Primary School Homework — Is there Any Point?

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The issue of Primary School Homework is one of the most contentious in education. A quick scan of the newspapers and social networking sites reveals a regular debate that never generally seems to reach any kind of resolution, not least because the four parties involved (policy-makers, schools, parents and the children themselves) rarely see eye-to-eye on the matter.

For policy-makers — usually several steps taken off the class room — homework is often perceived as a panacea for ailing achievement levels. If children can do more outside school to Essay on Covid bolster what they have trained in the class room, progress will be faster and standards will rise faster.

The reality is not so simple. For while some parents positively welcome homework, seeing it as a sign of a school’s serious motives, there are many more who regard it very little more than an unwelcome attack into family life, for a variety of reasons.

Some simply harbour a straightforward belief that children work hard enough at school and need time to charge their batteries in the early evenings. Any teacher struggling to motivate a tired class on a Friday afternoon will likely support this view to some extent. Given, too, that more active and creative subjects are increasingly being squashed out of course load time, there is much to be said for the argument that children should be using time outside school to explore other, non-academic or active hobbies. After all, achievement in Maths and English is a relatively slim part of being a healthy, well-rounded individual.

Other parents could see some value in homework in principle but disagree with how it is actually administered. Typical bone fragments of contention are the fact that homework may not be marked or followed up properly in class, that there doesn’t appear to be any specify those things set, or that the tasks are too difficult.

The issue with Homework

Sometimes these issues arise because policy obliges a teacher to create homework, yet it is then treated as optional by some members of the class. Sometimes, however, a child can take place to have understood a concept in class but then struggles to approach a encouragement activity independently beyond the class room. The child may, understandably, be upset and these feelings may be made worse if the parent tries to go into detail but uses a different method from the one the child has been taught, or if the parent helps too much and it becomes more their work rather than the child’s. In both cases, the value of the homework task is immediately reduced.

Alternatively, the parent may try to stave off arguments and further frustration simply by informing the child that the homework is too difficult so they really need not do it. In that scenario, the child is caught between the principal characters in their two separate industrys, often without the skills to negotiate the situation diplomatically. In such circumstances, parents often voice negative opinions about homework in general, which can’t help but foster a poor mindset in the child too. While parents are entitled to be concerned if homework is the frequent cause of arguments or frustration at home — many teachers value such feedback as it is another reference specify help them gauge how well a child’s capacity to work independently is developing — parents are not necessarily equipped with the pedagogical skills to evaluate the inherent educational worth of a particular homework task.

Then, of course, there are children and parents who find themselves in complex personal and domestic circumstances where homework simply cannot register as a priority. For some children, it may not be practicable to complete homework over the weekend: that might be work-time they spend with a parent they only see at weekends.

Theory Versus Reality

Teachers and enrollees alike are caught between the attractive theory of homework and the somewhat messier reality. Many times a homework task can take place beneficial theoretically. Simple encouragement of a exact concept covered extensively in class should, for example, be a worthwhile exercise. However, when you aspect in fatigue, the chance that the child has forgotten what specifically they have to do, other calls on the child’s time and disruptions, and parental input or lack of it, at best you have a pretty blurred picture of how well the kids in the class have assimilated that particular concept. In other words, a homework task may be completely valid theoretically, but in practice other factors come into play that may take away from the educational value of the task, sometimes to the extent where it is caused to become unnecessary.

When primary-aged children are still developing the ability to work independently and often work in twos or groups within the class room, setting homework tasks that almost by definition must be undertaken independently seems somewhat out of step. Thus homework soon begins to look like a box-ticking exercise, designed to appease those who are interested but with little built-in value.

Yet is that true of all tasks teachers expect their students to complete beyond the class room? Learning spellings, multiplication tables and tellings are tasks that appear to appeal more readily to parents and can have a direct impact in the class room, so might be perhaps less suspect as homework tasks. Progress is easier to gauge and methods are less open for discussion or confusion, in particular when the school sets its policies and approaches out clearly.

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