Keys to Successful Homework Management. Presented by Andrew Foreman Janet Lee Angie Morgan

Transcription

1 Keys to Successful Homework Management Presented by Andrew Foreman Janet Lee Angie Morgan

2 Do homework assignments really help my child learn? Review and practice what has been learned Get ready for the next day s lesson Learn to use resources, such as libraries, reference materials, and encyclopedias Explore subjects more fully than time permits in the classroom

3 John Rosemond s Seven Hidden Values of Homework. Responsibility- The ability to assume ownership of that which rightly belongs to you. Autonomy- To be self-governing, to stand on your own two feet. Perseverance The Little Engine that Could Time Management The ability to organize time in an effective, productive manner, to complete tasks on schedule without compromising quality. Initiative- To be self-motivated and assertive, to be decisive in defining and pursuing personal goals. Self-Reliance To have trust and self-confidence in your abilities. Resourcefulness The capacity to find, invent, or adapt creative means of solving problems.

4 Marzano s High Yield Strategies Robert Marzano, author of Classroom Instruction That Works, Research based Strategies for Increasing Student Achievement, agrees that parent involvement should be kept to a minimum.

5 When is my child supposed to do his/her homework? Know Your Child Does your child work best right after school? Does your child work best after having a break? Does your child work best first thing in the morning? Whatever you find to be the most productive time should remain constant.

6 How involved should I be with my child s homework? According to John Rosemond in Ending the Homework Hassle, there are two kinds of parents: Which one are you? The Over-Involved Parent Hovers The Consulting Parent Available Assumes Responsibility Encourages Dependence Sends Negative Messages Assigns Responsibility Encourages Independence Sends Positive Message

7 Teachers prefer the consulting type of parents. Consulting parents produce more independent children.

8 How does an over-involved parent impact a child? Many studies show somewhat negative effects when parents are asked to help students with homework (Balli, 1998; Balli, Demo, & Wedman, 1998; Balli, Wedman, & Demo, 1997; Perkins & Milgram 1996) Children don t feel the issue of homework is his/her problem Parents are compensating not correcting the problem Children are not being held accountable.

9 John Rosemond s ABC s of Effective Homework

10 A All By Myself Choose a personal and private place for your child to study as in a room or study instead of a family place like the kitchen table. This makes the child feel like it is his homework and will lessen a parent s urge to hover. Create a homework survival kit Include all the necessities for completing homework like sharpened pencils, paper, ruler, dictionary, thesaurus, markers, colored pencils, crayons, a calendar, and math flashcards. Make all the materials available so the child does not constantly need to keep run to an adult.

11 Nightly Homework Checklist Monday Tuesday Wednesday Thursday Friday Unpack Backpack Put notes in box Put graded papers in box Check timeline for completion of homework Complete Homework Put homework in folder for the next day Put backpack by the door

12 B Back Off Stay out of the child s way unless you are asked. Avoid asking these questions: Do you have any homework? Do you need help with your homework? Let the child come to you for help. This will teach initiative. Rosemond says, Remember the value of things learned the hard way. Make your child come to you for help, don t run to the rescue at the slightest sound of frustration. Perseverance.

13 There are two reasons why a child would need help: 1. The child is truly stuck and needs help. 2. The homework is finished and the child would like for you to check the homework. At this time parental involvement should still be restricted to: clarifying or reinterpreting directions; demonstrating or giving an example of a particular procedure; reviewing or checking work for accuracy, clarity, and adequacy. **Please note, most teachers would prefer you spot check an assignment for accuracy not grade the entire assignment.

14 C Call it Quits at a Reasonable Set an upper time limit Hour For instance, the child is to have all homework done by 7:00 when it is family time from 7:00-8:00. The child must make sure all homework is done by this time. This will teach your child time management. Do not allow the child to push beyond the time limit. The child may receive a low grade because work was incomplete, but sometimes we learn the hard way. It may get worse before it gets better, but hang in there.

15 Implement the ABC s of effective homework. Wait it out several weeks. (Three to four weeks.) *It will probably get worse before it gets better. *The child will be thinking, Are they really going to follow through?, and, They won t let me get a bad grade. Set the upper limit and stick with it. *The child will decide whether he will sink or swim. *Most children decide to swim

16 According to Rosemond, if your child does not chose to swim... It is time to take the bull by the horns and manage the child toward making the correct decision. It is time to motivate!! Parents and the teacher must agree on a means to monitor school performance. Both parties must agree and follow the plan. But remember, the child must still be made accountable for the current problem. In other words, the child and only the child must shoulder both the emotional and practical consequences of the problem. In specific terms, if the child fails to do his homework, no one should get upset but the child, and no one should be inconvenienced but the child.

17 How can I help my child with his/her homework? The age of your child will determine the amount of help to be given. *But remember, what you do in the beginning will set the precedent for what happens later. It is always harder to back off the amount of help. The first of the ABC s should apply for all children regardless of the age. The second and third approach should change depending on the age.

18 For younger children (K-1), parents may want to take an inventory with their child of the homework that must be completed. Then a time limit can be established from the amount of work to be completed. The parent should set a consistent starting and ending time. Younger children may need gentle reminders about getting started on homework. Once the child is working in the designated area, parents might check in briefly to see how things are going. However, the deadline should still be enforced.

19 For Grades 2-4, parents should follow the ABC s. A All by Myself B - Back Off C - Call it Quits at a Reasonable Hour

20 What is a reasonable amount of time for homework? Each night and week will bring a variety of homework so the time spent may vary. The corporation has set the guidelines of 10 minutes per grade level. First grade 10 minutes Second grade 20 minutes Third grade 30 minutes Fourth grade 40 minutes Remember to set an upper time limit and to stick to it.

21 What happens if my child comes home and says he/she has no homework? There should still be the designated homework time. Keeping the scheduled time will make homework consistent for the child. It won t be a battle but an expectation. If there truly is no homework to be completed your child should: Read Practice Math Facts Practice Spelling Words Write in a Journal

22 We appreciate your dedication and willingness to make your child a successful, independent learner.

23 It may sound strange to say, but if you want to help your child develop a successful attitude toward the challenges of life, you must not be afraid to frustrate him. John Rosemond

24 Rosemond, John. Ending the Homework Hassle: Understanding, Preventing, and Solving School Performance Problems, A Universal Press Syndicate Company, Kansas City, MO, 1990.