While some proponents of homework believe in its purpose, a question still persists about the role of homework in determining the student’s grade. Should homework be assigned and graded on a regular basis, or should it be viewed as an educational means to an end? As a means to an end, should one centralized school or district policy govern homework, or should some flexibility exist?
Education consultant Ken O’Connor (1999) suggests eight guidelines for successful assessment, which includes a directive to not mark every single assignment for grades, but rather take a sampling of student efforts in order to assess how much they have learned. His approach pushes for a more standards based approach in determining grades, combining formative assessment to track students’ grasp of lesson concepts as they learn, enabling adjustment of teaching practice on-the-fly, and summative assessment in the form of a test or quiz, which measures the level of student knowledge and understanding after the learning process. This is also a valuable tool for the teacher, as they may be better able to gauge the efficacy of their lessons and unit.In a study conducted by Hill, Spencer, Alston and Fitzgerald (1986), homework was positively linked to student achievement. They indicate that homework is an inexpensive method of improving student academic preparation without increasing staff or modifying curriculum. “So, as the pressure to improve test scores continues to increase, so does the emphasis on homework” (p. 58). 142 school systems in North Carolina were contacted.
Of the initial 142 schools, 96 responded, and were sent three-part questionnaires seeking information about the existence, scope, development and evaluation of homework policies in their schools. The researchers cite several general conclusions based on their findings, including the importance, and apparent lack, of homework policies in existence. Despite the pervasive nature of homework in every participating school, only 50% of the schools indicated the existence of a written homework policy.
Amongst the policies reported by the other half of the participating schools, most of the policies specified the type or quality of homework to be assigned, and allowed some flexibility in the assignment and evaluation of homework. The authors indicated:
. (Hill, Spencer, et. al, 1986, p. 68)
Homework is seen as a valuable resource for teaching, allowing students to practice, and in doing so, learn the unit material. This study documented the importance of flexibility in the assignment and evaluation of quality homework assignments, but also the alarming lack of a written homework policy in 50% of the participating schools.
It can be drawn from this study that some type of homework policy is necessary, as is the assignment of higher cognitive types of homework and the flexible assessment and grading of that work in order to foster and track student learning.
Cauley and McMillan (2009) define formative assessment as, “A process through which assessment-elicited evidence of student learning is gathered and instruction is modified in response to feedback” (p. 1). The authors suggest the use of feedback in the process, but suggest a steering away from performance-goal oriented extrinsic motivators such as grades. Emphasis on performance and grades during the formative process can be detrimental to eventual student achievement because it might shift student focus away from their goal of mastery of course material to concern over the way their abilities might be judged by their peers (Cauley & McMillan, 2009, p. 3).
Constructive feedback throughout this process maintains the focus on mastery goals created at the outset, and provides the student with the support necessary to make connections between new learning and prior knowledge. Homework, ongoing formative assessment, and feedback are all considered to be part of the instruction process. Grading and recording the work completed throughout this time would not accurately create a record of the student’s level of understanding and knowledge because they are still in the process of learning the material.
McMillan, Myran and Workman (2002) conducted a study of over 900 teachers in order to investigate the assessment and grading practices in practice. The authors used surveys returned by a sample of 901 participating teachers of grades 3-5, representing a total population of 1,561 teachers of those grade levels from 124 schools near Richmond, Virginia.
The surveys featured a 6-point scale for participants to rate the emphasis they placed on different assessment and grading practices, with 1 being and 6 representing The findings revealed relatively low emphasis on homework grades, but also a positive correlation between the importance of homework and increasing grade levels. The authors state that:
. (McMillan, Myran, & Workman, 2002, p. 209)
This study documents the importance of homework in the construction of knowledge, but also identifies the fact that there was little emphasis placed on the grades for that work. The majority of the assessment for the students was derived from test and quiz scores, or other forms of summative assessment.
O’Connor (1999) begins his list of eight guidelines for successful assessment with the indication that the only acceptable basis for student grades is their own individual achievement. He goes on to specify that grades recorded must measure the student’s achievement of the learning goals established at the outset of the unit. This suggestion is aligned with the information provided by Cauley and McMillan (2009), which emphasizes the importance of setting mastery goals prior to the instruction process.
They also convey the idea that feedback, and not grades, should be used during the learning process, as formative assessment takes place. The true measurement of what the student has learned comes at the end of that learning process, in the form of a summative assessment, which McTighe and O’Connor (2005) suggest also be used at the outset of the unit to establish realistic performance goals:
. (McTighe and O’Connor, 2005, p. 2)
Waiting until the end of a unit, however, to measure student learning is a mistake, since the time for instruction and learning of that material has ended. It is in the course of the instruction and learning process that McTighe and O’Connor also place importance on the formative assessment process.
Homework is a form of formative assessment, along with draft work, ungraded quizzes and other exercises used with the intent of guiding and instructing the student to promote higher-level cognitive connections. Placing little or no emphasis on grades on those types of exercises and activities allows for focus on the mastery goal, and keeps feedback constructive. “Although teachers may record the results of formative assessments, we shouldn’t factor these results into summative evaluation and grading” (McTighe & O’Connor, 2005, p. 1).
This philosophy could be seen in the low levels of emphasis placed on homework grades in the study by McMillan, Myran, and Workman. Effort, ability, and improvement remained important factors in that study, and McTighe and O’Connor echo that idea in their discussion of replacing old student achievements with new ones. They take into consideration, the varying learning curves of different students, and their progress toward goals set at the beginning of the unit. A student will likely have a greater mastery over the unit material at the end of instruction, than at the outset of instruction.
That point, at the end of instruction is the appropriate time to measure what the student has learned, allowing improvements to replace previous difficulties or failures. McTighe and O’Conner (2005) note, “Allowing new evidence to replace old conveys an important message to students – that teachers care about their successful learning, not merely their grades” (p. 6).
The material reviewed has established the importance of the existence of a flexible, written homework policy on a school or district level. Mr. O’Connor presents a total package, in this respect, to schools and districts that are seeking to establish a policy, or re-evaluate their current one. Following my research and analysis of the relationships between the literature, and Mr. O’Connor’s work, questions still remains unanswered, possibly to be addressed in further study: Will students be motivated to complete homework and/or classroom activities that they know will not be graded?
If there were a problem with student motivation in this respect, what would the impact be on achievement in a setting where the same, or similar type of policy is in place? If a teacher wishes to use homework for the purposes of ungraded formative assessment, they must be certain that the work is truly that of the learner him or herself, with no outside assistance coming from family members or tutors they might see outside of school. This is a major problem related to the use of homework in this way, as homework results may not truly be indicative of the student’s acquired knowledge.
Cauley, K., McMillan, J. (2009). Formative assessment techniques to support student motivation and achievement. Retrieved from Professional Development Collection.
Good, T., Brophy, J. (2003). Boston: Allyn and Bacon.
Hill, S., Spencer, S., Alston, R., Fitzgerald, J. (1986). Homework policies in the schools. . Retrieved from Professional Development Collection database: .
McMillan, J., Myran, S., Workman, D. (2002). Elementary teachers' classroom assessment and grading practices. . Retrieved from Professional Development Collection database: .
McTighe, J., O’Connor, K. (2005). Seven practices for effective learning.
O'Connor, K. (1999). Arlington Heights: .
Retrieved from Professional Development Collection.Good, T., Brophy, J. (2003). Boston: Allyn and Bacon.
Hill, S., Spencer, S., Alston, R., Fitzgerald, J. (1986). Homework policies in the schools. . Retrieved from Professional Development Collection database: .
McMillan, J., Myran, S., Workman, D. (2002). Elementary teachers' classroom assessment and grading practices. . Retrieved from Professional Development Collection database: .
McTighe, J., O’Connor, K. (2005). Seven practices for effective learning.
O'Connor, K. (1999). Arlington Heights: .
Carbone II, S. A. (2009). "The Value of Homework: Is Homework an Important Tool for Learning in the Classroom?" , (12). Retrieved from
Carbone II, Steven A. "The Value of Homework: Is Homework an Important Tool for Learning in the Classroom?" 1.12 (2009). < >
Carbone II, Steven A. 2009. The Value of Homework: Is Homework an Important Tool for Learning in the Classroom? 1 (12),
CARBONE II, S. A. 2009. The Value of Homework: Is Homework an Important Tool for Learning in the Classroom? [Online], 1. Available:
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Homework, a word you often hear at school. It’s the tasks your teachers give you to do at home. It’s not always fun, but it’s a big part of learning.
You might wonder why homework is important. It helps you practice what you’ve learned and prepares you for upcoming lessons.
Hello everyone, today’s topic is ‘Homework’.
Think of your favorite sport. To improve your game, you practice it repeatedly, right? Homework follows the same rule. It helps us practice what we’ve learned in school. It strengthens our understanding and makes us better at the topics we learn.
Now, let’s talk about time management. Got a lot of homework and not enough time? This is where you learn to manage your time. Juggling homework with other tasks teaches you to plan your time wisely. It’s a vital skill for the future.
Lastly, remember, homework is a bridge between school and home. It lets your parents see what you are learning. They can help you, encourage you, and share in your learning journey.
In conclusion, homework is not a burden, but a tool for growth. It helps us practice, manage time, think independently, and connect with our families. So, the next time you get homework, see it as your chance to shine. Thank you.
Also check:
Good day, everyone. Let’s talk about a word that rings in our ears every day – homework. It’s a word that can make us feel many things, sometimes excitement, sometimes dread. But no matter how we feel, homework is an important part of our lives. It’s as much a part of school as classrooms and teachers.
Firstly, let’s talk about why homework is important. It’s not just busy work; it plays a big role in our learning. When we do homework, we practice what we learnt in school. Imagine if you wanted to learn how to ride a bike and you only tried it once. You may not get it right. But when you practice riding again and again, you get better at it. Homework is like that. It’s practice. The more we practice, the better we get.
But, homework is not just about practice. It’s a way to learn new things too. When we do homework, we often have to read books, search the internet, or talk to people to find answers. This helps us to learn new things, not only what our teachers taught us but also things we discover on our own. Homework gives us a chance to be explorers of knowledge.
Also, homework is a tool that teaches us responsibility. When we have homework, it’s up to us to finish it and turn it in on time. No one else can do it for us. This teaches us to be responsible. It teaches us to manage our time, to work hard, and to be dependable. These are skills that we need not only in school but also in life.
However, let’s not forget that too much homework can be a problem too. Just like eating too much candy is not good, having too much homework is not good either. It can make us feel stressed and tired. It can take away time from other things that are important like playing, spending time with family, or getting enough sleep. So, it’s important that we have just the right amount of homework.
Thank you, everyone, for listening. Here’s to homework, the unsung hero of learning!
School Life Balance , Tips for Online Students
Updated: June 11, 2024
Published: January 23, 2020
Homework is a word that most students dread hearing. After hours upon hours of sitting in class , the last thing we want is more schoolwork over our precious weekends. While it’s known to be a staple of traditional schooling, homework has also become a rather divise topic. Some feel as though homework is a necessary part of school, while others believe that the time could be better invested. Should students have homework? Have a closer look into the arguments on both sides to decide for yourself.
Why should students have homework.
Homework has been a long-standing part of the education system. It helps reinforce what students learn in the classroom, encourages good study habits, and promotes a deeper understanding of subjects. Studies have shown that homework can improve students’ grades and skills. Here are some reasons why homework is important:
Many people believe that one of the positive effects of homework is that it encourages the discipline of practice. While it may be time consuming and boring compared to other activities, repetition is needed to get better at skills. Homework helps make concepts more clear, and gives students more opportunities when starting their career .
Homework can be something that gets parents involved in their children’s lives if the environment is a healthy one. A parent helping their child with homework makes them take part in their academic success, and allows for the parent to keep up with what the child is doing in school. It can also be a chance to connect together.
Homework is much more than just completing the assigned tasks. Homework can develop time management skills , forcing students to plan their time and make sure that all of their homework assignments are done on time. By learning to manage their time, students also practice their problem-solving skills and independent thinking. One of the positive effects of homework is that it forces decision making and compromises to be made.
Homework creates a connection between the student, the teacher, the school, and the parents. It allows everyone to get to know each other better, and parents can see where their children are struggling. In the same sense, parents can also see where their children are excelling. Homework in turn can allow for a better, more targeted educational plan for the student.
Homework allows for more time to complete the learning process. School hours are not always enough time for students to really understand core concepts, and homework can counter the effects of time shortages, benefiting students in the long run, even if they can’t see it in the moment.
Many students in North America spend far too many hours watching TV. If they weren’t in school, these numbers would likely increase even more. Although homework is usually undesired, it encourages better study habits and discourages spending time in front of the TV. Homework can be seen as another extracurricular activity, and many families already invest a lot of time and money in different clubs and lessons to fill up their children’s extra time. Just like extracurricular activities, homework can be fit into one’s schedule.
While homework has its benefits, there are also many arguments against it. Some believe that homework can cause increased stress, limit time for extracurricular activities, and reduce family time. Studies and expert opinions highlight the drawbacks of too much homework, showing how it can negatively affect students’ well-being and academic experience. Here are some reasons why homework might be bad:
Should students have homework? Well, that depends on where you stand. There are arguments both for the advantages and the disadvantages of homework.
While classroom time is important, playground time is just as important. If children are given too much homework, they won’t have enough playtime, which can impact their social development and learning. Studies have found that those who get more play get better grades in school, as it can help them pay closer attention in the classroom.
Children are already sitting long hours in the classroom, and homework assignments only add to these hours. Sedentary lifestyles can be dangerous and can cause health problems such as obesity. Homework takes away from time that could be spent investing in physical activity.
While many people that think homes are a beneficial environment for children to learn, not all homes provide a healthy environment, and there may be very little investment from parents. Some parents do not provide any kind of support or homework help, and even if they would like to, due to personal barriers, they sometimes cannot. Homework can create friction between children and their parents, which is one of the reasons why homework is bad.
School is already a full-time job for students, as they generally spend over 6 hours each day in class. Students also often have extracurricular activities such as sports, music, or art that are just as important as their traditional courses. Adding on extra hours to all of these demands is a lot for children to manage, and prevents students from having extra time to themselves for a variety of creative endeavors. Homework prevents self discovery and having the time to learn new skills outside of the school system. This is one of the main disadvantages of homework.
Endless surveys have found that homework creates a negative attitude towards school, and homework has not been found to be linked to a higher level of academic success.
The positive effects of homework have not been backed up enough. While homework may help some students improve in specific subjects, if they have outside help there is no real proof that homework makes for improvements.
It can be a challenge to really enforce the completion of homework, and students can still get decent grades without doing their homework. Extra school time does not necessarily mean better grades — quality must always come before quantity.
Accurate practice when it comes to homework simply isn’t reliable. Homework could even cause opposite effects if misunderstood, especially since the reliance is placed on the student and their parents — one of the major reasons as to why homework is bad. Many students would rather cheat in class to avoid doing their homework at home, and children often just copy off of each other or from what they read on the internet.
The general agreement is that students should not be given more than 10 minutes a day per grade level. What this means is that a first grader should be given a maximum of 10 minutes of homework, while a second grader receives 20 minutes, etc. Many students are given a lot more homework than the recommended amount, however.
On average, college students spend as much as 3 hours per night on homework. By giving too much homework, it can increase stress levels and lead to burn out. This in turn provides an opposite effect when it comes to academic success.
The pros and cons of homework are both valid, and it seems as though the question of ‘‘should students have homework?’ is not a simple, straightforward one. Parents and teachers often are found to be clashing heads, while the student is left in the middle without much say.
It’s important to understand all the advantages and disadvantages of homework, taking both perspectives into conversation to find a common ground. At the end of the day, everyone’s goal is the success of the student.
What are the benefits of assigning homework to students.
Homework reinforces what students learn in the classroom, helps develop good study habits, and promotes a deeper understanding of subjects. It also encourages practice, improves time management skills, and encourages parents to participate in their children’s education.
Generally, it is recommended that students receive no more than 10 minutes of homework per grade level per day. For example, a first grader should have no more than 10 minutes of homework, while a fifth grader should have no more than 50 minutes.
Excessive homework can lead to increased stress, a sedentary lifestyle, lack of free time for extracurricular activities, and diminished family time. It can also create a negative attitude towards school and learning.
Too much homework can significantly increase stress levels and negatively affect students’ well-being. It can lead to anxiety, burnout, and reduced time for physical activity and relaxation.
Yes, homework can promote independent thinking and problem-solving skills by encouraging students to tackle assignments on their own, manage their time effectively, and find solutions to problems without immediate assistance from teachers.
Excessive homework over long periods can lead to chronic stress, burnout, and a negative attitude towards education. It can also hinder the development of social skills and reduce opportunities for self-discovery and creative pursuits.
Technology can provide interactive and engaging ways to complete homework, such as educational apps, online resources, and virtual collaboration tools. It can also offer personalized learning experiences and immediate feedback.
Some schools are adopting innovative approaches like flipped classrooms, where students watch lectures at home and do hands-on classroom activities. Project-based learning and personalized assignments tailored to individual student needs are also becoming more popular.
Educators can balance the workload by differentiating assignments, considering the individual needs and abilities of students, and providing flexible deadlines. Communication with students and parents helps to ensure that homework is manageable and effective for everyone.
Deputy Dean, School of Education, Western Sydney University
Katina Zammit does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.
Western Sydney University provides funding as a member of The Conversation AU.
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Homework hasn’t changed much in the past few decades. Most children are still sent home with about an hour’s worth of homework each day, mostly practising what they were taught in class.
If we look internationally, homework is assigned in every country that participated in the OECD’s Programme for International Student Assessment (PISA) in 2012.
Across the participating countries, 15-year-old students reported spending almost five hours per week doing homework in 2012. Australian students spent six hours per week on average on homework. Students in Singapore spent seven hours on homework, and in Shanghai, China they did homework for about 14 hours per week on average.
Read more: Aussie students are a year behind students 10 years ago in science, maths and reading
Shanghai and Singapore routinely score higher than Australia in the PISA maths, science and reading tests. But homework could just be one of the factors leading to higher results. In Finland, which also scores higher than Australia, students spent less than three hours on homework per week.
So, what’s the purpose of homework and what does the evidence say about whether it fulfils its purpose?
Each school in Australia has its own homework policy developed in consultation with teachers and parents or caregivers, under the guiding principles of state or regional education departments.
For instance, according to the New South Wales homework policy “… tasks should be assigned by teachers with a specific, explicit learning purpose”.
Homework in NSW should also be “purposeful and designed to meet specific learning goals”, and “built on knowledge, skills and understanding developed in class”. But there is limited, if any, guidance on how often homework should be set.
Research based on teacher interviews shows they set homework for a range of reasons. These include to:
establish and improve communication between parents and children about learning
help children be more responsible, confident and disciplined
practise or review material from class
determine children’s understanding of the lesson and/or skills
introduce new material to be presented in class
provide students with opportunities to apply and integrate skills to new situations or interest areas
get students to use their own skills to create work.
So, does homework achieve what teachers intend it to?
Studies on homework are frequently quite general, and don’t consider specific types of homework tasks. So it isn’t easy to measure how effective homework could be, or to compare studies.
But there are several things we can say.
First, it’s better if every student gets the kind of homework task that benefits them personally, such as one that helps them answer questions they had, or understand a problem they couldn’t quite grasp in class. This promotes students’ confidence and control of their own learning.
Read more: Learning from home is testing students' online search skills. Here are 3 ways to improve them
Giving students repetitive tasks may not have much value . For instance, calculating the answer to 120 similar algorithms, such as adding two different numbers 120 times may make the student think maths is irrelevant and boring. In this case, children are not being encouraged to find solutions but simply applying a formula they learnt in school.
In primary schools, homework that aims to improve children’s confidence and learning discipline can be beneficial. For example, children can be asked to practise giving a presentation on a topic of their interest. This could help build their competence in speaking in front of a class.
Homework can also highlight equity issues. It can be particularly burdensome for socioeconomically disadvantaged students who may not have a space, the resources or as much time due to family and work commitments. Their parents may also not feel capable of supporting them or have their own work commitments.
According to the PISA studies mentioned earlier, socioeconomically disadvantaged 15 year olds spend nearly three hours less on homework each week than their advantaged peers.
Read more: 'I was astonished at how quickly they made gains': online tutoring helps struggling students catch up
Homework can be engaging and contribute to learning if it is more than just a sheet of maths or list of spelling words not linked to class learning. From summarising various studies’ findings, “good” homework should be:
personalised to each child rather than the same for all students in the class. This is more likely to make a difference to a child’s learning and performance
achievable, so the child can complete it independently, building skills in managing their time and behaviour
aligned to the learning in the classroom.
If you aren’t happy with the homework your child is given then approach the school. If your child is having difficulty with doing the homework, the teacher needs to know. It shouldn’t be burdensome for you or your children.
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Student Opinion
Some educators are pushing to get rid of homework. Would that be a good thing?
By Jeremy Engle and Michael Gonchar
Do you like doing homework? Do you think it has benefited you educationally?
Has homework ever helped you practice a difficult skill — in math, for example — until you mastered it? Has it helped you learn new concepts in history or science? Has it helped to teach you life skills, such as independence and responsibility? Or, have you had a more negative experience with homework? Does it stress you out, numb your brain from busywork or actually make you fall behind in your classes?
Should we get rid of homework?
In “ The Movement to End Homework Is Wrong, ” published in July, the Times Opinion writer Jay Caspian Kang argues that homework may be imperfect, but it still serves an important purpose in school. The essay begins:
Do students really need to do their homework? As a parent and a former teacher, I have been pondering this question for quite a long time. The teacher side of me can acknowledge that there were assignments I gave out to my students that probably had little to no academic value. But I also imagine that some of my students never would have done their basic reading if they hadn’t been trained to complete expected assignments, which would have made the task of teaching an English class nearly impossible. As a parent, I would rather my daughter not get stuck doing the sort of pointless homework I would occasionally assign, but I also think there’s a lot of value in saying, “Hey, a lot of work you’re going to end up doing in your life is pointless, so why not just get used to it?” I certainly am not the only person wondering about the value of homework. Recently, the sociologist Jessica McCrory Calarco and the mathematics education scholars Ilana Horn and Grace Chen published a paper, “ You Need to Be More Responsible: The Myth of Meritocracy and Teachers’ Accounts of Homework Inequalities .” They argued that while there’s some evidence that homework might help students learn, it also exacerbates inequalities and reinforces what they call the “meritocratic” narrative that says kids who do well in school do so because of “individual competence, effort and responsibility.” The authors believe this meritocratic narrative is a myth and that homework — math homework in particular — further entrenches the myth in the minds of teachers and their students. Calarco, Horn and Chen write, “Research has highlighted inequalities in students’ homework production and linked those inequalities to differences in students’ home lives and in the support students’ families can provide.”
Mr. Kang argues:
But there’s a defense of homework that doesn’t really have much to do with class mobility, equality or any sense of reinforcing the notion of meritocracy. It’s one that became quite clear to me when I was a teacher: Kids need to learn how to practice things. Homework, in many cases, is the only ritualized thing they have to do every day. Even if we could perfectly equalize opportunity in school and empower all students not to be encumbered by the weight of their socioeconomic status or ethnicity, I’m not sure what good it would do if the kids didn’t know how to do something relentlessly, over and over again, until they perfected it. Most teachers know that type of progress is very difficult to achieve inside the classroom, regardless of a student’s background, which is why, I imagine, Calarco, Horn and Chen found that most teachers weren’t thinking in a structural inequalities frame. Holistic ideas of education, in which learning is emphasized and students can explore concepts and ideas, are largely for the types of kids who don’t need to worry about class mobility. A defense of rote practice through homework might seem revanchist at this moment, but if we truly believe that schools should teach children lessons that fall outside the meritocracy, I can’t think of one that matters more than the simple satisfaction of mastering something that you were once bad at. That takes homework and the acknowledgment that sometimes a student can get a question wrong and, with proper instruction, eventually get it right.
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Use these insights from educators—and research—to create homework practices that work for everyone.
Homework tends to be a polarizing topic. While many teachers advocate for its complete elimination, others argue that it provides students with the extra practice they need to solidify their learning and teach them work habits—like managing time and meeting deadlines—that have lifelong benefits.
We recently reached out to teachers in our audience to identify practices that can help educators plot a middle path.
On Facebook , elementary school teacher John Thomas responded that the best homework is often no-strings-attached encouragement to read or play academically adjacent games with family members. “I encourage reading every night,” Thomas said, but he doesn’t use logs or other means of getting students to track their completion. “Just encouragement and book bags with self selected books students take home for enjoyment.”
Thomas said he also suggests to parents and students that they can play around with “math and science tools” such as “calculators, tape measures, protractors, rulers, money, tangrams, and building blocks.” Math-based games like Yahtzee or dominoes can also serve as enriching—and fun—practice of skills they’re learning.
At the middle and high school level, homework generally increases, and that can be demotivating for teachers, who feel obliged to review or even grade halfhearted submissions. Student morale is at stake, too: “Most [students] don’t complete it anyway,” said high school teacher Krystn Stretzinger Charlie on Facebook . “It ends up hurting them more than it helps.”
So how do teachers decide when to—and when not to—assign homework, and how do they ensure that the homework they assign feels meaningful, productive, and even motivating to students?
A 2017 study analyzed the homework assignments of more than 20,000 middle and high school students and found that teachers are often a bad judge of how long homework will take.
According to researchers, students spend as much as 85 minutes or as little as 30 minutes on homework that teachers imagined would take students one hour to complete. The researchers concluded that by assigning too much homework , teachers actually increased inequalities between students in exchange for “minimal gains in achievement.” Too much homework can overwhelm students who “have more gaps in their knowledge,” the researchers said, and creates situations where homework becomes so time-consuming and frustrating that it turns students off to classwork more broadly.
To counteract this, middle school math teacher Crystal Frommert said she focuses on quality over quantity. Frommert cited the National Council of Teachers of Mathematics , which recommends only assigning “what’s necessary to augment instruction” and adds that if teachers can “get sufficient information by assigning only five problems, then don’t assign fifty.”
Instead of sending students home with worksheets and long problem sets from textbooks that often repeat the same concepts, Frommert recommended assigning part of a page, or even a few specific problems—and explaining to students why these handpicked problems will be helpful practice. When students know there’s thought behind the problems they’re asked to solve at home, “they pay more attention to the condensed assignment because it was tailored for them,” Frommert said.
On Instagram , high school teacher Jacob Palmer said that every now and then he condenses homework down to just one problem that is particularly engaging and challenging: “The depth and exploration that can come from one single problem can be richer than 20 routine problems.”
Former educator and coach Mike Anderson said teachers can differentiate homework assignments without placing unrealistic demands on their workload by offering students some discretion in the work they complete and explicitly teaching them “how to choose appropriately challenging work for themselves.”
Instead of assigning the same 20 problems or response questions on a given textbook page to all students, for example, Anderson suggested asking students to refer to the list of questions and choose and complete a designated number of them (three to five, for example) that give students “a little bit of a challenge but that [they] can still solve independently.”
To teach students how to choose well, Anderson has students practice choosing homework questions in class before the end of the day, brainstorming in groups and sharing their thoughts about what a good homework question should accomplish. The other part, of course, involves offering students good choices: “Make sure that options for homework focus on the skills being practiced and are open-ended enough for all students to be successful,” he said.
Once students have developed a better understanding of the purpose of challenging themselves to practice and grow as learners, Anderson also periodically asks them to come up with their own ideas for problems or other activities they can use to reinforce learning at home. A simple question, such as “What are some ideas for how you might practice this skill at home?” can be enough to get students sharing ideas, he said.
Jill Kibler, a former high school science teacher, told Edutopia on Facebook that she implemented homework choice in her classroom by allowing students to decide how much of the work they’ve recently turned in that they’d like to redo as homework: “Students had one grading cycle (about seven school days) to redo the work they wanted to improve,” she said.
According to high school English teacher Kate Dusto, the work that students produce at home doesn’t have to come in the traditional formats of written responses to a problem. On Instagram , Dusto told Edutopia that homework can often be made more interesting—and engaging—by allowing students to show evidence of their learning in creative ways.
“Offer choices for how they show their learning,” Dusto said. “Record audio or video? Type or use speech to text? Draw or handwrite and then upload a picture?” The possibilities are endless.
Former educator and author Jay McTighe noted that visual representations such as graphic organizers and concept maps are particularly useful for students attempting to organize new information and solidify their understanding of abstract concepts. For example, students might be asked to “draw a visual web of factors affecting plant growth” in biology class or map out the plot, characters, themes, and settings of a novel or play they’re reading to visualize relationships between different elements of the story and deepen their comprehension of it.
Simple written responses to summarize new learning can also be made more interesting by varying the format, McTighe said. For example, ask students to compose a tweet in 280 characters or less to answer a question like “What is the big idea that you have learned about _____?” or even record a short audio podcast or video podcast explaining “key concepts from one or more lessons.”
When elementary school teacher Jacqueline Worthley Fiorentino stopped assigning mandatory homework to her second-grade students and suggested voluntary activities instead, she found that something surprising happened: “They started doing more work at home.”
Some of the simple, voluntary activities she presented students with included encouraging at-home reading (without mandating how much time they should spend reading); sending home weekly spelling words and math facts that will be covered in class but that should also be mastered by the end of the week: “It will be up to each child to figure out the best way to learn to spell the words correctly or to master the math facts,” she said; and creating voluntary lesson extensions such as pointing students to outside resources—texts, videos or films, webpages, or even online or in-person exhibits—to “expand their knowledge on a topic covered in class.”
Anderson said that for older students, teachers can sometimes make whatever homework they assign a voluntary choice. “Do all students need to practice a skill? If not, you might keep homework invitational,” he said, adding that teachers can tell students, “If you think a little more practice tonight would help you solidify your learning, here are some examples you might try.”
On Facebook , Natisha Wilson, a K–12 gifted students coordinator for an Ohio school district, said that when students are working on a challenging question in class, she’ll give them the option to “take it home and figure it out” if they’re unable to complete it before the end of the period. Often students take her up on this, she said, because many of them “can’t stand not knowing the answer.”
Former teacher Rick Wormeli argued that work on homework assignments isn’t “evidence of final level of proficiency”; rather, it’s practice that provides teachers with “feedback and informs where we go next in instruction.”
Grading homework for completion—or not grading at all, Wormeli said—can help students focus on the real task at hand of consolidating understanding and self-monitoring their learning. “When early attempts at mastery are not used against them, and accountability comes in the form of actually learning content, adolescents flourish.”
High school science teacher John Scali agreed , confirming that grading for “completion and timeliness” rather than for “correctness” makes students “more likely to do the work, especially if it ties directly into what we are doing in class the next day” without worrying about being “100% correct.” On Instagram , middle school math teacher Traci Hawks noted that any assignments that are completed and show work—even if the answer is wrong—gets a 100 from her.
But Frommert said that even grading for completion can be time-consuming for teachers and fraught for students if they don’t have home environments that are supportive of homework or if they have jobs or other after-school activities.
Instead of traditional grading, she suggested alternatives to holding students accountable for homework, such as student presentations or even group discussions and debates as a way to check for understanding. For example, students can debate which method is best to solve a problem or discuss their prospective solutions in small groups. “Communicating their mathematical thinking deepens their understanding,” Frommert said.
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Some people say homework has many benefits whilst others believe it actually has detrimental effects on academic performance. We look at the pros and the cons in detail so you can make up your own mind
If you'd like a PDF version of this page, simply click The Value of Homework PDF
Homework has long been a subject of debate - does it aid learning or hinder it? Education Quizzes delves into the pros and cons of homework, presenting a comprehensive guide to help you understand its impact.
To explore the broader realm of education and its significance for children, visit our Education Importance page.
Almost every school assigns homework to its students. The question arises: What benefits does homework offer? The primary reasons include reinforcing classroom learning and fostering independent learning skills, as we will elaborate on shortly.
Consider homework as a crucial aspect of education; neglecting it can adversely affect a child's academic performance. It serves as a test, and incomplete work may lead to lower grades.
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Advocates of homework highlight its numerous educational benefits. Let's delve into a detailed examination of why homework is advantageous for a child's education:
Repetition is a potent method of learning. Homework helps children revisit and absorb information taught in class, ensuring a better understanding and providing an opportunity to practice newly acquired skills. Here at Education Quizzes we believe that quizzes are a great way for children to consolidate their learning at all stages of education but they are most valuable for 11 Plus Test Preparation and for GCSE Revision when time is of the essence.
Considering the limited time spent in school, homework provides crucial extra time for in-depth exploration of topics. This is especially vital for coursework and projects, allowing students to delve deeper into subjects at their own pace.
Homework serves as a window for parents to understand the topics covered in their child's lessons. It enhances the parent's confidence in the quality of their child's education and provides insight into their academic progress.
Contrary to the belief that homework hinders family time, it can bring families closer. It creates opportunities for parents to assist their children, fostering collaborative learning and strengthening family bonds.
Homework instils a sense of responsibility in children, requiring them to manage their time effectively. This cultivates valuable life skills, such as organization and dedication, essential for success in adulthood.
While classrooms serve as traditional learning spaces, some students thrive in the comfort of their homes. Homework caters to various learning styles, allowing students to create an optimal environment that suits their preferences.
There are many benefits to homework, including self-discipline, family time and extra knowledge.
Despite its advantages, there is a faction advocating for the elimination of homework, citing various reasons. Let's delve into the major arguments against homework:
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Some argue that homework adds unnecessary stress to children already burdened with schoolwork. However, it is essential to ensure that the assigned work is suitable for the child's capability, and concerns should be discussed with teachers.
Recognizing the need for rest and sleep in a child's development, opponents argue that homework impedes relaxation. Adequate time exists between school days for both rest and homework completion, preventing interference with sleep.
Homework potentially curtails precious family time, especially during evenings and weekends. It is crucial to strike a balance to ensure that children have adequate time for homework and family activities.
Children from economically disadvantaged backgrounds may face challenges due to limited access to study resources. While this is a valid concern, it underscores broader societal issues affecting educational equality.
Homework done outside the school environment provides opportunities for cheating. However, blaming homework for cheating is akin to blaming shops for shoplifting - the responsibility lies with individuals.
Assigning homework can strain parent-child relationships as parents become enforcers of schoolwork. However, parents have the choice not to compel their children, allowing natural consequences at school to motivate completion.
While social development is integral, a sensible amount of homework should not significantly impede socializing. If concerns arise, discussing the workload with teachers is crucial for finding an optimal balance.
The volume of homework can become problematic if excessive. Government guidelines, though rescinded in 2012, offered suggested homework times based on age:
Ultimately, while homework may not be eagerly anticipated, its benefits outweigh the drawbacks. Contrary to concerns about family time and social lives, when appropriately managed, homework has a minimal impact, leaving ample time for friends and family.
As long as children are set a reasonable amount of homework, the impact should be very minor and leave plenty of time for friends and family.
If you have questions about education or parenting, explore our Knowledge Bank for articles filled with facts, tips, and advice. The answers you seek may be readily available, providing valuable insights at your fingertips!
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Robert Marzano
Homework has been a perennial topic of debate in education, and attitudes toward it have been cyclical (Gill & Schlossman, 2000). Throughout the first few decades of the 20th century, educators commonly believed that homework helped create disciplined minds. By 1940, growing concern that homework interfered with other home activities sparked a reaction against it. This trend was reversed in
American Journal of Education
Steven Schlossman
Homework has been a perennial topic of debate in education, and attitudes toward it have been cyclical (Gill & Schlossman, 2000). Throughout the first few decades of the 20th century, educators commonly believed that homework helped create disciplined minds. By 1940, growing concern that homework interfered with other home activities sparked a reaction against it. This trend was reversed in the late 1950s when the Soviets' launch of Sputnik led to concern that U.S. education lacked rigor; schools viewed more rigorous homework as a partial solution to the problem. By 1980, the trend had reversed again, with some learning theorists claiming that homework could be detrimental to students' mental health. Since then, impassioned arguments for and against homework have continued to proliferate.
Douglas Kauffman
Educational Evaluation and Policy Analysis
International Education Studies
nitza davidovitch
The purpose of this study is to investigate the attitudes of three influential groups toward homework: parents, teachers and the public. Specifically, attitudes toward reducing and eliminating homework, as well as creating alternatives to conventional homework, are examined. The first hypothesis is that the attitude of teachers and parents toward homework is positive, whereas that of the public is negative, in line with the Israeli Ministry of Education that suggests changing homework policies. Another hypothesis is that there is a correlation between the seniority of teachers and their attitudes toward homework—the greater the seniority, the more negative the attitude. Finally, the effect of various background variables of teachers (class grade and subject area: sciences or humanities) and parents (age of parents, number of children in the family and child birth-order) on their attitudes toward homework is examined. The first research hypothesis was confirmed—most teachers and pare...
Steven McMullen
In the literature on the impact of homework there is little empirical support for assigning homework to elementary school students. Nevertheless, the practice has become more common, despite popular resistance among many parents and popular media. We examine the effects of both assigning homework and time spent on homework on mathematics and reading achievement using nationally representative longitudinal data on elementary school students. In order to control for important unobserved characteristics and inputs we use empirical specifications that include student fixed effects. We find that this approach consistently indicates that homework has a positive impact on academic achievement, and that less sophisticated empirical approaches will produce misleading results. Additionally, we find that the impact of homework is not uniform across the population, but that some minority groups and low income students get more benefit from homework, indicating that increasing homework assigned could be a valuable policy for decreasing the black-white as well as the high and low-income achievement gap.
Social Psychology of Education
Jim LIndsay
Four explanations were tested for why the correlation between homework and achievement is weaker in elementary school than secondary school. Eighty-two teachers answered questions about their homework practices, and their responses were related to their students' achievement test scores. No evidence was found to suggest the weaker correlation in elementary school associated with a restricted variation in amounts of homework in early grades nor that teachers assigned more homework to poor-performing classes. Evidence did suggest that teachers in early grades assigned homework more often to develop young students' management of time, a skill rarely measured on standardized achievement tests. Also consistent with this hypothesis, elementary school teachers were more likely to use homework to review class material and to go over homework in class, while secondary school teachers more often used homework to prepare for and enrich class lessons. Finally, there was weak evidence ...
Athanasios Gregoriadis
The effectiveness of homework is influenced by a variety of factors, but it is also correlated with the importance the teachers attribute to them (Appel & Rutz, 1998). Most teachers prepare and assign homework to students, because they consider them to be necessary to improve students' performance, to enhance the development of positive aspects of the students' character and to encourage the development of future skills that are essential for a successful academic trajectory, such as effective time management, responsibility and consistency (Brock, Lapp, Flood, Fisher & Tao Han, 2007. Cooper & Valentine , 2001). Additional reasons that drive teachers to assign homework at home, are their traditional perceptions about homework, the tendency that teachers have to respond to parents' wishes and demands, the saving of time that occurs when teachers transfer a part of the school work and learning to the children's homes and the easier preparation of the next teaching unit
Theory Into Practice
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By: Johanna Ibarra
Homework or not? This is a dilemma teachers struggle with every year and a topic that is tackled in an article in the September issue of AMLE Magazine .
I think we all agree that homework should not be assigned just to give students something to do. Homework should have a purpose and align with the goal of the lesson. This forces me, as an educator, to determine what is really important for students to know and be able to do to reach the lesson objective.
The value of homework is that students can share with you what they know and do not know in a way that does not take up valuable class time.
If I do grade the homework assignment, it is after we have spent time in class discussing the topic, and students have participated in activities around that learning goal. If that is not the case, I may do a quick check of students’ homework to see where they are, determine where they need additional support, or I use it as a pre-assessment so I know where to begin my instruction.
In my own classroom, assignments that are not completed in class are expected to be finished as homework. However, the expectation is not always the reality. Learners today are busy with extracurricular activities and busy families. Some students simply choose not to put in the time.
Therein lies another great challenge for educators: to follow through with expectations while being understanding of what’s going on with students inside their minds and outside the classroom.
Yes, even with homework, we must take each student and each situation as it comes and use our best judgment about what’s best for the student.
Johanna Ibarra is a sixth grade teacher in West Fargo, North Dakota. [email protected]
Published in AMLE Newsletter , September 17, 2013.
Good morning everyone present here, today I am going to give a speech on homework. The purpose of homework is to keep kids interested in their schoolwork. Additionally, homework serves as a revision aid and enhances learning for students. Students who do not do their assignments frequently have easy forgetfulness. A homework assignment is a task or educational project that pupils are given to complete at home. It consists of different exercises, writing assignments, etc. In actuality, it is a test for education for students. For students, doing their homework has several advantages. Following are a few of them.
Students frequently seem to forget the things they have learned in class. This is due to the fact that they are unable to review the teachings delivered in class. In addition to helping students acquire new concepts, homework also helps students review the teachings they have already learned. Students tend to retain material better when they review the things they have learned in class. This is a result of their repeated exposure to the subject matter.
The opportunity to practice what they have learned in class is provided by homework. This aids in the development of their problem-solving abilities.
Students must conduct a variety of topical research for their homework. They get research talents as a result of this. Regular homework completion is generally associated with higher marks than irregular completion. This is a result of their thorough exam preparation and conceptual understanding. Thank you.
Are teachers assigning too much homework.
Posted September 5, 2016 | Reviewed by Ekua Hagan
The value of homework has been the subject of debate over the years. In regards to research, the jury is still out as to whether homework positively impacts a student's academic achievement.
In the past, I have written a couple of posts on homework and whether or not it is being used or abused by educators. I am always amazed at what some of my young readers share about sleepless nights, not participating in extracurricular events, and high levels of stress —all of which are attributed to large and daunting amounts of homework .
There have been studies that show that doing homework in moderation improves test performance. So we can’t rule out the value of homework if it’s conducive to learning. However, studies have also shown that the benefits of homework peak at about one hour to 90 minutes, and then after that, test scores begin to decline.
Now, while looking at data, it’s important to review the standard, endorsed by the National Education Association and the National Parent-Teacher Association , known as the "10-minute rule" — 10 minutes of homework per grade level per night. That would mean there would only be 10 minutes of homework in the first grade, and end with 120 minutes for senior year of high school (double what research shows beneficial). This leads to an important question: On average, how much homework do teachers assign?
A Harris Poll from the University of Phoenix surveyed teachers about the hours of homework required of students and why they assign it. Pollsters received responses from approximately 1,000 teachers in public, private, and parochial schools across the United States.
High school teachers (grades 9-12) reported assigning an average of 3.5 hours’ worth of homework a week. Middle school teachers (grades 6-8) reported assigning almost the same amount as high school teachers, 3.2 hours of homework a week. Lastly, K-5 teachers said they assigned an average of 2.9 hours of homework each week. This data shows a spike in homework beginning in middle school.
When teachers were asked why they assign homework, they gave the top three reasons:
Approximately, 30 percent of teachers reported they assigned homework to cover more content areas. What’s interesting about this poll was the longer an educator had been in the field the less homework they assigned. Take a look at the breakdown below:
While many agree that homework does have a time and place, there needs to be a balance between life and school. There also needs to be communication with other teachers in the school about assignments. Oftentimes, educators get so involved in their subject area, they communicate departmentally, not school-wide. As a result, it’s not uncommon for teens to have a project and a couple of tests all on the same day. This dump of work can lead to an overwhelming amount of stress.
Educators, how can you maximize the benefit of homework? Use the questions below to guide you in whether or not to assign work outside of the classroom. Ask yourself:
Educators: As a conclusion, I have provided a few of the many comments, that I have received below. I think it’s important to look at the age/grade level and messages these teens have shared. Take time to read their words and reflect on ways you can incorporate their perspective into course objectives and content. I believe the solution to the homework dilemma can be found in assigning work in moderation and finding a balance between school, home, and life.
“I am a 7th grader in a small school in Michigan. I think one of the main problems about what teachers think about homework is that they do not think about what other classes are assigned for homework. Throughout the day, I get at least two full pages of homework to complete by the next day. During the school year, I am hesitant to sign up for sports because I am staying up after a game or practice to finish my homework.”
“I'm 17 and I'm in my last year of high school. I can honestly tell you that from 7 p.m. to 12 a.m. (sometimes 1 or 2 a.m.) I am doing homework. I've been trying to balance my homework with my work schedule, work around my house, and my social life with no success. So if someone were to ask me if I think kids have too much homework, I would say yes they do. My comment is based solely on my personal experience in high school.”
“I am 13 and I have a problem: homework. I can’t get my homework done at home because it is all on my school MacBook. I don’t own my own personal computer, only an Amazon Fire tablet. What’s the problem with my tablet? There are no middle or high school apps for it. You are might be wondering, “Why not bring the MacBook home?” Well, I am not allowed to, so what is the punishment ? Four late assignments, and 1 late argument essay. And 90% of the homework I get is on my MacBook. This is a mega stresser!"
Raychelle Cassada Lohman n , M.S., LPC, is the author of The Anger Workbook for Teens .
At any moment, someone’s aggravating behavior or our own bad luck can set us off on an emotional spiral that threatens to derail our entire day. Here’s how we can face our triggers with less reactivity so that we can get on with our lives.
Tamara Keith
World War II veteran Gene Kleindl, age 102, from Rockford, Ill., receives a kiss from Chantell Boivin while leaving the Normandy American Cemetery on June 4 in Colleville-sur-Mer, France. Kleindl, a medic in the U.S. Army's 90th Infantry Division, arrived on the beaches of Normandy on D-Day. Win McNamee/Getty Images hide caption
President Biden is in France to commemorate the 80th anniversary of D-Day, when tens of thousands of allied troops landed on the beaches at Normandy and turned the tide in World War II.
It's a pilgrimage that many American presidents have made, but as Biden does it, the lessons of 80 years ago are being debated once again — and hold particular resonance for his reelection bid.
The anniversary comes as a land war rages once again in the European continent with Russia’s invasion of Ukraine, raising the stakes as World War II fades from people’s memories and into the history books.
"He will take full advantage of the opportunity to talk about the moment we are living in: of democracies working together on behalf of their peoples — but also the importance of American leadership," John Kirby, a spokesman for the National Security Council, told reporters.
To get a sense of how Biden sees this current moment in the sweep of history, look no further than his most recent State of the Union address. He started with the image of President Franklin Roosevelt in early 1941, months before the attack on Pearl Harbor that would draw the United States into World War II.
President Biden delivers the State of the Union address on March 7, 2024. Chip Somodevilla/Getty Images hide caption
“President Roosevelt’s purpose was to wake up Congress and alert the American people that this was no ordinary time,” said Biden, delivering his remarks in the same House chamber where Roosevelt had spoken. “Freedom and democracy were under assault in the world.”
The United States was still on the sidelines in the war at that point. But Hitler was on the march in Europe, and American allies were under attack. Like then, Biden argued, this is no ordinary time.
“What makes our moment rare is that freedom and democracy are under attack both at home and overseas at the very same time,” said Biden.
The monument at Pointe du Hoc, where U.S. Army Rangers scaled cliffs on D-Day to disable German artillery as troops landed on beaches below. Magali Cohen/Hans Lucas/AFP via Getty Images/AFP hide caption
Expect Biden to expand on those themes in an address to the American people he’s set to deliver from Pointe du Hoc, overlooking the beaches where the Americans landed on June 6, 1944. More than 70,000 American troops joined allied forces for the dangerous and daring D-Day operation. Casualties were heavy, with 2,500 Americans killed on D-Day itself and some 29,000 more in the Battle of Normandy that followed.
While Biden's address isn’t a campaign speech, the undercurrent will be unavoidable. Biden has framed his reelection campaign against former President Donald Trump in stark terms, as he did at a fundraiser in New York earlier this week.
"What those soldiers died for should never be given up,” said Biden. “Democracy is literally on the ballot this year.”
Asked whether this speech about democracy and freedom was aimed at Trump, National Security Adviser Jake Sullivan said it would focus on universal themes. “Principles that have served as the foundation of American security and American democracy for generations, including the generation that scaled those cliffs, including today’s generation, including the next generation,” Sullivan told reporters traveling with Biden on Air Force One. “He’s going to be speaking in terms of principles and values and lessons from history that are applicable today.”
Biden, who describes Trump as an existential threat to America’s place as a global leader, takes pride in marshalling U.S. allies to support Ukraine after Russia's invasion, and expanding NATO to include two new members.
While at the international commemoration of D-Day on Thursday, Biden is scheduled to meet with Ukrainian President Volodymyr Zelenskyy, and the leaders will discuss the state of play in the war with Russia, Sullivan said. Biden recently authorized Ukraine to use U.S.-supplied weapons to strike inside Russia, an escalation as the war grinds into its third year.
Republicans in the Trump wing of the Republican Party have questioned the utility of ongoing U.S. support for Ukraine. And Trump himself has repeatedly toyed with the idea of the U.S. not keeping its commitment to the NATO alliance.
During a campaign rally in February, Trump said America would not defend allies that did not spend enough money on their own defense, should Russia attack them. “In fact, I would encourage them to do whatever the hell they want," Trump said.
The NATO alliance and its commitment to mutual defense grew out of the experience of World War II. And polling from the Chicago Council on Global Affairs finds the majority of Americans still support that alliance.
“We have understood for so long now since D-Day really, that our security, our prosperity and our freedom depends on the security, prosperity and freedom of our allies around the world,” said Ivo Daalder, who heads the Chicago Council and was the U.S. ambassador to NATO during the Obama administration.
But Daalder says isolationist views are growing. “NATO is becoming politicized in a way it never was until this point,” said Daalder.
President Ronald Reagan and two veterans look at a hook used by the U.S. Army Rangers to climb the cliffs of Pointe du Hoc during commemorations for the 40th anniversary of D-Day on June 6, 1984. Ron Edmonds/AP hide caption
There’s a massive gulf between Trump’s message today and the one then-President Ronald Reagan delivered 40 years ago at a D-Day ceremony in Normandy.
“We in America have learned bitter lessons from two World Wars. It is better to be here ready to protect the peace than to take blind shelter across the sea, rushing to respond only after freedom is lost,” Reagan said then. “We’ve learned that isolationism never was and never will be an acceptable response to tyrannical governments with expansionist intent.”
A lot has changed since 1984. The Berlin Wall fell. The Cold War ended. The Soviet Union dissolved, only for Russian President Vladimir Putin to decades later attempt to rebuild it.
There are echoes of that Reagan speech in the way Biden describes Putin and his war in Ukraine. But many people aren’t buying that argument.
“You could feel the loss of understanding at the end of the Cold War of what our allies were for,” said Heather Conley, director of the German Marshall Fund of the United States.
Conley is in the midst of a tour of the country, trying to make the case for continued U.S. military aid to Ukraine. And she’s getting an earful.
“The American people have some important questions to ask about what’s important about our security, our level of debt,” said Conley. “These are the right questions to ask. But you have to engage them in a conversation.”
Conley, who was a senior official in former President George W. Bush's State Department, said she's glad Biden is giving the speech this week. But she said she wishes he had made this case more forcefully and more often.
“If it’s important to the country, we have to have an important conversation with our citizens,” said Conley.
IMAGES
VIDEO
COMMENTS
2-minute Speech On Is There Value in Homework. 'Good morning to everyone present here. Today, I stand before you to present my speech on 'Is there value in homework.'. Homework teaches important lessons like self-learning, management skills, independence and responsibility, conceptual understanding, assessment preparation, etc.'.
Too much homework may diminish its effectiveness. While research on the optimum amount of time students should spend on homework is limited, there are indications that for high school students, 1½ to 2½ hours per night is optimum. Middle school students appear to benefit from smaller amounts (less than 1 hour per night).
Speech#1. Homework is a part of learning and it is a significant way in which students can learn. It is important for students to understand that they should always do their homework so that they can learn and grow as individuals. Homework helps to build skills in various areas such as reading, writing, math, science, social studies, and more.
A conversation with a Wheelock researcher, a BU student, and a fourth-grade teacher. "Quality homework is engaging and relevant to kids' lives," says Wheelock's Janine Bempechat. "It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful.
Beyond that point, kids don't absorb much useful information, Cooper says. In fact, too much homework can do more harm than good. Researchers have cited drawbacks, including boredom and burnout toward academic material, less time for family and extracurricular activities, lack of sleep and increased stress.
Research has found that high school teachers (grades 9-12) report assigning an average of 3.5 hours' worth of homework a week. While homework is necessary, there needs to be balance as well as ...
These days, nightly homework is a given in American schools, writes Kohn. "Homework isn't limited to those occasions when it seems appropriate and important. Most teachers and administrators aren't saying, 'It may be useful to do this particular project at home,'" he writes. "Rather, the point of departure seems to be, 'We've decided ahead of ...
Homework ensures that students do some studying, which will help them do better in examinations. Otherwise, their time would be wasted on unproductive and even unhealthy pastimes. Besides, homework is important because it promotes self-discipline. Homework is usually done at home where there is no supervision by teachers.
Parents rarely get to spend much time with you while you're at school. Homework allows them to keep up with what you're doing in your classes on a daily basis. But you don't have homework purely for your parents' benefit. It's good for you, too! Homework can help you become a better student in several different ways.
This study documents the importance of homework in the construction of knowledge, but also identifies the fact that there was little emphasis placed on the grades for that work. The majority of the assessment for the students was derived from test and quiz scores, or other forms of summative assessment.
When we do homework, we often have to read books, search the internet, or talk to people to find answers. This helps us to learn new things, not only what our teachers taught us but also things we discover on our own. Homework gives us a chance to be explorers of knowledge. Also, homework is a tool that teaches us responsibility.
Homework allows for more time to complete the learning process. School hours are not always enough time for students to really understand core concepts, and homework can counter the effects of time shortages, benefiting students in the long run, even if they can't see it in the moment. 6. Homework Reduces Screen Time.
These include to: establish and improve communication between parents and children about learning. help children be more responsible, confident and disciplined. practise or review material from ...
Homework serves the distinct purpose to "provide students with an opportunity to practice," according to a 25 year quantitative metaanalysis (Cooper, et al 2006). Homework has the highest impact on achievement in high school and the lowest in elementary school (Hattie 2009, p.235). According to Balli
Homework's value is unclear for younger students. But by high school and college, homework is absolutely essential for any student who wishes to excel. There simply isn't time to digest ...
1. Less is More. A 2017 study analyzed the homework assignments of more than 20,000 middle and high school students and found that teachers are often a bad judge of how long homework will take. According to researchers, students spend as much as 85 minutes or as little as 30 minutes on homework teachers imagined would take students one hour to ...
While classrooms serve as traditional learning spaces, some students thrive in the comfort of their homes. Homework caters to various learning styles, allowing students to create an optimal environment that suits their preferences. There are many benefits to homework, including self-discipline, family time and extra knowledge.
Homework also helps students develop key skills that they'll use throughout their lives: Accountability. Autonomy. Discipline. Time management. Self-direction. Critical thinking. Independent problem-solving. The skills learned in homework can then be applied to other subjects and practical situations in students' daily lives.
During the past decade, according to Gill and Schlossman (1996), "leading educational spokespersons have celebrated homework as essential to raise educational standards, foster high academic achievement, upgrade the quality of the labor force, and link family and school in a common teaching mission" (27). Perspectives vary, however.
If homework has any value it is the expectation that learning should occur both at school and at home. Children will definitely benefit from the structure, organization and self-discipline that ...
Homework should have a purpose and align with the goal of the lesson. This forces me, as an educator, to determine what is really important for students to know and be able to do to reach the lesson objective. The value of homework is that students can share with you what they know and do not know in a way that does not take up valuable class time.
Students who do not do their assignments frequently have easy forgetfulness. A homework assignment is a task or educational project that pupils are given to complete at home. It consists of different exercises, writing assignments, etc. In actuality, it is a test for education for students. For students, doing their homework has several advantages.
Advertisement. Afjal1. There is a great value if homework in life. it make us unable to being concenterated on study. it helps in making rythem ,as we know that for better studying there is need of practice so its play great role in study. it helps us in knowing that whatever we reads in our class is that we really learned or not because if we ...
Research has found that high school teachers (grades 9-12) report assigning an average of 3.5 hours' worth of homework a week. While homework is necessary, there needs to be balance as well as ...
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