school hours and deserve the time to participate in play, relaxation and time with family.
Below you will find Cedar Park’s homework expectations for each grade level. These expectations include maximum amounts of time per day and types of activities (though this time can be flexed/grouped by a family to fit their scheduling needs).
To ensure consistency across schools, school-based homework policies will be reviewed each fall as part of the school’s Continuous School Improvement Plan (CSIP).
- Kindergarten: 15 minutes of reading, 5 nights per week
Our goal is for Kindergarteners to learn the routine of using a folder to carry communication between home and school. Kindergarten students will be expected to read for 15 minutes, five days per week at home. This can include independent reading (words and/or pictures), being read to by a family member, or reading aloud to a family member. If families are interested in doing at-home practice of reading beyond the 15 minutes, they are able to access students’ and Raz-Kids accounts at home. Please contact your students’ teacher for user names and passwords.
- 1st and 2nd Grade: 20 – 25 minutes of reading, 5 nights per week
Our goal is for 1st and 2nd Graders to continue the routine of using a folder to carry communication between home and school with more independence. Students will be expected to read for 20-25 minutes, five days per week at home. When reading at home, students should be practicing reading strategies learned in class for 15 minutes of the nightly reading time – including reading independently or out loud to family members. The additional 10 minutes of reading could include an adult reading aloud to the student. Please contact the teacher if you would like books sent home with your child during the week for reading homework.
If families are interested in doing at-home practice of reading beyond the 20-25 minutes, they are able to access students’ Raz-Kids accounts at home. Please contact your students’ teacher for usernames and passwords.
- 3rd, 4th, and 5th Grade: At least 30 minutes of reading, 5 nights per week
Our goal is for 3rd, 4th, and 5th Graders to continue the routine of using a folder to carry communication between home and school independently. Students will be expected to read for 30 minutes, five days per week at home. This should be primarily independently reading a chapter book (either from home or checked out from the Cedar Park or a public library).
If families are interested in doing at-home practice of reading beyond the 30 minutes, they are able to access students’ Raz-Kids accounts at home. Please contact your students’ teacher for user names and passwords.
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Should Kids Get Homework?
Homework gives elementary students a way to practice concepts, but too much can be harmful, experts say.
Effective homework reinforces math, reading, writing or spelling skills, but in a way that's meaningful. (Getty Images)
How much homework students should get has long been a source of debate among parents and educators. In recent years, some districts have even implemented no-homework policies, as students juggle sports, music and other activities after school.
Parents of elementary school students, in particular, have argued that after-school hours should be spent with family or playing outside rather than completing assignments. And there is little research to show that homework improves academic achievement for elementary students.
But some experts say there's value in homework, even for younger students. When done well, it can help students practice core concepts and develop study habits and time management skills. The key to effective homework, they say, is keeping assignments related to classroom learning, and tailoring the amount by age: Many experts suggest no homework for kindergartners, and little to none in first and second grade.
Value of Homework
Homework provides a chance to solidify what is being taught in the classroom that day, week or unit. Practice matters, says Janine Bempechat, clinical professor at Boston University 's Wheelock College of Education & Human Development.
"There really is no other domain of human ability where anybody would say you don't need to practice," she adds. "We have children practicing piano and we have children going to sports practice several days a week after school. You name the domain of ability and practice is in there."
Homework is also the place where schools and families most frequently intersect.
"The children are bringing things from the school into the home," says Paula S. Fass, professor emerita of history at the University of California—Berkeley and the author of "The End of American Childhood." "Before the pandemic, (homework) was the only real sense that parents had to what was going on in schools."
Harris Cooper, professor emeritus of psychology and neuroscience at Duke University and author of "The Battle Over Homework," examined more than 60 research studies on homework between 1987 and 2003 and found that — when designed properly — homework can lead to greater student success. Too much, however, is harmful. And homework has a greater positive effect on students in secondary school (grades 7-12) than those in elementary.
"Every child should be doing homework, but the amount and type that they're doing should be appropriate for their developmental level," he says. "For teachers, it's a balancing act. Doing away with homework completely is not in the best interest of children and families. But overburdening families with homework is also not in the child's or a family's best interest."
Negative Homework Assignments
Not all homework for elementary students involves completing a worksheet. Assignments can be fun, says Cooper, like having students visit educational locations, keep statistics on their favorite sports teams, read for pleasure or even help their parents grocery shop. The point is to show students that activities done outside of school can relate to subjects learned in the classroom.
But assignments that are just busy work, that force students to learn new concepts at home, or that are overly time-consuming can be counterproductive, experts say.
Homework that's just busy work.
Effective homework reinforces math, reading, writing or spelling skills, but in a way that's meaningful, experts say. Assignments that look more like busy work – projects or worksheets that don't require teacher feedback and aren't related to topics learned in the classroom – can be frustrating for students and create burdens for families.
"The mental health piece has definitely played a role here over the last couple of years during the COVID-19 pandemic, and the last thing we want to do is frustrate students with busy work or homework that makes no sense," says Dave Steckler, principal of Red Trail Elementary School in Mandan, North Dakota.
Homework on material that kids haven't learned yet.
With the pressure to cover all topics on standardized tests and limited time during the school day, some teachers assign homework that has not yet been taught in the classroom.
Not only does this create stress, but it also causes equity challenges. Some parents speak languages other than English or work several jobs, and they aren't able to help teach their children new concepts.
" It just becomes agony for both parents and the kids to get through this worksheet, and the goal becomes getting to the bottom of (the) worksheet with answers filled in without any understanding of what any of it matters for," says professor Susan R. Goldman, co-director of the Learning Sciences Research Institute at the University of Illinois—Chicago .
Homework that's overly time-consuming.
The standard homework guideline recommended by the National Parent Teacher Association and the National Education Association is the "10-minute rule" – 10 minutes of nightly homework per grade level. A fourth grader, for instance, would receive a total of 40 minutes of homework per night.
But this does not always happen, especially since not every student learns the same. A 2015 study published in the American Journal of Family Therapy found that primary school children actually received three times the recommended amount of homework — and that family stress increased along with the homework load.
Young children can only remain attentive for short periods, so large amounts of homework, especially lengthy projects, can negatively affect students' views on school. Some individual long-term projects – like having to build a replica city, for example – typically become an assignment for parents rather than students, Fass says.
"It's one thing to assign a project like that in which several kids are working on it together," she adds. "In (that) case, the kids do normally work on it. It's another to send it home to the families, where it becomes a burden and doesn't really accomplish very much."
Private vs. Public Schools
Do private schools assign more homework than public schools? There's little research on the issue, but experts say private school parents may be more accepting of homework, seeing it as a sign of academic rigor.
Of course, not all private schools are the same – some focus on college preparation and traditional academics, while others stress alternative approaches to education.
"I think in the academically oriented private schools, there's more support for homework from parents," says Gerald K. LeTendre, chair of educational administration at Pennsylvania State University—University Park . "I don't know if there's any research to show there's more homework, but it's less of a contentious issue."
How to Address Homework Overload
First, assess if the workload takes as long as it appears. Sometimes children may start working on a homework assignment, wander away and come back later, Cooper says.
"Parents don't see it, but they know that their child has started doing their homework four hours ago and still not done it," he adds. "They don't see that there are those four hours where their child was doing lots of other things. So the homework assignment itself actually is not four hours long. It's the way the child is approaching it."
But if homework is becoming stressful or workload is excessive, experts suggest parents first approach the teacher, followed by a school administrator.
"Many times, we can solve a lot of issues by having conversations," Steckler says, including by "sitting down, talking about the amount of homework, and what's appropriate and not appropriate."
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Homework assignments are created based upon the intended purpose of the teacher. Examples of elementary assignments include:
Unfinished class work
Drill and practice exercises (spelling and vocabulary words, math facts, and computation)
Preparation for tests
Research activities and reports
Reading and writing assignments
Data collection
Hands on projects- mobiles, models, arts and crafts
Extra credit activities
Time : Homework will increase gradually in amount, variety, and frequency as students progress from grade to grade. The following time allotment guide is recommended for students to devote to homework each night. It is important to note, these are suggested on task times:
Level Per Evening
Kindergarten 10 minutes
1 10 minutes
2 20 minutes
3 30 minutes
4 40 minutes
5 50 minutes
6 60 minutes
Daily homework assignments will generally be given Monday through Thursday. Homework will not be routinely be assigned on weekends. Occasionally, weekend and vacation assignments may be necessary for continuity of learning. Students are encouraged to use the weekends and vacations for long-term assignments and daily reading. These guidelines are developed based upon the average student at each grade level. Individual abilities, study skills and time management practices will determine the length of time a student will actually spend on any given task.
Responsibilities : Student success with homework depends upon the cooperative efforts of students, parents/guardians, teachers, and administrators.
Student Responsibilities
-Use the assignment book to keep a record of all assignments, tests, and other responsibilities. Collect the necessary materials needed to complete the assignments.
-Ask questions and seek help from the teachers if confused about the assignment or any part of the work.
-Be responsible for completing and returning all assignments on time to the teacher. This includes making up homework when absent. Follow all expected standards of quality concerning heading, neatness, content, and directions.
-Budget time wisely and share time plans with parents/guardians, especially on long range assignments.
-Study in a quiet place with few interruptions and distractions that limit focus.
Parent/Guardian Responsibilities
-Assist children in setting up a regularly scheduled homework time at a reasonable hour each day. See that he/she meets that daily commitment. Allow sufficient time for homework even though children may be involved in family and community activities (sports, scouts, dance, arts, etc.)
-Check the assignment notebook daily and encourage completion of all homework. Please remember the homework is the child’s responsibility. Parents should not do the work for the children but should encourage accountability and monitor student efforts to show support. This applies to daily and long-range assignments and projects.
-Encourage children to have an organized approach to homework by providing all needed materials.
-If a problem arises over homework time, difficulty or completion due to extenuating circumstances, contact the child’s teacher.
Teacher Responsibilities
-Be sure all assignments are created with a clear purpose that supports the learning objective(s). All assignments should be posted clearly with learning objective(s).
-Coordinate assignments and tests with other teachers to avoid student overload.
-Modify assignments to meet student needs as necessary.
-Prepare students to do the assignments (explain all tasks and directions).
-Give meaningful homework and provide students with prompt feedback on their assignments.
-Take into account participation in school-wide events, community activities, religious holidays, etc. when giving assignments.
-Inform parents/guardians in writing of long-term assignments and expected timelines for completion.
-Teach and encourage students to use an assignment book and check it regularly to insure effective use.
-If a problem arises over homework quality or completion, contact parents/guardians by making a telephone call or sending an email.
-Set up a system for addressing late or incomplete assignments and communicate it clearly in written form to students and parents/guardians at the beginning of the school year. The practice of keeping children in from recess on a repetitive basis should be avoided. When necessary, other solutions should be sought.
Administrator Responsibilities
-To assist in the dissemination and implementation of the Elementary Homework Guidelines to all teachers, parents, guardians, and students.
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Homework Policy (2020)
Click here to download this policy
Aims of the policy
Through implementation of this policy, we aim to:
- Give pupils the opportunity to extend their learning in areas of personal interest
- Ensure a consistent approach throughout the school
- To encourage children to develop the confidence, independence, self-discipline and motivation needed to study on their own and prepare them for the next phase of education
- To make set homework relevant and meaningful for the child linked to work done at school
- Make expectations about homework clear to children, parents and other carers
- Provide opportunities for parents and children to work together, thereby, fostering an effective partnership between home and school
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Every child, every chance, every day.
Homework Policy
- Uniform Policy
- Homework serves many important purposes - it reinforces academic skills, teaches research skills, and helps students learn to develop ideas and become life-long learners.
- Homework is the responsibility of the student; students need to develop regular study habits and do most of the work independently. At times, long-term assignments may require the assistance of the parent.
Don Benito’s homework plan for has been developed after extensive research: Home projects which allows for application of common core standards may be assiged throughout the year at all grade levels.
Don Benito School’s homework policy and practices align with the PUSD Board Homework Policy. Based on evidence-based research, the purpose of homework is:
- To practice skills or reinforce knowledge that has been learned in the classroom in order to help students master a specific skill
- To reflect on what was learned in the classroom
- To be used as a way for students to prepare for future classroom activities
- To transfer knowledge and extend skills learned in one content or subject area to another situation
A s we move into Common Core Standards aligned instruction, students will be responsible for more group projects and homework assignments may be connected to real life experiences.
*If your child consistently requires much longer than the time indicated above to complete his/her homework, please contact your child’s teacher. It is possible that some modification to the homework load is needed for your child and/or a homework “contract” should be designed to support your child’s best efforts. To ensure that homework is an effective part of the educational process, we believe that open communication among teachers, parents, and students is critical. Below are listed ways in which teachers, parents, and students can best support this collaborative effort:
Frequency : Homework is assigned Monday through Thursday to all PUSD elementary students. Students are encouraged to participate in recreational reading, cultural and educational activities, family time, and explore new interests during breaks from school.
Duration : Because research shows that excessive amounts of homework have diminishing returns, PUSD has developed the following guideline to determine the amount of time students spend completing homework.
Differentiation due to special programs, such as English Language Learner, Gifted and Talented, advanced placement, etc., may be required.
Suggested Guidelines for Parents to Support Student Success:
- Provide a quiet, well-lit study area with a desk or table and chai
- Keep a supply of “study tools” available: pencils, pen, paper, ruler, and diction
- Establish a regular time for homework during which the child can work with minimum interrupti Provide a healthy balance between homework, extra and co-curricular activities, and family commitments
- Encourage student responsibility and independence
- Contact the teacher if a child is not consistently able to do the homework within the time guidelines, or if challenges or questions ari
Homework During Illness
If you wish to request homework for a child who is ill, please contact the school office by 9:00am on the day you wish homework to be ready. This will give the teacher sufficient time to prepare your child’s assignments, which may be picked up in the office after 3:10 pm on the day that you phone and every day thereafter throughout the duration of the illness.
Teachers will provide students with opportunities to make up classwork and homework in a timely manner. Students and teachers will collaborate to ensure that students have a reasonable amount of time to make up all work. Parents are notified by teachers about the status of make-up work. Students are not punished with a loss of grade points on make-up work. No student may have his/her grade reduced or lose academic credit for any excused absence when missed assignments and tests are satisfactorily completed within a reasonable amount of time.
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Elementary Homework Procedures and Practices
Purposes of homework.
- Practice – math computation or facts, spelling words, vocabulary
- Preparation – read a book, text or article prior to class discussion of a topic
- Extension – application of learning to new situations
- Creation/Integration – combination of many learned skills to construct a new product (project, report)
The ultimate purpose of homework is to increase learning and student success and to foster the development of positive character traits of responsibility and self-discipline.
Types of Homework
Homework assignments are created based upon the intended purpose of the teacher. Examples of elementary assignments include:
- unfinished class work
- drill and practice exercises (spelling and vocabulary words, math facts and computation)
- preparation for tests
- research activities and reports – short and long-term
- data collection
- reading and writing assignments
- media assignments – TV, radio, newspaper
- hands on projects – mobiles, models, arts and crafts
- extra credit activities
Time guidelines for Kindergarten
It is generally believed that out-of-school tasks given to kindergarten students do not fall into the same category of homework, as for grades 1 – 5. Out of school work given to kindergarten students is really intended to be an opportunity for the children and family members to work together to review and enhance the experiences from school.
All out of school activities will be given in kindergarten for up to 60 minutes per week .
Kindergarten teachers are encouraged to develop the activities according to the following parameters:
- give written activities on Monday to be completed by Friday (these should amount to only 15 – 20 minutes/week)
- create activities such as: bring in an item from home or draw or cut out a picture for letter of the week
- encourage parents or other family members to read to children every day
- offer suggestions that provide practical applications at home for the skills learned in school (ex: set out 5 plates for dinner to practice the number 5, find names of objects that start with the letter of the week, etc.)
- encourage parents to review daily and weekly work with children to reinforce new skills at home
Time guidelines for grades 1-5
It is generally agreed that elementary school children need to participate in a variety of activities, in addition to scholastic ones, in order to develop the total child. To this end, the following guidelines are recommended with respect to the maximum amount of time students should be spending doing homework. They are presented as ranges for each grade level on a daily and weekly basis.
- Grade 1 : 15 – 30 minutes daily: 1 – 2 hours weekly
- Grade 2 : 15 – 30 minutes daily: 1 – 2 hours weekly
- Grade 3 : 20 – 40 minutes daily: 1 1/3 – 2 2/3 hours weekly
- Grade 4 : 45 – 60 minutes daily: 3 – 4 hours weekly
- Grade 5 : 45 – 70 minutes daily: 3 – 4 2/3 hours weekly
Daily homework assignments will generally be given Monday through Thursday. Homework will not routinely be assigned on weekends. Occasionally, weekend and vacation assignments may be necessary for continuity of learning. Students are encouraged to use weekends and vacations for long-term assignments and daily reading.
These guidelines are developed based upon the average student at each grade level. Individual abilities, study skills and time management practices will determine the length of time a student will actually spend on any given task. Time to complete extra credit activities is not included in these time guidelines.
If parents find that their children are consistently spending more time on homework than the recommended guidelines, they are strongly encourages to contact their teacher to discuss the concern.
Communication
For students to be able to achieve the intended goals of homework assignments, communication between students, parents and teachers is essential. The following procedures are suggested:
- At the beginning of the school year the District Elementary Homework Guidelines will be distributed to all parents. Parents and teachers will be asked to review the guidelines and expectations with students. Each school has an Open House in September that provides an additional opportunity for presentation, review and clarification of the Homework Guidelines between teachers and parents.
- At the beginning of the school year, individual teachers will inform parents in writing of all homework expectations and procedures at the grade level and in their classrooms.
- Parents are urged to contact their child’s teacher when there are concerns about homework.
- Teachers are encouraged to use the fall conferences to solicit input from the parents/guardians of all students concerning the amount of time being spent on homework and any problems being encountered on a regular basis.
- In grades in which they are used, student assignment notebooks are useful tools for parents and teachers to communicate in writing as needed. Parent signatures on homework, tests or other student work may be required to facilitate communication between home and school. Parent cooperation is necessary with this requirement.
Responsibilities
Student success with homework depends upon the cooperative efforts of students, parents/guardians, teachers and administrators.
Student Responsibilities
- Use the assignment notebook to keep a record of all assignments, tests, and other responsibilities. Collect the necessary materials (books, worksheets, etc.) needed to complete the assignments.
- Ask questions and seek help from teachers if confused about the assignment or any part of the work.
- Be responsible for completing and returning all assignments on time to the teacher. This includes making up homework when absent. Follow all expected standards of quality concerning heading, neatness, content and directions.
- Budget time wisely and share time plans with parents/guardians, especially on long-range assignments.
- Study in a quiet place with few interruptions and distractions that limit focus.
Parent/Guardian Responsibilities
- Assist children in setting up a regularly scheduled homework time at a reasonable hour each day. See that he/she meets that daily commitment. Allow sufficient time for homework even though children may also be involved in family and community activities (sports, scouts, dance, arts, etc.).
- Check the assignment notebook daily and encourage completion of all homework. Please remember that the homework is the child’s responsibility. Parents should not do the work for the children but should encourage accountability and monitor student efforts to show support. This applies to daily and long-range assignments and projects.
- Encourage children to have an organized approach to homework by providing all needed materials.
- If a problem arises over homework time, difficulty or completion due to extenuating circumstances, contact the child’s teacher.
Teacher Responsibilities
- Be sure all assignments are created with a clear purpose and students are able to do them independently. (Example: give reasonable numbers of computation problems in math to avoid excessive practice.)
- Coordinate assignments and tests with other teachers to avoid student overload.
- Inform parents/guardians in writing regarding teacher expectations and student responsibilities at the beginning of the school year. Copies will be kept on file in the school office.
- Modify assignments to meet student needs, as necessary.
- Prepare students to do the assignments (explain tasks and directions, teach study skills, etc.)
- Given meaningful homework and provide students with prompt feedback on their assignments.
- Take into account participation in school-wide events, religious holidays, etc. in giving assignments.
- Inform parents/guardians of long-term assignments and expected timelines for completion.
- Teach and encourage students to use an assignment notebook and check it regularly to insure effective use of this tool.
- If a problem arises over homework quality or completion, contact parents/guardians.
- Set up a system for addressing late or incomplete assignments and communicate it clearly in written form to students and parents/guardians at the beginning of the school year.
- The practice of keeping a child in from recess on a repetitive basis should be discouraged. If homework problems are chronic other possible solutions should be sought.
Administrator Responsibilities
- To assist in the dissemination and implementation of the Elementary Homework Guidelines to all teachers, parents/guardians and students.
- To help to explain, clarify and interpret all parts of the guidelines and to assist in the mediation of disputes regarding homework practices. To consistently monitor the implementation of the Elementary Homework Guidelines to insure full compliance by all teachers.
Grading of assignments
In the primary grades (K – 2) daily assignments are not formally graded and reflected in report card grades. Concerns will be reflected under the Work and Study Habits sections on the report cards. In the intermediate grades (3 – 5) daily and long-range assignments will be graded at the discretion of the teacher. Students will be informed when assignments are to be graded and factored into their report card grades for content areas. Teachers will inform students and parents of their systems for grading homework and penalties for late or missing homework assignments and projects.
Requesting assignments when students are absent
Students are occasionally absent from school due to personal illness, medical appointments, family emergencies, a death in the family, religious observance, etc. When an absence occurs, the parents/guardians are asked to please notify the school office between 8 and 8:30 a.m..
If the parent/guardian believes the child is capable of doing work during the absence, the assignments must be requested by 9 AM.
Parents/guardians are asked to indicate if the work is to be sent home with another child (suggest name) or picked up in the office at dismissal time. Teachers will do their best to compile all assignments before the end of the school day.
The Scotia-Glenville Central School District discourages the practice of families taking children out of school for an extended time period for the purpose of vacations or recreational trips. Since homework is both an extension and a reinforcement of class work, it is not as effective when done as an isolated exercise. Teachers also find it difficult to accurately project exactly what will be taught during a child’s extended absence. It is difficult to predict how concepts will be grasped and content understood by the group in advance of the actual lessons. As a result, formal homework assignments will not be prepared in advance for extended absences. General suggestions for reinforcing reading, math, spelling and writing skills may be made in lieu of specific homework tasks. The specific assignments will be gathered during the period of absence and provided to the child upon his/her return to school. The child will be given a reasonable period of time to complete the assignments.
Homework resources
At times students may require additional support to be able to successfully complete homework assignments and long-term projects or to study for tests. At the elementary level there are several resources to help students and families. Please contact your individual elementary school for more information on any of the following:
Alternative Education Support Services
These services are open to students in grades K – 5 and are provided at various times during the school day. Because there are many reasons that students have trouble with homework there are many alternative services offered to help them to be more successful. These services include individual or small group support in areas such as (but not limited to):
- time management skills
- study skills
- test preparation
- organizational skills
- specific content and/or skills support
- social skills
- extra homework help on daily or long-term assignments (research materials, etc.) A number of staff members help to provide these support services. Examples of these providers include:
- teachers (classroom, remedial, special education, enrichment)
- teaching assistants and teacher aides
- social workers
Students are recommended for participation in these services by teachers and/or parents/guardians. Groups meet during the school day during lunch, recess and other non-academic times. Consult the teacher or school office for specific information on these student services.
Internet Homework Hotlines
There are a number of Homework Hotlines on the Internet that may be of benefit to students with occasional questions or problems regarding homework. Parents may wish to explore some of these options with their children. No specific Internet Resources or Hotlines are endorsed by the district. If students have ongoing problems understanding homework assignments, parents are strongly urged to contact the teacher. If you have any questions about these guidelines, please contact your child’s teacher and principal .
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10+ Homework Policy Examples [ School, Office, Research ]
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Step 1: Conduct a Survey
Step 2: communicate with faculty, step 3: write down the regulations, step 4: add the homework policy to the student and teacher handbook.
- Increase in stress levels, affecting productivity
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Students’ Academic Performance: Elementary Homework Policies
Homework comprises the activities that are assigned to students to complement in-class work that comprises activities like lectures by teachers, class discussions, and note writing. However, there are different types of homework activities though only three of the types are often used in the ordinary school curriculum. Practice assignments are the learning activities that are administered to emphasize freshly acquired skills and information. An example is where students who have learned about particular types of rocks are required to identify different rocks within their environment in their free time. This type of homework is very successful when administered under careful evaluation of the teacher based on the individual student’s learning ability and academic background. (Keith, 1982)
Preparation assignments are the out-of-class activities administered to provide students with background information before they are exposed to the given field in classroom discussions. These activities include reading class textbooks; compilation of resources for class demonstration; library study; and information organization in preparation for classes. The effectiveness of preparation homework depends on the appropriately given guiding principle on how and why the task should be finished.
Extension assignments are the out-of-class tasks given to encourage the development of individualized inventive learning by stressing student planning and research. This type of homework is often applied to continuing, long-term tasks that require students to apply information previously covered. (Knorr, 1981)
The usefulness of homework is supported by previous research studies among them La Conte 1981; and Mc Dermott and others 1984 that argued that homework has a direct effect on the success of students’ academics despite few other variables that affect their academic achievement. Review on the views of students; parents and teachers on homework show that homework impacts positively on the academic achievements of students. Recent studies have shown that raised homework time brought about improved grades in students of all ability levels where the lower ability students were seen to achieve grades comparable to those of brighter students. Recent research has also associated one to two hours of ding homework a day to bring about the best levels of reading performance in students around the age of thirteen years. Similarly, increased homework time in older students showed increased reading performance and academic achievement. The study also revealed that students who spent more than two hours on homework and the personal study showed the best improvement and achievement academically. The study went further to provide information showing that the performance of schools that assigned homework regularly; registered higher student success than those of the same level of study and environment that did not administer. (LaConte, 1981)
However, even though increased homework improves the academic performance of students; the number of and length of assignments given should be increased as students advance from lower to higher grades in school. The number of assignments given as homework is also greatly dependent upon gender; student learning capability and type of school. Recent research studies have also shown that private elementary school students spent more than an hour extra doing homework on average as compared to those from public elementary schools. The same survey also showed that girls take more hours on homework as compared to boys; and black students to white ones. The higher rates of homework done by students in private schools as compared to those in public schools; was attributed to the college preparatory familiarization of various private schools and the dissimilar nature of public learning institutions. (Rutter & Others 1979)
However, there are various sensitive areas that should be considered when deciding on whether the amount of time spent on homework should be increased, despite the benefits expected from the increment. The issues that should be considered in addressing this issue include; the kind of homework that is most effective; the amount of homework that is suitable; what age level is helped the most by homework increment; who should be responsible for deciding the amount of homework allocated; and who should monitor the homework. However, the answer to these areas of question concerning homework is best answered only by individuals who have information to do with the academic history of the different students or levels of study; and one who is at a position to decide on these areas based on the understanding of every student as a unit; or the different academic needs of the different levels of study. This is the case because the different questions are likely to be answered differently at different learning institutions, and as a measure to accommodate the different levels of academic performance of different students and levels of study. (McDermott & Others, 1984)
As discussed earlier, it is evident that the administration of homework improves the academic achievement of students. However, it is also worth noting that the levels to which the performance of students is greatly dependent upon other factors that should be considered at the implementation level. (LaConte, 1981)
However, as a measure to ensure that the implementation of increasing homework levels helps realize the improvement of grades; the following recommendations are important in ensuring that the assignments given are relevant to the lower levels of study; and that they address the needs of academically poor students. To start with; homework assignments to be given should concur with instructional goals as well as accommodating differences among students. Homework should be administered three to five times a week which should account for a maximum of sixty minutes a night; that should be spread out to individual reading; being read to for the lower grade students; and math practice. Policies and guidelines concerning the administration, recording, and returning of homework that include returning dates; should be communicated to students and parents. (Knorr, 1981)
Other recommendations concerning the administration of homework include that; homework should not be administered on designated religious holidays or on times when students are out of school for religious observances. That student may be allowed to take assignments they failed to, as a result of excusable nonattendance, and that teachers should not offer homework in advance due to nonattendance of any kind. Teachers should not ask for feedback regarding homework administration from students and parents but should communicate the progress and self-evaluation of students’ homework to each student. Homework will not be used as a factor in the compilation of academic grades, but for the learning, progress unless when communicated expressly.
On the part of parents; children should be provided with favorable learning conditions to allow them to make the best use of the homework, as well as setting family routines that provide time for doing homework which is linked to higher achievement.
Parents should ensure that they provide children with any materials they may require in doing their homework; be accessible to assist children by giving suggestions but not doing the homework for them; communicate with teachers about their children’s performance in doing homework, and monitor homework completion through the use of classroom procedures. (Keith, 1982)
The question of increasing the number of assignments assigned as homework is a good measure in seeking to improve the academic excellence of students. However, it should be done based on the consideration of the individual needs of various students and various study levels. The homework time assigned should vary between different ages where twenty to thirty is recommended for grade one students which increases to sixty minutes among grade five students.
Keith, T. (1982). “Time Spent on Homework and High School Grades: A Large-Sample Path Analysis.” JOURNAL OF EDUCATIONAL PSYCHOLOGY, 74, 248-253.
Knorr, C. (1981). A synthesis of homework research and related literature . Paper Presented to the Lehigh Chapter of Phi Delta Kappa, Bethlehem, PA, ED 199 933.
LaConte, R. (1981). Homework as a learning experience . What research says to the teacher. Washington, D.C: National Education Association.
McDermott, R. and others. (1984). “ When School Goes Home : Some Problems in the Organization of Homework.” TEACHERS COLLEGE RECORD, 85, 391-409.
Rutter, M. and others. (1979). Fifteen thousand hours: Secondary schools and their effects on children . Cambridge, MA: Harvard University Press.
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Homework policy: examples.
See examples of homework policies from primary, secondary and special schools to help you write your own.
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Secondary school, special school.
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Shadwell Primary School in Leeds has a homework policy that covers:
- When pupils take books home for reading
- How long they should spend reading at home
- English and maths homework
- Spelling and times tables expectations
- Additional half-termly homework tasks, such as a learning log and key instant recall facts
- Instances when pupils may receive additional homework
- How homework will be recorded
- Awards and sanctions
Chelmsford County High School for Girls in Essex has a school-wide homework policy setting out:
- The importance of homework
- The types of homework that could be set
- How much time different year groups should spend on homework
- Expectations of teachers and pupils, and how parents can support their children
How homework may differ in form, expectations and outcomes How long the school recommends pupils spend on homework The roles of the class teacher, leadership team and governing board, and parents and carers The
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Elementary Students and Homework: How Much Is Too Much?
The debate over homework flared anew in the fall 2016 school year as a handful of elementary school teachers implemented drastically reduced homework policies that went viral as parents rose to applaud or condemned them.
But others support a more traditional approach to the role of homework in a student’s academic growth, arguing that some homework helps to solidify the day’s lesson plan.
How much homework should elementary school students do?
The furor over the quantity of homework assigned to elementary students reached a fever pitch this year amid headlines touting research finding that assigning homework to these students does not improve their academic performance. While the headlines grabbed plenty of attention, they barely scratch the surface of this complicated issue.
Historically, proponents of homework cited research urging teachers to follow the “10-minute” rule, which means assigning students 10 minutes of homework per grade level. For instance, a first-grader might have 10 minutes of homework a night while a third-grader could have up to 30 minutes of work. In theory, the quantity and intensity of homework should rise with age.
Note there is research supporting homework as a learning tool, especially as it relates to practice and retention. Studies do show that children as young as second grade improve their skills when they study at home to supplement in-class instruction — provided it doesn’t exceed the 10-minute rule per grade level. This research is correlational rather than causational, so it’s difficult to determine cause and effect.
Still, many researchers argue that even this small amount of homework doesn’t help students learn or retain concepts. Rather, they suggest homework at an early age helps children establish good study habits and time management skills while keeping parents current on what their kids are learning in school.
The type of homework matters — especially for young students
Research has found that homework tied to a student’s interests (such as reading for pleasure) boosts academic performance. Therefore, activities like maintaining a reading log can help to promote academic success even if it isn’t directly tied to in-class work. Other assignments might tie to students’ interests outside the classroom. For instance, teachers might ask students to complete writing assignments where they describe a hobby.
Homework that is too difficult, however, can be severely detrimental to students. If students feel easily discouraged or unable to complete assignments, they can develop negative views on school and learning.
Harris Cooper, a Duke University professor who wrote the book “The Battle over Homework,” suggests that homework assignments should be minimal, easy to complete and designed to get parents involved (though the involvement should gradually fade as students get older).
Ultimately, the debate over homework policies appears unlikely to die down. In one note to parents that went viral this fall, Brandy Young, an elementary teacher, suggested that instead of completing homework in the evenings, students should enjoy time with their families — including eating dinner, playing outside, reading and getting to bed early.
Young argued that these factors had proved to promote students’ academic success. And research supports such findings: Quality family time that includes time to play, relax and get adequate sleep are huge determinants of student achievement. While homework might help, it should not interfere with other aspects of the child’s home life.
Caitrin Blake has a BA in English and Sociology from the University of Vermont and a master’s degree in English literature from the University of Colorado Denver. She teaches composition at Arapahoe Community College.
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Effective Classroom Policies and Procedures
Policies and procedures to add to your classroom handbook.
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In order for your classroom to run smoothly you will need to write your own policies and procedures handbook. This handy guide will help you and your students (and parents) know exactly what you expect of them. Here are a few examples of the types of things that you can put into your classroom policies and procedures handbook.
Birthdays will be celebrated in the classroom. However, in order to ensure the safety of all students in the classroom and throughout the school with life-treating allergies, no food products may be sent in that include peanuts or tree nuts. You may send in non-food items as well such as stickers, pencils, erasers, small grab bags, etc.
Book Orders
A Scholastic book order flyer will be sent home each month and payments must be received by the date attached to the flyer in order to ensure the order will get out on time. If you wish to place an order online, you will be given a class code to do so.
Class DoJo is an online behavior management/classroom communication website. Students will have the opportunity to earn points throughout the day for modeling positive behavior. Each month students can redeem the points earned for various rewards. Parents have the option to download the app which will allow you to receive instant notifications and messages throughout the school day.
Communication
Building and maintaining a partnership between home and school is essential. Parent communication will be weekly through notes home, emails, a weekly newsletter, on Class Dojo, or on the class website .
Each Friday, students who have turned in all their work will earn the chance to participate in “Fun Friday” activities in our classroom. A student who has not completed all homework or classwork will not participate, and will go to another classroom to catch up on incomplete assignments.
All assigned homework will be sent home in a take-home folder each night. A list of spelling words will be sent home each Monday and will be tested on Friday. Students will also receive a math, language arts, or other homework sheet each night as well. All homework must be turned in the following day unless stated otherwise. There will be no homework on the weekends, only Monday-Thursday.
Our newsletter will be sent home every Friday. This newsletter will keep you updated on what is happening at school. You can also find a copy of this newsletter on the class website. Please refer to this newsletter for any weekly and monthly classroom and school-wide information.
Parent Volunteers
Parent volunteers are always welcome in the classroom, regardless of the age of the students. If parents or family members are interested in helping out on special occasions or would like to donate any school supplies or classroom items, then there will be a sign-up sheet in the classroom, as well as on the classroom website.
Reading Logs
Reading is an essential and necessary skill to practice each night in order to achieve success in all content areas. Students are expected to read on a daily basis. Each month students will receive a reading log to track the amount of time spent at home reading. Please sign the log each week and it will be collected at the end of the month. You can find this reading log attached to your child's take home folder.
Please send in a healthy snack each day with your child. This peanut/tree nut free snack can be anything from goldfish, animal crackers, fruit, or pretzels, to vegetables, veggie sticks, or anything else that you can think of that is healthy and quick.
Water Bottles
Students are encouraged to bring in a water bottle (filled with only water, not anything else) and keep it at their desk. Students need to be well hydrated in order to remain focused throughout the school day.
Our class has a website. Many forms can be downloaded from it, and there is much classroom information to be found on it. Please refer to this website for any missed homework assignments, classroom pictures, or any further information.
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Homework Expectations
Rationale : The purpose of homework is to reinforce skills learned at school by providing practice at home. This helps families understand the learning that’s happening in school. In addition, homework helps students learn routines at home to be responsible students and develop time management skills.
Time Allotments & Types of Homework : The time allotted will increase gradually from grade to grade. The guidelines below should remain flexible. Individual differences among children may be taken into considerations by families and teachers.
Responsibilities :
Students :
- Aim High - show effective effort and attempt challenges
- Work Hard - complete it as independently as possible
- Think First - hand-in work you are proud of and communicate with teacher if it is unfinished or missing
- Be Flexible - try first and persevere even if it’s hard
- Be Kind - take care of self and be kind if others need help
Parents :
- Create and establish homework routines (time, place, etc.) and help student with time management/ weekly planning
- Allow child to work as independently as possible
- Communicate to teacher if child needs extra support or if they are unable to complete homework (either email or a note)
- Know your students homework expectations (from Curriculum Night, School website, emails, etc.)
Teachers :
- Communicate homework expectations to students and parents
- Assign homework that reinforces and practices already taught skills
- Modify homework for individual students
Vacation Homework: If your child will miss school for a significant amount of time, please let the teacher know before you leave. However, please be aware that teachers cannot accommodate requests for homework in advance. Missed homework will need to be made up upon return.
Updated Homework Policy 2018
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10+ Homework Policy Templates in PDF | DOC
Homework and assignments are a crucial part of a school or any educational organization and getting the students to work on their homework assignments is not always a simple task. Therefore teachers need to take the initiative to create homework policies that will help in encouraging the students to work hard. It helps the students in improving their achievement in the classroom setting.
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Step 1: Purpose
Step 2: definition, step 3: time, step 4: missing work policy, step 5: responsibilities, set some high standards, focus on skills, involve the parents, set consequences for incomplete assignments, more in policy templates.
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build flexibility into your homework policy.
Any teacher who has ever given out homework has certainly encountered a student the next day saying, “I don’t have my assignment.” Whether pitiful or indifferent, this admission often places us in the unfortunate position of asking why, which puts us in the even more unfortunate position of having to determine whether the student’s excuse is creative (or pathetic) enough to warrant an extension or excusal (or, perhaps just as often, a lecture or punishment).
It took me a woefully long time to break the habit of asking “why,” and it might not have happened unless one of my students told me that a tornado had taken his paper out of his lunchbox! Regardless of your feelings about the value of homework (or its lack thereof), should you decide to give homework, it will be worth your while to develop a policy that eliminates excuses and minimizes stress to you and your students.
A few things to keep in mind:
- Consider the value of the homework you give and make sure that intentions go beyond simply wanting them to practice or be prepared for the next lesson. Keep in mind the importance of engaging (and maintaining) a love of learning and a curiosity about life and the world beyond the subject itself. Some of the best types of homework assignments are those that help the students apply what they are learning, or challenge them within the range of their actual abilities and resources.
- Keep drillwork to a minimum. If doing five problems will adequately strengthen and reinforce a particular skill, why assign 20?
- Keep tabs on how your students are doing with a particular skill. To whatever degree possible, match assignments to student needs and abilities. If I can’t do long division problems in class, how successful am I likely to be doing a page of them after school?
- Be realistic about the amount of time your assignments will require. Many researchers recommend about 10 minutes per grade level per night—total! If you’re only one of your students’ teachers, remember that other teachers’ assignments will be competing for their time.
- Offer students choices to engage their autonomy and individual learning preferences. Allow students to pick a certain number of problems on a particular page, for example, or to choose between the problems on two different pages. Some students will be perfectly happy writing spelling words a certain number of times each; others will learn better by using the same words in a story or puzzle.
- Because students can indeed have a bad night, rather than relying on excuses, build some flexibility into your policy, right up front. You might want to run your idea by an administrator or department chair, and ask parents to sign off as well. You’ll get a lot farther with their support. (And parents will appreciate not having to write excuses.)
Here are some of the policies other teachers have shared with me. Try using these strategies to build flexibility into your homework policies and avoid having to ask for (or deal with) excuses:
- Requesting that a certain percentage of assignments be turned in on time: “You are responsible for 37 out of 40 of the assignments you’ll be getting this semester.” BONUS: Giving extra credit for any of the extras that are turned in, even if late!
- Giving some token for one free “excuse” which does not need any explanation for its use: “Here is a ‘Get Out of Jail Free’ card, which you can use if you forget your homework any time during the semester.” BONUS: Not requiring kids to actually SHOW the card to get off the hook.
- Giving kids a break after a certain number of assignments are completed: “If you turn in completed homework 10 days in a row, you can have the next night off (or you can do the work for extra credit).”
- Having a specific date for assignments to be turned in. (Similar to deadlines used in many college classes, this strategy may work best for specific assignments or projects, or with advanced-level classes and self-managing kids.) “As long as you get your homework in two weeks before the end of the grading period, you’ll get credit for it.”
- Not counting one or more missed assignments, or the lowest score on a series of assignments or quizzes—for example: “You can drop your lowest grade each semester.”
- Extending daily deadlines beyond the end of class, giving kids until the end of the following day to turn in work: “You have until the 3:30 bell tomorrow to turn in this assignment.”
- Getting away from using punishments, penalties, or other negative consequences for not doing homework and offering positive outcomes instead. One school saw a change in students’ attitudes about homework—and a big shift in the amount of work being turned in—by simply shifting from giving a minus when the work wasn’t done to giving a plus when it was.
- Not requiring homework at all but instead, giving extra credit for any that is turned in. (One teacher increased his percentage from 10% to 85% of assignments completed, simply by using this strategy.)
Discussions about homework can become pretty heated, and both pros and cons are worth considering. I do believe there is a way to find some balance and sanity, a way to accommodate kids’ needs for free time and skill practice. Let’s do our homework to find out what the research says and bring mindfulness—of the demands on kids’ lives and time, as well as their future academic needs—to the choices we make about this important issue.
Related resources
Help for Homework Hassles Homework: A Place for Rousing Reform Special Theme Page: Homework
Also from Dr. Bluestein: Is Your School Emotionally Safe? Accommodating Student Sensory Differences Tips for Positive Teacher-Parent Interaction The Art of Setting Boundaries The Beauty of Losing Control Stressful Student Experiences: What Not to Do
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Is Homework Good for Kids? Here's What the Research Says
A s kids return to school, debate is heating up once again over how they should spend their time after they leave the classroom for the day.
The no-homework policy of a second-grade teacher in Texas went viral last week , earning praise from parents across the country who lament the heavy workload often assigned to young students. Brandy Young told parents she would not formally assign any homework this year, asking students instead to eat dinner with their families, play outside and go to bed early.
But the question of how much work children should be doing outside of school remains controversial, and plenty of parents take issue with no-homework policies, worried their kids are losing a potential academic advantage. Here’s what you need to know:
For decades, the homework standard has been a “10-minute rule,” which recommends a daily maximum of 10 minutes of homework per grade level. Second graders, for example, should do about 20 minutes of homework each night. High school seniors should complete about two hours of homework each night. The National PTA and the National Education Association both support that guideline.
But some schools have begun to give their youngest students a break. A Massachusetts elementary school has announced a no-homework pilot program for the coming school year, lengthening the school day by two hours to provide more in-class instruction. “We really want kids to go home at 4 o’clock, tired. We want their brain to be tired,” Kelly Elementary School Principal Jackie Glasheen said in an interview with a local TV station . “We want them to enjoy their families. We want them to go to soccer practice or football practice, and we want them to go to bed. And that’s it.”
A New York City public elementary school implemented a similar policy last year, eliminating traditional homework assignments in favor of family time. The change was quickly met with outrage from some parents, though it earned support from other education leaders.
New solutions and approaches to homework differ by community, and these local debates are complicated by the fact that even education experts disagree about what’s best for kids.
The research
The most comprehensive research on homework to date comes from a 2006 meta-analysis by Duke University psychology professor Harris Cooper, who found evidence of a positive correlation between homework and student achievement, meaning students who did homework performed better in school. The correlation was stronger for older students—in seventh through 12th grade—than for those in younger grades, for whom there was a weak relationship between homework and performance.
Cooper’s analysis focused on how homework impacts academic achievement—test scores, for example. His report noted that homework is also thought to improve study habits, attitudes toward school, self-discipline, inquisitiveness and independent problem solving skills. On the other hand, some studies he examined showed that homework can cause physical and emotional fatigue, fuel negative attitudes about learning and limit leisure time for children. At the end of his analysis, Cooper recommended further study of such potential effects of homework.
Despite the weak correlation between homework and performance for young children, Cooper argues that a small amount of homework is useful for all students. Second-graders should not be doing two hours of homework each night, he said, but they also shouldn’t be doing no homework.
Not all education experts agree entirely with Cooper’s assessment.
Cathy Vatterott, an education professor at the University of Missouri-St. Louis, supports the “10-minute rule” as a maximum, but she thinks there is not sufficient proof that homework is helpful for students in elementary school.
“Correlation is not causation,” she said. “Does homework cause achievement, or do high achievers do more homework?”
Vatterott, the author of Rethinking Homework: Best Practices That Support Diverse Needs , thinks there should be more emphasis on improving the quality of homework tasks, and she supports efforts to eliminate homework for younger kids.
“I have no concerns about students not starting homework until fourth grade or fifth grade,” she said, noting that while the debate over homework will undoubtedly continue, she has noticed a trend toward limiting, if not eliminating, homework in elementary school.
The issue has been debated for decades. A TIME cover in 1999 read: “Too much homework! How it’s hurting our kids, and what parents should do about it.” The accompanying story noted that the launch of Sputnik in 1957 led to a push for better math and science education in the U.S. The ensuing pressure to be competitive on a global scale, plus the increasingly demanding college admissions process, fueled the practice of assigning homework.
“The complaints are cyclical, and we’re in the part of the cycle now where the concern is for too much,” Cooper said. “You can go back to the 1970s, when you’ll find there were concerns that there was too little, when we were concerned about our global competitiveness.”
Cooper acknowledged that some students really are bringing home too much homework, and their parents are right to be concerned.
“A good way to think about homework is the way you think about medications or dietary supplements,” he said. “If you take too little, they’ll have no effect. If you take too much, they can kill you. If you take the right amount, you’ll get better.”
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If Elementary Schools Say No to Homework, What Takes Its Place?
Last April, Brandy Young, a second-grade teacher in Texas, sent a short note to her students' parents informing them that she would not assign any homework for the remainder of the school year. An approving parent posted the letter on her Facebook page and it quickly went viral, eliciting scores of supportive comments from parents, educators, and, of course, students. There were a few dissenters, but the buzz the letter generated was the latest and perhaps strongest sign yet that homework - a stalwart tradition of K-12 education in the United States - was in the doghouse.
Long before Young's letter, however, many schools had already begun to question the assumptions behind homework, namely its academic value and overall appropriateness for students in elementary school.
A 2015 study published in The American Journal of Family Therapy suggested that elementary students were being assigned significantly more homework than what is recommended. (The National Education Association and the National Parent Teachers Association endorse the "10-minute rule," which states that that students should do no more than 10 minutes a night per grade leve l.) Other studies have identified homework as a major source of stress for all students - a repercussion educators and parents have been calling attention to for years.
As to its impact on student achievement, the research is at best mixed. Evidence that homework is beneficial to elementary school students is virtually non-existent. Harris Cooper, a professor of psychology and neuroscience at Duke University and author of "The Battle Over Homework: Common Ground for Administrators, Teachers, and Parents," says homework can lead to improvements in student learning in higher grades if it is designed and implemented properly. But too much can do more harm than good.
"We really need more work on subject matter, on homework quality, on the level of inquisitiveness that it engenders and the way it motivates," says Cooper, who believes high school students need some homework because it can help them learn how to study independently if they move onto college.
Many high schools are getting the message about student stress and are looking for ways to lighten the homework load. The so-called "no homework" movement is focused on elementary grades, but framing the choice as "no homework vs. homework" is misguided, according to Maurice Elias of Rutgers University and co-author of Emotionally Intelligent Parenting and The Joys and Oys of Parenting.
"Ideally, we want children to understand that they are always learners. In school, we refer to them as 'students,' but outside of school, as children, they are still learners," Elias explains. "So advertising a 'no homework' policy in a school sends the wrong message. The policy should be something like, 'no time-wasting, rote, repetitive tasks with no clear instructional or learning purpose will be assigned.'"
Whether it's called "homework," "continued learning," or something else altogether, the key is to make reading, writing, and performing arithmetic a part of everyday family interactions. "Educators can and should provide developmental guidance to parents on how to to do this," says Elias.
Taking Away the Anxiety of Learning at Home
The lack of research supporting formal homework in lower grades gave Jake Toomey, principal of Discovery School at Four Corners in Gilbert, Mass., the confidence to move forward with new homework guidelines in October. The change grew out of discussions between Toomey and two other elementary school principals in the district.
"We were all hearing the same thing about homework," Toomey recalls. "There were inconsistent practices and we heard from some parents about the workload. And then we checked the research and found there wasn’t a correlation between elementary students who do homework and academic success."
My students are coming to school feeling way more positive about what they are able to accomplish at home with their parents. There's valuable data in that as well" - Bharati Winston, teacher
Homework just seemed to be a chore for all involved - the student, teacher and parent.
In October, Four Corners implemented new guidelines that permitted teachers to end formally assigned homework, along with the tracking, logging, and accountability procedures that went with it. The task was to design a new approach that engaged parents and reinforced student learning without this baggage. No more homework? Not strictly-speaking, but definitely "less drama and tears," Toomey says.
Teachers at Four Corners now collaborate with parents on activities children do at home that incorporate lessons covered during the day.
"We give suggestions to parents on enrichment activities they can do with their kids," explains second grade teacher Bharati Winston. "They can be fun. I'll suggest apps on smartphones or tablets that are educational. There are guidelines and expectations. There should, for example, be some level of reading, some sort of math, but there's no homework log and much less pressure."
Teachers check-in regularly with the parents, and Winston sends out a weekly email featuring new suggestions for activities.
If a student is struggling with a particular lesson, "we still might provide an enrichment activity for home practice," says Winston. "We always take the academic pulse of each child so a more formal style of homework may be necessary. It's a case-by-case basis."
The new guidelines have been in place only for a few months, but the feedback from parents and educators has so far been very positive. At the end of the school year, educators will take a more formal look at how the new guidelines affected student learning.
"In education, we tend put a lot of clout in the data for academics," Winston cautions. "But I can tell you I have seen no tears or anxiety in my students this year, compared to last year when I would see it maybe once a month over a missed or incomplete homework assignment. So my students are coming to school feeling way more positive about what they able to accomplish at home with their parents. There's valuable data in that as well."
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Should Students Have Homework?
by Suzanne Capek Tingley, Veteran Educator, M.A. Degree
Look before you leap at giving to much or to little homework.
It used to be that students were the only ones complaining about the practice of assigning homework. For years, teachers and parents thought that homework was a necessary tool when educating children. But studies about the effectiveness of homework have been conflicting and inconclusive, leading some adults to argue that homework should become a thing of the past.
What Research Says about Homework
According to Duke professor Harris Cooper, it's important that students have homework. His meta-analysis of homework studies showed a correlation between completing homework and academic success, at least in older grades. He recommends following a "10 minute rule" : students should receive 10 minutes of homework per day in first grade, and 10 additional minutes each subsequent year, so that by twelfth grade they are completing 120 minutes of homework daily.
But his analysis didn't prove that students did better because they did homework; it simply showed a correlation . This could simply mean that kids who do homework are more committed to doing well in school. Cooper also found that some research showed that homework caused physical and emotional stress, and created negative attitudes about learning. He suggested that more research needed to be done on homework's effect on kids.
Further reading: Get Homework Done and Turned In
Some researchers say that the question isn't whether kids should have homework. It's more about what kind of homework students have and how much. To be effective, homework has to meet students' needs. For example, some middle school teachers have found success with online math homework that's adapted to each student's level of understanding. But when middle school students were assigned more than an hour and a half of homework, their math and science test scores went down .
Researchers at Indiana University discovered that math and science homework may improve standardized test grades, but they found no difference in course grades between students who did homework and those who didn't. These researchers theorize that homework doesn't result in more content mastery, but in greater familiarity with the kinds of questions that appear on standardized tests. According to Professor Adam Maltese, one of the study's authors, "Our results hint that maybe homework is not being used as well as it could be."
So while many teachers and parents support daily homework, it's hard to find strong evidence that the long-held practice produces positive results.
Problems with Homework
In an article in Education Week Teacher , teacher Samantha Hulsman said she's frequently heard parents complain that a 30-minute homework assignment turns into a three-hour battle with their kids. Now, she's facing the same problem with her own kids, which has her rethinking her former beliefs about homework. "I think parents expect their children to have homework nightly, and teachers assign daily homework because it's what we've always done," she explained. Today, Hulsman said, it's more important to know how to collaborate and solve problems than it is to know specific facts.
Child psychologist Kenneth Barish wrote in Psychology Today that battles over homework rarely result in a child's improvement in school . Children who don't do their homework are not lazy, he said, but they may be frustrated, discouraged, or anxious. And for kids with learning disabilities, homework is like "running with a sprained ankle. It's doable, but painful."
Barish suggests that parents and kids have a "homework plan" that limits the time spent on homework. The plan should include turning off all devices—not just the student's, but those belonging to all family members.
One of the best-known critics of homework, Alfie Kohn , says that some people wrongly believe "kids are like vending machines—put in an assignment, get out learning." Kohn points to the lack of evidence that homework is an effective learning tool; in fact, he calls it "the greatest single extinguisher of children's curiosity that we have yet invented."
Homework Bans
Last year, the public schools in Marion County, Florida, decided on a no-homework policy for all of their elementary students . Instead, kids read nightly for 20 minutes. Superintendent Heidi Maier said the decision was based on Cooper's research showing that elementary students gain little from homework, but a lot from reading.
Orchard Elementary School in South Burlington, Vermont, followed the same path, substituting reading for homework. The homework policy has four parts : read nightly, go outside and play, have dinner with your family, and get a good night's sleep. Principal Mark Trifilio says that his staff and parents support the idea.
But while many elementary schools are considering no-homework policies, middle schools and high schools have been reluctant to abandon homework. Schools say parents support homework and teachers know it can be helpful when it is specific and follows certain guidelines. For example, practicing solving word problems can be helpful, but there's no reason to assign 50 problems when 10 will do. Recognizing that not all kids have the time, space, and home support to do homework is important, so it shouldn't be counted as part of a student's grade.
Further reading: Balancing Extracurriculars with Homework in High School
So Should Students Have Homework?
Should you ban homework in your classroom? If you teach lower grades, it's possible. If you teach middle or high school, probably not. But all teachers should think carefully about their homework policies. By limiting the amount of homework and improving the quality of assignments, you can improve learning outcomes for your students.
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{{article.topic}}, {{article.title}}, suzanne capek tingley.
Suzanne Capek Tingley started as a high school English/Spanish teacher, transitioned to middle school, and eventually became a principal, superintendent, and adjunct professor in education administration at the State University of New York. She is the author of the funny, but practical book for teachers, How to Handle Difficult Parents (Prufrock Press). Her work has appeared in many publications including Education Week, and her blog, Practical Leadership, was featured on the Scholastic website. She has been a presenter and consultant, and with Magna Publications she developed videos on demand highlighting successful strategies for classroom teachers. Among her honors is a Woman of Distinction Award from the New York State Senate. She is a strong believer that all kids can learn and that teaching requires art, skill, and a good sense of humor.
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Classroom Policies
21. required materials.
Students need to know what to bring to class on a regular basis. Consider the needs for each class you teach and list them below:
Class 1: ________________________________________________________
Class 2: ________________________________________________________
Class 3: ________________________________________________________
Class 4: ________________________________________________________
Class 5: ________________________________________________________
22. Eliminating Acts of Sabotage
- Give materials to students for a “rental fee” that is deducted from participation points.
- Loan materials but require collateral that is returned to the student when the borrowed materials are returned to you. (A shoe makes great collateral!)
My policy for dealing with students who forget materials
_______________________________________________________________________________
23. Hall Passes
Many students spend an inordinate amount of time and energy trying to get out of class and into the halls. You need a policy for hall passes. If there is no school-wide policy, create your own. Here are some ideas:
- Write an individual pass for each request and keep a record. Excessive requests = end of hall pass privileges.
- Grant passes on an emergency basis only. (Some schools institute a passes only in case of the four B’s: barfing, bleeding, burned, or broken bones.) Too many “emergencies” mean a phone call home and/or to the designated health staff member.
- Each marking period, give students a certain number of generic passes they can use to go their lockers or to the bathroom. Unused passes can be turned in for treats or extra credit.
- Give out coupons as rewards for class participation or as an alternative for extra credit. These coupons can be used for late work, bathroom passes, and/or locker passes.
My policy for hall passes (nurse/locker/bathroom/etc.)
Note: Make sure no student leaves without a pass, and that only one student leaves at a time. Empha size that school nurses/office staff are there for emergency situations and legally mandated medical services for specific s tudents. Keeping band-aids in your room will reduce students’ trips out of the room.
24. Dealing with Tardy Students
Dealing with tardy students involves both policy and procedure. Define exactly what you mean by being “tardy” to class. Here are some possibilities:
- Students who are not in their seats and ready to work when the bell rings are tardy.
- Students who are not in the room when the bell rings are tardy. (Some teachers make exceptions for students who obviously are hurrying to get to class and just don’t quite make it in time.)
- Students who enter class after the door has been closed are tardy.
!["Despertador" by Henrique Simplicio [CC-BY 2.0] https://flic.kr/p/f1JxBL](https://milnepublishing.geneseo.edu/app/uploads/sites/16/2016/12/9197295814_c98a3aeba3_z-300x199.jpg "elementary homework policy examples")
My definition of tardy
Have a definite procedure that tardy students enter without disruption and bring a pass if it is an excused tardy. No “going back” for a pass!
Excused Tardies
- Give the pass directly to the teacher.
- Put the pass in a specific place and take their seats.
My excused tardy procedure
Unexcused tardies.
You also need a procedure for tardy students who enter class without a pass. Here are some choices:
- Jot down the student’s name or mark it on your attendance sheet.
- Have the students write their own names on an unexcused tardy list that has a place for name, date, and arrival time.
- Have the students fill out a tardy form that they put in a specific place.
My unexcused tardies procedure
You also need to consider the in-class consequences, if any, for students who have an unexcused tardy.
- Let the students start any work already in progress but give no extra time to complete it.
- Give a zero for any work already in progress.
My natural consequences for unexcused tardies
Note: At some poin t, unexcused tardies may become an issue that requires m ore formal intervention. Check with other teachers and school policies as needed.
25. Homework
If assigning homework in some form is a reality for you, you need a consistent procedure for making that happen. Here are some possibilities:
- Have a large homework calendar that you keep in the room. Post and verbally announce assignments.
- Publish a weekly assignment schedule.
- On the first day of the school week, have students copy the week’s homework on an assignment calendar.
- Post homework at the beginning of class as part of the day’s plan. (Be aware that this encourages some students to sneak class time to get their homework done.)
- Use the last ten minutes of class to announce the homework and then let students get started so they can ask any questions they need to.
My system for assigning homework
_______________________________________________________________________________
Note: It would be worth your while to consult The Homework Myth by Alfie Kohn and “ As Homework Grows, So Do Arguments Against It ” in the September 12, 2006 Washington Post article by Valerie St rauss found at washingtonpost.com .
26. Make-Up Work
School handbooks usually define what constitutes excused and unexcused absences, whether missed work can be made up for credit or not, and the number of days students have to complete it. What remains for you to decide is what your procedure will be.
Make sure your procedure keeps students from interrupting you during direct instruction or coming to you and asking, “Did I miss anything?” Here are some possibilities:
Make-Up Work for Excused Absences
- The teacher takes the responsibility for giving students all the necessary make-up work and negotiates a due date.
- Teachers make folders for absentees. Returning students check their folders for missed work.
- Students check a posted assignment calendar or online listing. Then they get any papers they need from a “make-up” basket.
- Teachers assign “study-buddies” who collect work for absent students and give it to their returning partners.
Joanie Funderburk uses a class log system. Each day one student in each class completes a log of what took place. They put it and any necessary papers in a folder that previously absent students check when they return. Please see “Class Log” for a class log based on the one Joanie uses.
My policy for make-up work from excused absences
_________________________________________________________________________
My procedure for getting and handing in make-up work from excused absences
Make-up work for unexcused absences.
You need to know the school policy for what constitutes an unexcused absence. For example, are suspensions out of school regarded as unexcused absences? You also need to know how long students have to clear unexcused absences. There also may be a policy that says that students can complete work from unexcused absences and turn it in, but you do not have to grade it or give any credit.
My definition of an unexcused absence
My policy if i accept make-up work from unexcused absences.
Name of Class _____________________________ Period _______
Date _________ Note Taker _______________________________
Student(s) Absent _______________________________________
____________________________________________________
Quiz/Test Given (if any) Work Collected
_______________________________________________________________________________
Class Activities (Please include any notes and examples.)
Announcements/Important Information
Homework Assigned
Based on a log developed by Joanie Funderburk, Cherry Creek Schools, and used with her permission
27. Late Work
Late work is work that is not ready to be handed in when the assignment is collected. Common exceptions are for students who are staffed in special education and have an Individual Education Plan (IEP) that mandates that they get extra time or for students who get more time because of accommodations mandated in a 504 Plan. If your school does not have a formal late work policy for you to follow, here are some options to consider:
- Accepting late work on a regular basis sends the wrong “life message” to students and creates a grading nightmare for teachers. Therefore, many teachers never accept late work.
- Late work should not be accepted on a regular basis, but we all have bad days. Therefore, give students one “reprieve” per grading period. You can give an automatic amnesty for one late paper or give coupons that can be used for late work, treats, and/or extra credit. Another possibility is to drop each student’s lowest score per quarter. (Grades on major tests or projects are excluded.)
- Accept late work but reduce the percentage of credit given according to the number of days the work is late. For example, one day late = 80% credit.
My policy for late work
Note: If you do accept late w ork, be sure you establish the procedure for turning it in. Also, est ablish a clear due date for it to be turned in. Otherwise you will be sitting up all night grading papers the night before report card grad es must be submitted.
28. Extra Credit
Russ Doren says it best: “Extra credit is NOT substitute credit.”
Extra credit work should be thoughtful work, assigned with the goal of expanding a student’s knowledge. Define extra credit in these terms, insist that students complete a formal proposal for any extra credit work they want to complete, and make extra credit due before the last minute.
Proposal writing has two advantages. First, it discourages “substitute credit” seekers. Second, it gives an excellent framework for those students who truly want to learn more.
My extra credit policy
My extra credit procedure.
Following is a sample extra credit proposal.
Extra Credit Proposal
Name of class __________________________ Period ______
Title of project ______________________________________
Summary of project ___________________________________
______________________________________________________________________________
Form of final product (written report, video, etc.) ________________
How project will be publicized (report to class, displayed in school, etc.)
Materials/resources needed ______________________________________
Proposed budget total _________________________________________
Itemized estimate _____________________________________________
______________________________________________________________________________
How project will be evaluated ____________________________________
Amount of extra credit requested_______ Amount granted________
Teacher’s signature of approval ________________________
Date of approval ____________________________________
This project must be turned in at the end of the school day on ________
Right...from the Beginning by Roberta Harman Ford is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.
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A school's homework policy should reflect this philosophy; ultimately guiding teachers to give their students reasonable, meaningful, purposeful homework assignments. Sample School Homework Policy Homework is defined as the time students spend outside the classroom in assigned learning activities.
Cedar Park Elementary Homework Policy. Cedar Park Elementary recognizes that purposeful home learning can be an extension of the classroom learning objectives and a constructive tool in developing self-discipline and associated good working habits. We also recognize that students complete a full and rigorous academic day during school hours and ...
The standard homework guideline recommended by the National Parent Teacher Association and the National Education Association is the "10-minute rule" - 10 minutes of nightly homework per grade...
Homework assignments are created based upon the intended purpose of the teacher. Examples of elementary assignments include: Unfinished class work . Drill and practice exercises (spelling and vocabulary words, math facts, and computation) Preparation for tests . Research activities and reports . Reading and writing assignments . Data collection
To make set homework relevant and meaningful for the child linked to work done at school Make expectations about homework clear to children, parents and other carers Provide opportunities for parents and children to work together, thereby, fostering an effective partnership between home and school « Back to all policies
Keep a supply of "study tools" available: pencils, pen, paper, ruler, and diction Establish a regular time for homework during which the child can work with minimum interrupti Provide a healthy balance between homework, extra and co-curricular activities, and family commitments Encourage student responsibility and independence
Examples of elementary assignments include: unfinished class work drill and practice exercises (spelling and vocabulary words, math facts and computation) preparation for tests research activities and reports - short and long-term data collection reading and writing assignments media assignments - TV, radio, newspaper interviews
10+ Homework Policy Examples 1. Homework Policy Template nompengacademy.us Details File Format PDF Size: 93 KB Download 2. Middle School Homework Policy nelson.kyschools.us Details File Format PDF Size: 81 KB Download 3. Elementary School Homework Policy fortthomas.kyschools.us Details File Format PDF Size: 657 KB Download 4. Sample Homework Policy
An example is where students who have learned about particular types of rocks are required to identify different rocks within their environment in their free time. This type of homework is very successful when administered under careful evaluation of the teacher based on the individual student's learning ability and academic background.
See examples of homework policies from primary, secondary and special schools to help you write your own. Print Save for later Share with colleagues Contents Primary school Secondary school Special school Multi-academy trust Primary school Shadwell Primary School in Leeds has a homework policy that covers: When pupils take books home for reading
Homework Policy: Will not count homework as part of the grade. It will be addressed in the Commitment to Learning section of the report card. High School: Understandings: • Unless specifically tied to a standard, the following behaviors will not be evaluated, scored, and recorded as part of a student's academic grade: 1. Effort 2. Personal ...
The debate over homework flared anew in the fall 2016 school year as a handful of elementary school teachers implemented drastically reduced homework policies that went viral as parents rose to applaud or condemned them. The policies that captured so much attention state that teachers would give students either no homework in the evenings, or ...
This handy guide will help you and your students (and parents) know exactly what you expect of them. Here are a few examples of the types of things that you can put into your classroom policies and procedures handbook. Birthdays Birthdays will be celebrated in the classroom.
Students: Aim High - show effective effort and attempt challenges Work Hard - complete it as independently as possible Think First - hand-in work you are proud of and communicate with teacher if it is unfinished or missing Be Flexible - try first and persevere even if it's hard Be Kind - take care of self and be kind if others need help Parents:
10+ Homework Policy Templates in PDF | DOC 1. Middle School Homework Policy Template nelson.kyschools.us Details File Format PDF Size: 83.3 KB Download 2. Homework Policy Sample in PDF cds.hawaii.edu Details File Format DOC Size: 5.0 KB Download 3. High School Homework Policy Template bths.edu Details File Format PDF Size: 169.5 KB Download 4.
Here are some of the policies other teachers have shared with me. Try using these strategies to build flexibility into your homework policies and avoid having to ask for (or deal with) excuses: Requesting that a certain percentage of assignments be turned in on time: "You are responsible for 37 out of 40 of the assignments you'll be getting ...
The no-homework policy of a second-grade teacher in Texas went viral last week, ... for example, should do about 20 minutes of homework each night. ... homework in elementary school. ...
Evidence that homework is beneficial to elementary school students is virtually non-existent. Harris Cooper, a professor of psychology and neuroscience at Duke University and author of "The Battle Over Homework: Common Ground for Administrators, Teachers, and Parents," says homework can lead to improvements in student learning in higher grades ...
Homework Bans. Last year, the public schools in Marion County, Florida, decided on a no-homework policy for all of their elementary students. Instead, kids read nightly for 20 minutes. Superintendent Heidi Maier said the decision was based on Cooper's research showing that elementary students gain little from homework, but a lot from reading.
Example of a Late-Work Policy for School-Aged Students Here is yet another example of a late-work policy that could be implemented in your classroom. Extensions You may request an extension for an assignment, but you must ask more than 1 day before the assignment is due.
If assigning homework in some form is a reality for you, you need a consistent procedure for making that happen. Here are some possibilities: Examples Have a large homework calendar that you keep in the room. Post and verbally announce assignments. Publish a weekly assignment schedule.
homework policies, how to help at home, and whom to call with questions. TYPE 5 Survey of parents on topics they want to discuss in workshops and to identify those willing to serve on school committees. TYPE 6 "Salute the Arts" fair for students and families where community artists demonstrate drawing
Elementary Homework Policy Examples | Best Writing Service I ordered a paper with a 3-day deadline. They delivered it prior to the agreed time. Offered free alterations and asked if I want them to fix something. However, everything looked perfect to me. 409 Customer Reviews PLAGIARISM REPORT REVIEWS HIRE Elementary Homework Policy Examples