We seek to develop a “Growth Mindset” instead of a “Fixed” where effort is linked to the product and goal. We speak to our students and evaluate their work and that makes all the difference. In order to encourage talent, we need to praise the effort needed in order to create the quality of work we come to expect from our students. Rubics, Evaluations, Comments, Conversation
By assigning homework, we seek to strengthen and enhance our skills development and curriculum content, evaluate students’ level of understanding, offer opportunities for independent exploration of topics of interest, and yes, at times, allow for the completion of unfinished class work.
Homework also helps develop crucial independent learning skills such as organization, time management, and studying.
Through the completion of meaningful homework, students have a chance to consolidate their knowledge, use skills learned in the classroom, and extend their proficiency.
We give work that is relevant to the curriculum being taught. Students need to feel that what they are doing is an extension of a great class.
There is usually a strong connection between the students and assignments.
We like to stop class five to seven minutes early to allow ample time to write down assignments and clarify expectations. This is helpful for all students.
The Educator (cont.)
Share strategies with parents for creating an optimal work environment at home.
Construct homework assignments with a creative edge.
Offer variety and choice and focus on interest when possible. (Exhibitions, Long-Term Class projects, II’s)
Keep a great record of incomplete, missed, or repetitive missed assignments.
Conversations @ School
Has your child asked for assistance from a member of the faculty?
Let your child know that each of his/her teachers cares about their learning.
Have them make an appointment to see a teacher, or simply stop them before or after class, or in the hall.
Have you contacted your child’s advisor?
Most importantly, make “us” aware of what you observe at home. After all the child you send is the student we see.
Conversations @ Home
Have you talked about the homework policy with your child to make sure everyone is in agreement?
If you’re encountering resistance from your child, find out why.
Is it the sheer volume of work?
Is it the level of difficulty?
Is it a matter of clearly defined expectations?
Are you asking to see their planners and binders too often?
It’s often helpful to keep a homework log for a week to illustrate
actual time spent, level of challenge, etc. This log can serve
as a basis for a conversation with the advisor or the teacher.
Problems You May Face
Too little time on Homework…
set up a schedule, have designated HW time
Frustration with Homework…
identify the specific source of frustration (level of work, due date, directions, teacher expectations, too tired, can’t do anything else- ever!, You may also need to encourage them to ask questions in class, check web site, call another student, or set up a reward system or limit other activities.
Problems We May Face
Forgetting to write an assignment down. Long-term planning and deadlines. Binder is a Mess Locker is a Mess
On the Printer In the Car On the Bus In the Locker Dog Ate… Never Saved it / Forgot to Save It USB Issues Computer Crashed
While we have yellow slips and “Dog Ate” homework policies, we certainly have a variety of interventions that are based on student need besides Homework Club, including:
Before and After School check in with advisor
Teacher appointments and tutoring
Homework Logs or Diaries
It’s often helpful to keep a homework log for a week at home to illustrate actual time spent, level of challenge, record issues or see improvement, etc.
This log can serve as a basis for a conversation with the advisor or the teacher, as well as with your child.
Purpose of Homework Club
Scaffold students into becoming comfortable with homework completion by offering:
a structured place in which to complete work
A wealth of Print Resources
Assistance from Faculty Members
Record keeping system for work completed
Monitoring to pinpoint “issues.” (Organizational, Motivation, Focus, and Questioning)
Computers and Printers
A Time and a Place to Work
Based in Personal preferences:
Dining room table OR their own desk in their own room?
All at once or in spurts?
Right after school OR later in the evening?
Friday night OR Sunday night OR both?
Make it comfortable!
Free from Distractions
Sport or Event Practice
Computer monitoring- filtering, public place
Computer assistance- “fixing”
Checking in- looking over planner, making a plan, scheduling the night (rides, activities, dinner time, bed time)
Negotiating resources- computers, space
Looking over work- editing, proofing, checking directions
Listening to oral presentations- timing, pace
Gathering materials- library, store, around the house
Helping – when asked!
Some Things to Avoid
Doing the work
Owning a project in any way- from conception to completion (including time management)