I’ve been working on this post off and on since we started school two weeks ago. It might seem strange that homework could take me so long to wrap up, but really it's huge. It’s hugely debated. It’s hugely influential in our students' success. I just finished reading Ditch that Homework by Matt Miller and Alice Keeler. It was a great read. In addition to backing the “no homework” movement with sound research and reason, it walks through many in-class strategies that can help make your time with the students more efficient, lessening the need for homework. If you’re a teacher, consider these questions regarding your homework:
Reasons to consider the switch…
Ideas for making the best of your day with your students so they can make the best of their evenings, minus homework….
In the following points, I will blend my summary of the chapters and personal thoughts. If you like these ideas, read the book. It is jam-packed with so many valuable insights, I couldn’t possibly highlight them all right now. Ditch that textbook: When you think outside of the box, prepare lessons that are creative, meaningful and engaging, you will find yourself using textbooks less. Make learning something kids want to do, inspire them, engage them, and you’ll find getting them to participate will be a whole lot easier. Ideas…
Ideas…
Ditch that referral: This, I could go on about forever so I will leave, for now, just this great quote: “For a student, a solid relationship with a trustworthy adult is a lighthouse in a tumultuous sea of uncertainty, which means that one of the most important things we can do, as educators, is build positive relationships with students-- the kind of relationships that make kids want to come to class.” (p. 40) Ditch that resistance: Parents, most, want to be involved, want to know what their kids’ days are like, and want to understand their child’s abilities. For some, daily homework may help them feel these needs have been met. Help them understand your intentions by providing them with research, listening to their concerns, and connecting with them. Ideas...
Ditch those habits: How do you learn best? Sitting still for hours on end? Probably not. Research suggests that incorporating physical activity in students’ days increases their cognitive abilities. This includes P.E., recess and in-class movement opportunities. Our “students need less time being still and quiet to achieve more academically.” (p. 78) This chapter also hits on the idea of letting them make mistakes. Don’t we all learn from our mistakes? Consider letting them solve a problem before being taught the solution. I struggle each year to get my students to take this plunge. They’re used to being feed procedures and repeating steps. Learning them on their own, even if they fail on the way will make their understanding so much deeper. Ideas…
The exchange for active time may equal more attentive time, which I think, is a worthy trade. Ditch that remediation: Homework should not be used for remediation. If students are struggling on an assignment, sending it home to struggle only makes it worse. It adds frustration and reinforces bad practices. Helping students have a deeper understanding eliminates the need for remediation. Ideas:
Ditch that compliance: If we really sit down and think about what we are preparing our students for, we need to think about what their future employers will be looking for. Is it compliance? Don’t get me wrong, we need to teach, and model, respect. But we also need to equip and inspire students to be thinkers, creators, questioners, and collaborators. All of these skills are hard to measure on standardized tests but do make for great employees. Especially in the fast-moving innovative world we live in now. Maybe the best quote from the book: “Students are still learning how to live life, and the way they think and operate creates a hot mess in our classrooms. Instead of avoiding those messes, we’ve got to pull on our rubber boots and wade through the mess with them. Yes, it requires time and patience, but it’s also how we can help them learn to make better decisions in the future.” (p. 123) Ditch that red pen: Find ways to make their efforts more meaningful. If students are unsuccessful at a task and we move on, it tells them that that task isn’t meaningful, or that their understanding isn’t. Ideas:
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Niki EgelhoffI love learning and sharing ideas. Please join in my conversations. Archives
January 2019
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