Creating the Right Climate and Culture: Where do you stand on the issue of homework? How much do you give? How often is it given? How do you grade it? What is your rationale for each of these decisions? Please begin by stating the grade level of your students.
Creating the Right Climate and Culture: Where do you stand on the issue of homework? How much do you give? How often is it given? How do you grade it? What is your rationale for each of these decisions? Please begin by stating the grade level of your students
ReplyDeleteI teach first grade. I do not give my students homework. I encourage them to work on the skills we are learning in class to practice at home, such as counting, free write, and reading their decodable books. I encourage it to parents as well. I put a list of skills that they can work on at home.
Creating the Right Climate and Culture: I teach a 7th grade class and 9-12 high school social studies. I have never been a teacher that gives a lot of homework. Most of our students are involved in extra-curricular activities. When I do give homework (at least once a week), it is usually over an extended time and used for enhancement and skill development and has a quality purpose. I grade each of these works thoroughly whether it be an individual assignment that develop a thesis with inferences or a group project that develops and presents desired information and graphics. My junior American History course is a known exception to this as each student completes daily tasks as assigned. The rational that I use for each course is that I attempt to get the most for each student and when they have quality homework to do it further increases their investment into the class. I also do much as Clark and believe in very limited second attempts when it comes to testing.
ReplyDeleteCreating the Right Climate and Culture: Where do you stand on the issue of homework? How much do you give? How often is it given? How do you grade it? What is your rationale for each of these decisions? Please begin by stating the grade level of your students.
ReplyDeleteMy students are in 11th grade. For me, homework is only what was not finished in class. I know most of students have to work long hours after school so I try to not give any homework unless it is really needed. I have several of them who work the evening shifts so they do not get home until after 11. I would rather we work hard in class together. I come from a school where many students do not have the internet or great homes to go to so that is where my rationale comes into play.
Creating the Right Climate and Culture: Where do you stand on the issue of homework? How much do you give? How often is it given? How do you grade it? What is your rationale for each of these decisions?
ReplyDeleteI teach high school art - and here is my stance on homework: I don't assign homework, but if students miss class work time (for any reason, excused or not) or don't use class time wisely, they may end up with work to take home/or to study hall to finish. I used to assign "at home sketchbook assignments" but it ended up being more of a hassle to collect/grade, and ultimately didn't make the class any better overall. For my advanced photography class, I do require some outside of class photoshoots, but generally - for all of my classes - all work is completed during class time. I just feel it's the best way in this day and age. If I assign work to be completed outside of class, I have no way of checking if it's authentic (esp w the prevalent use of AI nowadays), and I'll just be chasing after it all quarter long, because students simply won't do it - because our culture has moved past the norm of assigning homework.
I am a 4th grade teacher. I feel as though at my school I don't really get to have an opinion on homework, because the principal doesn't believe in it. I have been told to cut work down, shorten assignments, if they can show you how to do it right a few times why do they have to do it 20 times. So, to keep peace I have shortened assignments and made it so the only thing that consistently gets sent home is a reading log. Some kids read, most don't. I do have students take home work that they weren't able to finish in class. Most of the time it is because they were talking or off task so they didn't get it done. It is the same kids every time. I have a handful who will never have homework and a handful that always have a few questions to take home.
ReplyDeleteWhat my opinion really is: Homework isn't all bad. The saying practice makes perfect works for sports.... so why can't it work for academics. Kids will spend countless hours on the weekends practicing shooting hoops and working out, but they can't possibly do something academic. I also feel sending home little amounts help students build responsibility and accountability. When a kid doesn't bring their work back the first thing they say is that it is their mom's fault because she didn't put it in their backpack or she accidently threw it away. No, you need to be accountable for yourself.
I teach 3rd grade. The entire 3rd grade team sends home a monthly reading log/bingo sheet. We ask that they read nightly for 15 minutes and bring it back signed by their parents. Out of my 23 students I usually only receive about 8 completed reading logs each month, and even less than that are signed by a parent. For those that do turn one in (signed or not), I let them pick a prize from my prize box. Reading is important and in 3rd grade they are expected to know how to read and should be building stamina. I also send home each Friday one math homework page. It is from one of the lessons we did during the week. There's an explanation and example at the top of it, along with a QR code that parents can scan if they don't understand it. I ask that it be completed and returned the following Friday. My reasoning for a math worksheet each week is so students can practice, and parents can see where their child may be struggling. This also alleviates any surprises when their students don't do as well on math tests. I glance at it if they turn it in (usually the same 10 students do it).
ReplyDeleteCreating the Right Climate and Culture: Where do you stand on the issue of homework? How much do you give? How often is it given? How do you grade it? What is your rationale for each of these decisions? Please begin by stating the grade level of your students.
ReplyDeleteI am a K-12 vocal music teacher, so i really do not ever assign homework for my students. I believe that my version of "homework" however, is my students taking the time to put in practice hours for the music they are preparing. I would compare this to homework - with the exception that most of our full ensemble preparation takes places as a group during choir. The individual singers who have "music homework" would be my more invested singers (ie, all-state chorus members, solos, etc). Students seeking musical scholarships would most likely be the students to put in the extra time on musical homework. Elementary students also have "musical homework" from time to time if they are preparing lines or solos for our musical revues (stage productions).
Creating the Right Climate and Culture: Where do you stand on the issue of homework? How much do you give? How often is it given? How do you grade it? What is your rationale for each of these decisions? Please begin by stating the grade level of your students.
ReplyDeleteI teach high school, grades 9-12. I believe in homework, but it should be very purposeful. I usually have 1 or 2 assignments per unit. It should not be something that takes hours and hours to complete. How I grade it depends on the nature of the assignments. Summative projects get graded very carefully based on a rubric. Formative assignments get graded based on completion or not at all. The homework should be reinforcing or for discovery depending on the assignment. I believe in limited homework because I know that my students have to have time for jobs as well as extra curricular activities. When it comes to grading, more and more, I am not grading it and I let them know that ahead of time. I let them know what the clear purpose is and if its not enough to get them to do it, it is probably not an assignment worth giving.
I taught 6th grade, mostly math and reading. I have mixed feelings on homework. I do give daily assignments, but allow time in class for students to finish or ask for assistance. If they use that time wisely, there shouldn't be a reason to have homework. I do give suggested assignments that are more of an extension of the assignment and are more problems for practice. This is optional and not graded but allows for students to get in extra help. My assignments are given everyday aside from test days. The daily assignment is graded, but the extension assignments were not. In reading class the only actual homework was to read at home every night, unless students were absent and needed to complete something when they were not in class. This of course isn't graded, but only enhances their learning the more they read. My school doesn't really have a homework policy, therefore nothing is really enforced. This is the main reason I try to keep everything done at school, otherwise only about half the students complete the homework and then you have to get them on to the next lesson and try to catch up the students who didn't complete the work. I also find it harder to track students down to get their homework completed and turned in.
ReplyDeleteCreating the Right Climate and Culture: Where do you stand on the issue of homework? How much do you give? How often is it given? How do you grade it? What is your rationale for each of these decisions? Please begin by stating the grade level of your students.
ReplyDeleteI wont give homework. My students give it their all and are also learning german after school almost everyday and church service.
I teach three-year-olds in Early Childhood Special Education, and I do not assign homework. At this developmental stage, I believe children learn best through hands-on experiences, play, and meaningful interactions with caregivers rather than structured take-home tasks. Instead of homework, I focus on collecting data on student progress toward IEP goals throughout the school day. Progress is documented through observation, skill demonstration, and developmental growth—not in a traditional grade format.
ReplyDeleteMy rationale is that young children benefit more from family connection, play, and real-life experiences at home than from formal assignments. If I send anything home, it is optional and play-based, such as suggestions for practicing language during daily routines. This approach supports developmentally appropriate practice while reducing pressure on families and honoring the importance of early childhood relationships and exploration.
Creating the Right Climate and Culture: Where do you stand on the issue of homework? How much do you give? How often is it given? How do you grade it? What is your rationale for each of these decisions? Please begin by stating the grade level of your students.
ReplyDeleteI teach TK-5th grade physical education. I really don't give homework at all. It would take me forever to grade if I did this! I do believe in homework though. To me, homework is practice, and just like if you want to be a good shooter in basketball, you have to practice shooting; if you want to be good at reading or math you have to practice to get better. I also think that homework is good communication with parents. Homework allows students to show their parents what they are working on at school. I'm not saying it should be hours upon hours of homework each night, but maybe 20 minutes of reading and 20 minutes of math especially at the elementary level.
Creating the Right Climate and Culture: Where do you stand on the issue of homework? How much do you give? How often is it given? How do you grade it? What is your rationale for each of these decisions? Please begin by stating the grade level of your students.
ReplyDeleteI teach 9-12 Science and 6th grade social studies. I think homework is a necessary assessment tool. I like the feedback it gives. Unfortunately with AI becoming so big, I have had to modify my homework choices and adjust the weights of the categories in my gradebook. Generally we have some form of homework every day. If we covered something new, there most definitely be some sort of assignment to reinforce the idea of the lesson. I like this as a way to see what needs to be taught more in depth as well as a way to provide real life situations of the content. I think the idea of no homework and going straight to the test is not setting the student up for success. As teachers we were not expected to take classes and then go directly into the field. We were expected to practice and apply what we had learned in those classes.
As far as grading goes, I have to weight my gradebook as follows: minor (assignments/worksheets/labs) 30% and major (tests/projects) 70%. I can control the environment much more in a test setting versus homework. Students don't try to hide their cheating and copying anymore.
I taught Special Ed High School. I had one boy who could not read at all. The parents transferred from a nearby school because they said that "they didn't know their child couldn't read until covid!" This student was coming in as a freshman. I started that student on the kindergarten reading curriculum called The Secret Series. We sang songs, which he thought was childish to get his sounds down, Mid-year we started reading pre-kindergarten books. I would send one book home on Monday that we had read in class, and he was to read to 2 people in his house. 2 people were to sign the log and return by Thursday in the folder. This worked great and when I left, he was at a first grade reading level. It was pass/fail if I got it back signed on Thursday. The reason I did this was he needed extra practice and the parents bought into it. However, they eventually gave up, and I was back to reading most all the time in the classroom. Parents said he didn't need to read because he was just going to work on the farm!
ReplyDeleteI tried homework with all my HS students, but it never came back. Our school gave no support on the homework subject so the kids in general didn't do it. My homework was always a continuation of the skill we were working on, like more addition practice.
I teach middle school language arts and reading and HS art. I do give homework about once a week in MS.
ReplyDeleteOur students have a homeroom at the end of the day and most of them complete the homework then.
Most of my homework, except for reading homework, is worth 30-50 points.
This is usually an extension of the lesson that was taught that day or at some point during the week. I expect the students to complete it on their own.
I work with high school students as a School Counselor, so I have not assigned homework in a traditional classroom setting. However, when working individually with students toward their personal, academic, or social-emotional goals, we sometimes assign “homework” as a tool to help them practice skills or reflect on behaviors outside of our meetings. Additionally, the same could be said about small groups that I work with students in. Since my role is unique in this way, I do not grade this work in the way a teacher might grade assignments. Rather, the purpose of these assignments is personal growth and self-reflection for students. During our meetings, we revisit the “homework”, discuss what the student tried, what worked, what didn’t, where they faced challenges, etc. This allows students to take ownership of their progress without the pressure of a grade, while also giving opportunities to celebrate successes, adjust strategies, and reinforce skills. The focus is on learning, growth and development.
ReplyDeleteAs a school counselor, I have not assigned homework to students. In terms of teachers assigning homework to students, I think some homework is reasonable and fosters the students growth with responsibility and time management. Being a school counselor does require some instances where "homework" does get assigned in terms of a student's social/emotional well-being. Sometimes I will give students homework to help with a specific area that they are struggling in. Otherwise, I do think teachers should give students homework at least every other day as this can help students grow with skills that they will need when they get older, have jobs, as they do sports, etc. I think regular homework should be graded based on the effort and skill-completion upon each level in each course. School counselor homework should be graded based on a students' understanding and reflection of that homework and how it's been effective. Then we decide collaboratively on how we can continue to grow. Whether that's assigning a different homework assignment or adjusting it to meet their needs. Either way, the homework that's given by a school counselor aims to meet the students needs to help them grow academically and socially/emotionally.
ReplyDeleteI teach Earth Science to 9th graders and Biology to 10th graders primarily. I don't assign homework as a regularity in my classroom. I give assignments and then if you don't complete it in class, it must be done outside of class. We have a unique situation where we have 1 hour of study hall every other day in our school so students can work on assignments there. From early in my career to now, I have seen a significant shift in the attitude from parents and students about homework. They just aren't doing it anymore for the most part. I think Covid played a role in this as well. Some things I grade, other things I don't. I sometimes will look at a key question or portion to check for understanding more than just compliance. If I had my way I wouldn't grade any homework and formative and summative assessments would be the way I evaluated learning, not checkboxes of completion. I want kids to learn to think and analyze and absorb information and thinking patterns, not "do it for the grade".
ReplyDelete7th Grade Health
ReplyDeleteI do not give homework super often- usually it is an assignment they are able to get done in class, and if they use that time wisely they will not have any homework. My rationale is I am trying to teach the reality of responsibility. If they lock in and do the work, they will have the weekend free!
I use a point system. If a student turn an assignment in late, I deduct 3 points for every day it is late. If they are absent , I grant them more time.
If a student bombs an assignment and is responsible enough to come to me to "re-do it" , I usually give them another chance, because I respect that they care.
Sometimes I think responsibility is much more important/ can take them farther in life, than the actual homework itself. I am trying to teach them to make smart choices.
I teach middle school health and PE so it is very easy for me to not assign homework. If homework is assigned in a health class it would to go home and have a conversation with their adult about the topic we discussed in class that day. My hope in assigning the kids this homework is to both strengthen their relationships with their adults, while also opening the door for tough conversations that may need to be had about abstinence, relationships, drug prevention, mental illness, suicide prevention, or grief and loss to name a few. The rational comes from the fact that my job is to teach and present the facts - it is the parents responsibility to share and explain their opinions on topics that we discuss in class. It is the parents responsibility to instill their values in their children.
ReplyDeleteI teach high school students (grades 9–12), and my approach to homework has changed quite a bit since COVID. In my classroom now, I only assign work when I can give students at least 15–20 minutes of class time to start it or finish it entirely. If the assignment is larger, I build in even more in-class time so students are not expected to carry the bulk of the workload home.
ReplyDeleteOn average, I assign work about 2–3 times a week, depending on the unit and what we are working on in class. I’ve moved away from the idea of regular traditional homework outside of school hours, aside from occasional studying or test preparation. For me, this shift came from experience. In a small school setting, a lot of our students are involved in sports, jobs, and other activities, and I found that outside work was often rushed or incomplete. When students are able to work during class, I can walk around, answer questions as they come up, and build in collaboration, which consistently leads to better quality work.
When it comes to grading, it really depends on the type of assignment. If students are working in groups, I tend to focus on verbal participation, effort, and how well they are working with others. Those assignments usually fall into a smaller participation category that doesn’t heavily swing a student’s overall grade either way. For individual work, I take a more detailed approach, looking closely at understanding, accuracy, and how well students are grasping the content.
Overall, I view homework as a support tool rather than a requirement that extends learning into the evening. The goal is always to maximize student learning, and in my experience, that happens most effectively when students are given guided time in the classroom where they can ask questions, collaborate, and receive immediate feedback. I also realize there isn’t one “right” way to handle homework. This approach is simply what has worked best for me given the courses I teach, the grade levels I work with, and the students I currently have. Many of our students have shorter attention spans than in the past, so having structured time in class helps keep them focused and produces stronger results overall.
I teach 9th to 12th grade Social Studies. I believe that homework can be given but their needs be a purpose. If it is given as busy work, I am against it. If it is given to practice a concept or to prepared for a more challenging in-class assignment, then I am for it. I do not give homework in my class but I use my entire class period and if students do not finish, they would need to complete the assignments on their own time. I feel that I can use my classroom time efficiently enough to meet the standards without giving out homework. I do grade assignments and activities that students do in class as soon as possible so that students have immediate feedback. Teachers should understand that some students have a homelife that may make completing homework difficult.
ReplyDeleteThe previous post was mine! I forgot to put my name on it, sorry! I teach 9th to 12th grade Social Studies. I believe that homework can be given but their needs be a purpose. If it is given as busy work, I am against it. If it is given to practice a concept or to prepared for a more challenging in-class assignment, then I am for it. I do not give homework in my class but I use my entire class period and if students do not finish, they would need to complete the assignments on their own time. I feel that I can use my classroom time efficiently enough to meet the standards without giving out homework. I do grade assignments and activities that students do in class as soon as possible so that students have immediate feedback. Teachers should understand that some students have a homelife that may make completing homework difficult.
ReplyDeleteCreating the Right Climate and Culture: Where do you stand on the issue of homework? How much do you give? How often is it given? How do you grade it? What is your rationale for each of these decisions? Please begin by stating the grade level of your students.
ReplyDeleteI teach 4th & 5th Grade Music. I have approximately 500 students that I see for 35 minutes twice a week. I do not give homework. I have nothing against giving homework, but it seems nearly impossible with my situation.
The only thing that resembles homework in my class would be sending home the words to the songs we are singing for our concerts. It's my hope that the students will practice the songs along with the YouTube links I give them outside of class time.