THE HOMEWORK DEBATE by Jennifer V. Hutcheson
W
hen a Texas teacher announced a new no-homework policy for her second-graders in August, many parents cheered. A posting about the policy on Facebook has been shared more than 74,000 times. Some teachers and entire schools have adopted similar policies, but most have not. Homework remains a source of great debate: Does it improve student performance? Or, as the Texas teacher said in her note to parents, would students be better served if their families ate dinner together and read together and kids played outside and got a good night’s sleep? Atlanta Parent wanted to dig deeper into this issue and hear the perspective of local parents as well as the national experts. 32 Atlanta Parent January 2018
The Case for Homework Parent Teresa Ebbs of Atlanta, a mom of four, explains her approach to homework: “It should all be review. There should be nothing that they have never seen before. It should just be checking for understanding ... That way their teachers can see gaps in learning on homework instead of on tests and quizzes” and adjust their instruction. This approach to homework has helped to minimize stress and allowed Ebbs to see the benefits of the work that her three oldest children have been assigned at Immaculate Heart of Mary school in Atlanta. Her children have developed time management skills, responsibility and independence. She also appreciates the way the school gradually increases homework so that the students will be prepared for middle and high school. In a recent Harvard Ed Podcast, Duke University Professor Harris M. Cooper echos Ebbs, saying that his extensive research has revealed the following benefits of homework: n The opportunity to practice material learned at school n The opportunity to emphasize the importance of learning n Parental insight into what their child is learning n Teaching study skills, time management and independence
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