Does homework extinguish the flames of curiosity?
Although many 7-year olds (and their parents) are celebrating the scrapping of government guidelines saying they had to complete an hour of homework each week, the rest are still labouring away. And while a few voices, getting increasingly louder, are asking “what are we doing this for?” the reality is that in the UK children start homework in Year 1, and by Year 10-11 are completing up to 2½ hours a night.
And few of them like it. And not many of us enjoy it either
Homework can be the single most stressful issue in a home (at least 50% of parents report having serious rows with their children over homework that involve yelling and crying – the reality is probably higher given a natural reluctance to admit that these things happen) and homework can come to dominate our schedules, and our conversations with our children.
In addition to our parenting role, which can be stressful enough in its own right, in the evening we have to don our teaching hat, and support our children who have already been at school for maybe 8 hours already to do more work sheets, essays, test papers etc.
The ‘quality’ moments where we build and boost our relationship with our children are usually the first casualties of the ever-increasing levels of homework. It also reduces their time for unstructured play or thinking and processing time. However, we all want our children to do well at school, and while the debate will continue to rage about whether children need homework, how much should be set, what type, when it should start, and the rest, back at home the parental role is to help our children cope with whatever homework they bring back.
So, what is homework for?
It may seem like a simple question, but the answer may not be that straightforward and until we understand what we are hoping our children will gain from homework , we can’t be sure HOW to help them.
Is homework to improve their learning? Or for them to gain study skills? Does homework teach children about responsibility and self-discipline? Or as Alfie Kohn suggests in ‘The Homework Myth’ is homework simply something they need to get used to, because that in itself is a life-skill they need to learn?
There’s a lot of research about homework – although most of it starts from the premise that homework should exist and then aims to demonstrate that it benefits students. In ‘The Homework Myth’ Alfie Kohn lays out the case against homework. The evidence he presents is compelling, if a little overwhelming.
And the central problem is that we’re just not asking the right questions – we ask how we can strengthen our children’s back muscles so they can carry increasingly heavy back-packs, and we don’t ask why they’re carrying so many books, and whether it is doing them any good. We ask how much is the perfect amount of homework in order to increase test scores, and we don’t ask whether tests are a good way to improve learning. We accept homework, and we content ourselves with asking questions about the detail, rather than challenging the concept.
These are good questions for parents and schools to ask and we need to educate ourselves about this. I do believe it is important that we question rather than simply accept, that we talk to each other, and share our concerns with our schools; that we don’t meekly accept without question something that we don’t always believe is right for our children. For now we have homework and so I want to focus on how we can help our children not just cope with it and not lose their natural love of learning but to be motivated to do it, to develop creative thinking and to get into independent habits of study.
Many schools officially encourage parents to let them know if a child is struggling with homework. But it’s not easy to do this – there are many credible reasons why we feel uncomfortable about it. We may accept that homework should be difficult, that children will dislike doing it, and we don’t want to be seen to be indulgent to our child, or cause a fuss…. It’s a long list. (My 11-year old son didn’t want me to discuss a recent comprehension with his English teacher because he didn’t want his mates to see that his mother had come into the classroom – it’s my world, he said, and it’s not cool for your mum to come in….).
So, as well as considering taking an active role in the homework debate for future children, what shall we do for OUR children in the here and now?
First, let’s go back to the question of what we hope our children will gain from doing homework.
In our classes we ask parents what characteristics they want their children to develop. No parent has ever said they want their children to buckle down and accept things without question, instead they say they want their children to be curious, self-motivated, to know themselves, to be confident to share their opinions, and much more.
Let’s look at a few of the qualities that we strive to bring out in our children, and see how they relate to homework.
In theory, homework COULD teach our children to take responsibility for their own learning, but, in real life, we don’t often give them the chance to take any responsibility for it. The school decides it must be done, the teacher decides what it shall be about, and, in most families, the parents decide the where, when and even how. (“Use this pen, sit here, no you can’t have music on, underline this, rub that out…..”) In fact, we usually don’t even let our children have the responsibility of remembering to do homework – a Californian study found that parents raise the topic of homework within 5 minutes of meeting their children after school!
What shall we do?
(1) Hold back asking them about their homework – give them a chance to mention it first, and take ownership of their homework.
They may remember and mention it themselves, which is a great opportunity for Descriptive Praise, or they may not. Rather than believe the worst (they’ve forgotten it, they don’t take this seriously, they’ll never achieve anything in life unless I make sure it gets done….) instead, take a breath and consider why they may not have mentioned it. Chances are they’re used to you bringing it up, or they’d simply rather tell you about something else about their day first. Or, of course, they’re not looking forward to it…
If you really can’t wait to raise the topic, try a gentle reminder (“Do you think we’ll get some time after tea to play that game?” or verbalise their reluctance (“Guess the last thing you want to think about right now after a busy day is your homework….”)
(2) Rather than impose the homework schedule that you believe is best, involve them in creating it.
Sit together and discuss the where’s and when’s and how’s – it’s perfectly reasonable that you set the parameters (they need to be where you can hear/see them,) and it’s effective and fair when they take some ownership of the details (have a snack first).
I have, in the past, dictated the chair my sons sat on, and the direction they faced. I insisted homework was attended to before anything else, including a meal. Then I realised I was using the food as a lure, and I wasn’t comfortable with this. As growing boys with growing appetites, they needed food before they could concentrate for another nano-second, and as normal boys with huge energy levels, they often need to blow off steam first before settling down for another session of study. So, the routine in our home has changed recently – their favourite option is eat, play, study, which (rather unsurprisingly) is my least favourite option! However, it’s working so far.
Start small, and let them make small choices about their homework NOW so they can make big choices about their homework IN THE FUTURE. (We don’t get better at making decisions by having them made for us!) Much resentment is avoided when they feel they have a measure of control.
(3) When the homework is completed, encourage them to look through their work and suggest improvements to you.
This replaces us pointing out the errors they have made– not only is this de-motivating, it doesn’t help them get into the habit of checking their own work, and spotting improvements. When we encourage them to look for themselves, it helps them get used to the idea that they will make mistakes, but they can identify them, and put them right and move on.
“You’ve managed to get lots of capital letters and full stops in here. They make your sentences easy to understand. Can you find any places where a full stop or capital letter would make it even clearer?” “You’ve been working hard on your spelling, and it shows in this piece of work. Are there any words you’re unsure about and would like to check?”
Creativity, motivation and the love of learning
The majority of homework is repetitive – and while some repetition is necessary for transferring to our long term memories things like times tables, spelling words and French verbs (and even then there are more creative/fun ways of doing this) doing the same thing over and over again is boring for those who can already do it, and depressing and stressful for those who can’t. Not only that, it can limit our ability to search for alternative ways to answer problems, and research shows us over and over again that doing something because you HAVE to do it decreases motivation.
“Homework may be the single most reliable extinguisher of the flame of curiosity.” Deborah Meier, quoted in ‘The Homework Myth’
Of course we want to teach our children – let’s allow the teachers to focus on the front-end academic side, and let’s focus on teaching our children about real-life. And there’s an awful lots of maths, English, Science, Geography and History in our every day world – there’s even a fair amount of Latin!
What can we do?
(1) Go out – and take school learning into other areas, and make it fun!
We can visit museums, galleries, exhibitions, theatres, as well as watch films and TV programmes, about the topics they’re studying. Or simply go for a walk and talk…. Or let them go out in the dark to see the stars or let the children take the lead on how to pursue an idea as they do in some schools in Finland, a country at the forefront of academic excellence and one that eschews the ideas of homework and testing.
(2) Stay in – and make fractions and ratios real
It’s not as hard as it might seem – watch a bath run and see how things sink and float, or how much water is displaced, or ripples move; make a cake or salad dressing, and weigh ingredients and see how they mix together or not; have a Victorian evening, with candles and playing cards; plot holidays on a globe or atlas, dress up like an Egyptian, make an ant-factory, have a scrapbook or project about anything that interests them.
3) Model an interest in learning
Each and every time we sit down to read a book for fun, or pick up a dictionary or search the web to find something out we don’t know, or visit a museum or art gallery or go to a talk or do some form of training we set our children a great example that learning takes place throughout our lives.
Independence and involvement
Children are encouraged to do their homework on their own. However, research is showing that working with others, brainstorming and collaborative work, is more productive than working alone.
So that brings up the contentious issue of parental involvement. We know we’re not supposed to actually do their homework. (In my experience, my ability to do their homework didn’t last as long as I expected or hoped it might…. but then I ‘learned’ a lot by rote, and out of fear, perhaps it’s not surprising most of it has evaporated.)
Research shows that when parents get involved, the level of stress rises. When parents are told that the homework is for a test, they tend to interfere with the homework more, and the child tends to do less well on the test. When parents are not aware there is to be a test, they tend to stand back more, and the child tends to do better in the test.
What can we do?
(1) Discuss their homework with them in a positive way– not is it finished or where have you put it, but ask their opinion, share ideas and thoughts.
This is particularly true for reading. Of course, repeated practice helps children become proficient readers. But reading for enjoyment’s sake is one of the first casualties of homework. Once a child has to read a certain amount of their book, or read for a set amount of time, it becomes a chore and the love is lost.
“The best way to make students hate reading is to make them prove to you that they have read.” Alfie Kohn in ‘The Homework Myth’
After your child has read, either with you or on their own, rather than sign the reading book, talk for a few moments about what they’ve read. If appropriate, perhaps your child can fill in the reading book – putting the date and number of pages read – and give it to you to sign-off. It’s these tiny acts that help them feel involved – that homework is something they do, not something that is done to them. Don’t reward kids for reading other than to praise them for their progress – it should be enjoyable for itself and if we dangle a carrot then we are undermining that message.
(2) When they moan and complain about homework, hear them.
When we listen to their complaints we may worry that we are agreeing with them. We worry that if we validate the negative things they say they will become negative about other things whereas we want them to be positive. None of this is true. (“I hate this homework, why do I have to do it?” “I hate it too, and I don’t understand why they keep giving it” –this is agreeing – as opposed to “It’s tough having to sit down and do more maths, when all you probably want to do is curl up, or run outside, etc.”-this is empathising)
We’re allowing them to tell us how they feel. How children feel about homework is very important as it affects their whole relationship with school, studying, and learning. When we empathise with them, we can actually lower their reluctance or resistance to doing it and let go of their negative feelings. When we try to explain or cajole them to do it, or make them feel wrong for complaining, we give them the message that their instincts and emotions are wrong, and they need to learn to over-ride them and get on with doing as they’re told. Not only that, they can’t talk about it with us because we’re not going to hear it. Not really the life lesson we want our children to learn, nor the relationship we hope to have with them. When they feel heard they have the experience of someone validating their perspective. When we acknowledge their point of view we can help them be calm and move on.