how does homework help students become more responsible

Does Homework Really Help Students Learn?

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. It has to do with the value of practicing over and over.” Photo by iStock/Glenn Cook Photography

Do your homework.

If only it were that simple.

Educators have debated the merits of homework since the late 19th century. In recent years, amid concerns of some parents and teachers that children are being stressed out by too much homework, things have only gotten more fraught.

“Homework is complicated,” says developmental psychologist Janine Bempechat, a Wheelock College of Education & Human Development clinical professor. The author of the essay “ The Case for (Quality) Homework—Why It Improves Learning and How Parents Can Help ” in the winter 2019 issue of Education Next , Bempechat has studied how the debate about homework is influencing teacher preparation, parent and student beliefs about learning, and school policies.

She worries especially about socioeconomically disadvantaged students from low-performing schools who, according to research by Bempechat and others, get little or no homework.

BU Today  sat down with Bempechat and Erin Bruce (Wheelock’17,’18), a new fourth-grade teacher at a suburban Boston school, and future teacher freshman Emma Ardizzone (Wheelock) to talk about what quality homework looks like, how it can help children learn, and how schools can equip teachers to design it, evaluate it, and facilitate parents’ role in it.

BU Today: Parents and educators who are against homework in elementary school say there is no research definitively linking it to academic performance for kids in the early grades. You’ve said that they’re missing the point.

Bempechat : I think teachers assign homework in elementary school as a way to help kids develop skills they’ll need when they’re older—to begin to instill a sense of responsibility and to learn planning and organizational skills. That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success. If we greatly reduce or eliminate homework in elementary school, we deprive kids and parents of opportunities to instill these important learning habits and skills.

We do know that beginning in late middle school, and continuing through high school, there is a strong and positive correlation between homework completion and academic success.

That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success.

You talk about the importance of quality homework. What is that?

Quality homework is engaging and relevant to kids’ lives. It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.

What are your concerns about homework and low-income children?

The argument that some people make—that homework “punishes the poor” because lower-income parents may not be as well-equipped as affluent parents to help their children with homework—is very troubling to me. There are no parents who don’t care about their children’s learning. Parents don’t actually have to help with homework completion in order for kids to do well. They can help in other ways—by helping children organize a study space, providing snacks, being there as a support, helping children work in groups with siblings or friends.

Isn’t the discussion about getting rid of homework happening mostly in affluent communities?

Yes, and the stories we hear of kids being stressed out from too much homework—four or five hours of homework a night—are real. That’s problematic for physical and mental health and overall well-being. But the research shows that higher-income students get a lot more homework than lower-income kids.

Teachers may not have as high expectations for lower-income children. Schools should bear responsibility for providing supports for kids to be able to get their homework done—after-school clubs, community support, peer group support. It does kids a disservice when our expectations are lower for them.

The conversation around homework is to some extent a social class and social justice issue. If we eliminate homework for all children because affluent children have too much, we’re really doing a disservice to low-income children. They need the challenge, and every student can rise to the challenge with enough supports in place.

What did you learn by studying how education schools are preparing future teachers to handle homework?

My colleague, Margarita Jimenez-Silva, at the University of California, Davis, School of Education, and I interviewed faculty members at education schools, as well as supervising teachers, to find out how students are being prepared. And it seemed that they weren’t. There didn’t seem to be any readings on the research, or conversations on what high-quality homework is and how to design it.

Erin, what kind of training did you get in handling homework?

Bruce : I had phenomenal professors at Wheelock, but homework just didn’t come up. I did lots of student teaching. I’ve been in classrooms where the teachers didn’t assign any homework, and I’ve been in rooms where they assigned hours of homework a night. But I never even considered homework as something that was my decision. I just thought it was something I’d pull out of a book and it’d be done.

I started giving homework on the first night of school this year. My first assignment was to go home and draw a picture of the room where you do your homework. I want to know if it’s at a table and if there are chairs around it and if mom’s cooking dinner while you’re doing homework.

The second night I asked them to talk to a grown-up about how are you going to be able to get your homework done during the week. The kids really enjoyed it. There’s a running joke that I’m teaching life skills.

Friday nights, I read all my kids’ responses to me on their homework from the week and it’s wonderful. They pour their hearts out. It’s like we’re having a conversation on my couch Friday night.

It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Bempechat : I can’t imagine that most new teachers would have the intuition Erin had in designing homework the way she did.

Ardizzone : Conversations with kids about homework, feeling you’re being listened to—that’s such a big part of wanting to do homework….I grew up in Westchester County. It was a pretty demanding school district. My junior year English teacher—I loved her—she would give us feedback, have meetings with all of us. She’d say, “If you have any questions, if you have anything you want to talk about, you can talk to me, here are my office hours.” It felt like she actually cared.

Bempechat : It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Ardizzone : But can’t it lead to parents being overbearing and too involved in their children’s lives as students?

Bempechat : There’s good help and there’s bad help. The bad help is what you’re describing—when parents hover inappropriately, when they micromanage, when they see their children confused and struggling and tell them what to do.

Good help is when parents recognize there’s a struggle going on and instead ask informative questions: “Where do you think you went wrong?” They give hints, or pointers, rather than saying, “You missed this,” or “You didn’t read that.”

Bruce : I hope something comes of this. I hope BU or Wheelock can think of some way to make this a more pressing issue. As a first-year teacher, it was not something I even thought about on the first day of school—until a kid raised his hand and said, “Do we have homework?” It would have been wonderful if I’d had a plan from day one.

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Sara Rimer A journalist for more than three decades, Sara Rimer worked at the Miami Herald , Washington Post and, for 26 years, the New York Times , where she was the New England bureau chief, and a national reporter covering education, aging, immigration, and other social justice issues. Her stories on the death penalty’s inequities were nominated for a Pulitzer Prize and cited in the U.S. Supreme Court’s decision outlawing the execution of people with intellectual disabilities. Her journalism honors include Columbia University’s Meyer Berger award for in-depth human interest reporting. She holds a BA degree in American Studies from the University of Michigan. Profile

She can be reached at [email protected] .

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There are 81 comments on Does Homework Really Help Students Learn?

Insightful! The values about homework in elementary schools are well aligned with my intuition as a parent.

when i finish my work i do my homework and i sometimes forget what to do because i did not get enough sleep

same omg it does not help me it is stressful and if I have it in more than one class I hate it.

Same I think my parent wants to help me but, she doesn’t care if I get bad grades so I just try my best and my grades are great.

I think that last question about Good help from parents is not know to all parents, we do as our parents did or how we best think it can be done, so maybe coaching parents or giving them resources on how to help with homework would be very beneficial for the parent on how to help and for the teacher to have consistency and improve homework results, and of course for the child. I do see how homework helps reaffirm the knowledge obtained in the classroom, I also have the ability to see progress and it is a time I share with my kids

The answer to the headline question is a no-brainer – a more pressing problem is why there is a difference in how students from different cultures succeed. Perfect example is the student population at BU – why is there a majority population of Asian students and only about 3% black students at BU? In fact at some universities there are law suits by Asians to stop discrimination and quotas against admitting Asian students because the real truth is that as a group they are demonstrating better qualifications for admittance, while at the same time there are quotas and reduced requirements for black students to boost their portion of the student population because as a group they do more poorly in meeting admissions standards – and it is not about the Benjamins. The real problem is that in our PC society no one has the gazuntas to explore this issue as it may reveal that all people are not created equal after all. Or is it just environmental cultural differences??????

I get you have a concern about the issue but that is not even what the point of this article is about. If you have an issue please take this to the site we have and only post your opinion about the actual topic

This is not at all what the article is talking about.

This literally has nothing to do with the article brought up. You should really take your opinions somewhere else before you speak about something that doesn’t make sense.

we have the same name

so they have the same name what of it?

lol you tell her

totally agree

What does that have to do with homework, that is not what the article talks about AT ALL.

Yes, I think homework plays an important role in the development of student life. Through homework, students have to face challenges on a daily basis and they try to solve them quickly.I am an intense online tutor at 24x7homeworkhelp and I give homework to my students at that level in which they handle it easily.

More than two-thirds of students said they used alcohol and drugs, primarily marijuana, to cope with stress.

You know what’s funny? I got this assignment to write an argument for homework about homework and this article was really helpful and understandable, and I also agree with this article’s point of view.

I also got the same task as you! I was looking for some good resources and I found this! I really found this article useful and easy to understand, just like you! ^^

i think that homework is the best thing that a child can have on the school because it help them with their thinking and memory.

I am a child myself and i think homework is a terrific pass time because i can’t play video games during the week. It also helps me set goals.

Homework is not harmful ,but it will if there is too much

I feel like, from a minors point of view that we shouldn’t get homework. Not only is the homework stressful, but it takes us away from relaxing and being social. For example, me and my friends was supposed to hang at the mall last week but we had to postpone it since we all had some sort of work to do. Our minds shouldn’t be focused on finishing an assignment that in realty, doesn’t matter. I completely understand that we should have homework. I have to write a paper on the unimportance of homework so thanks.

homework isn’t that bad

Are you a student? if not then i don’t really think you know how much and how severe todays homework really is

i am a student and i do not enjoy homework because i practice my sport 4 out of the five days we have school for 4 hours and that’s not even counting the commute time or the fact i still have to shower and eat dinner when i get home. its draining!

i totally agree with you. these people are such boomers

why just why

they do make a really good point, i think that there should be a limit though. hours and hours of homework can be really stressful, and the extra work isn’t making a difference to our learning, but i do believe homework should be optional and extra credit. that would make it for students to not have the leaning stress of a assignment and if you have a low grade you you can catch up.

Studies show that homework improves student achievement in terms of improved grades, test results, and the likelihood to attend college. Research published in the High School Journal indicates that students who spent between 31 and 90 minutes each day on homework “scored about 40 points higher on the SAT-Mathematics subtest than their peers, who reported spending no time on homework each day, on average.” On both standardized tests and grades, students in classes that were assigned homework outperformed 69% of students who didn’t have homework. A majority of studies on homework’s impact – 64% in one meta-study and 72% in another – showed that take home assignments were effective at improving academic achievement. Research by the Institute for the Study of Labor (IZA) concluded that increased homework led to better GPAs and higher probability of college attendance for high school boys. In fact, boys who attended college did more than three hours of additional homework per week in high school.

So how are your measuring student achievement? That’s the real question. The argument that doing homework is simply a tool for teaching responsibility isn’t enough for me. We can teach responsibility in a number of ways. Also the poor argument that parents don’t need to help with homework, and that students can do it on their own, is wishful thinking at best. It completely ignores neurodiverse students. Students in poverty aren’t magically going to find a space to do homework, a friend’s or siblings to help them do it, and snacks to eat. I feel like the author of this piece has never set foot in a classroom of students.

THIS. This article is pathetic coming from a university. So intellectually dishonest, refusing to address the havoc of capitalism and poverty plays on academic success in life. How can they in one sentence use poor kids in an argument and never once address that poor children have access to damn near 0 of the resources affluent kids have? Draw me a picture and let’s talk about feelings lmao what a joke is that gonna put food in their belly so they can have the calories to burn in order to use their brain to study? What about quiet their 7 other siblings that they share a single bedroom with for hours? Is it gonna force the single mom to magically be at home and at work at the same time to cook food while you study and be there to throw an encouraging word?

Also the “parents don’t need to be a parent and be able to guide their kid at all academically they just need to exist in the next room” is wild. Its one thing if a parent straight up is not equipped but to say kids can just figured it out is…. wow coming from an educator What’s next the teacher doesn’t need to teach cause the kid can just follow the packet and figure it out?

Well then get a tutor right? Oh wait you are poor only affluent kids can afford a tutor for their hours of homework a day were they on average have none of the worries a poor child does. Does this address that poor children are more likely to also suffer abuse and mental illness? Like mentioned what about kids that can’t learn or comprehend the forced standardized way? Just let em fail? These children regularly are not in “special education”(some of those are a joke in their own and full of neglect and abuse) programs cause most aren’t even acknowledged as having disabilities or disorders.

But yes all and all those pesky poor kids just aren’t being worked hard enough lol pretty sure poor children’s existence just in childhood is more work, stress, and responsibility alone than an affluent child’s entire life cycle. Love they never once talked about the quality of education in the classroom being so bad between the poor and affluent it can qualify as segregation, just basically blamed poor people for being lazy, good job capitalism for failing us once again!

why the hell?

you should feel bad for saying this, this article can be helpful for people who has to write a essay about it

This is more of a political rant than it is about homework

I know a teacher who has told his students their homework is to find something they are interested in, pursue it and then come share what they learn. The student responses are quite compelling. One girl taught herself German so she could talk to her grandfather. One boy did a research project on Nelson Mandela because the teacher had mentioned him in class. Another boy, a both on the autism spectrum, fixed his family’s computer. The list goes on. This is fourth grade. I think students are highly motivated to learn, when we step aside and encourage them.

The whole point of homework is to give the students a chance to use the material that they have been presented with in class. If they never have the opportunity to use that information, and discover that it is actually useful, it will be in one ear and out the other. As a science teacher, it is critical that the students are challenged to use the material they have been presented with, which gives them the opportunity to actually think about it rather than regurgitate “facts”. Well designed homework forces the student to think conceptually, as opposed to regurgitation, which is never a pretty sight

Wonderful discussion. and yes, homework helps in learning and building skills in students.

not true it just causes kids to stress

Homework can be both beneficial and unuseful, if you will. There are students who are gifted in all subjects in school and ones with disabilities. Why should the students who are gifted get the lucky break, whereas the people who have disabilities suffer? The people who were born with this “gift” go through school with ease whereas people with disabilities struggle with the work given to them. I speak from experience because I am one of those students: the ones with disabilities. Homework doesn’t benefit “us”, it only tears us down and put us in an abyss of confusion and stress and hopelessness because we can’t learn as fast as others. Or we can’t handle the amount of work given whereas the gifted students go through it with ease. It just brings us down and makes us feel lost; because no mater what, it feels like we are destined to fail. It feels like we weren’t “cut out” for success.

homework does help

here is the thing though, if a child is shoved in the face with a whole ton of homework that isn’t really even considered homework it is assignments, it’s not helpful. the teacher should make homework more of a fun learning experience rather than something that is dreaded

This article was wonderful, I am going to ask my teachers about extra, or at all giving homework.

I agree. Especially when you have homework before an exam. Which is distasteful as you’ll need that time to study. It doesn’t make any sense, nor does us doing homework really matters as It’s just facts thrown at us.

Homework is too severe and is just too much for students, schools need to decrease the amount of homework. When teachers assign homework they forget that the students have other classes that give them the same amount of homework each day. Students need to work on social skills and life skills.

I disagree.

Beyond achievement, proponents of homework argue that it can have many other beneficial effects. They claim it can help students develop good study habits so they are ready to grow as their cognitive capacities mature. It can help students recognize that learning can occur at home as well as at school. Homework can foster independent learning and responsible character traits. And it can give parents an opportunity to see what’s going on at school and let them express positive attitudes toward achievement.

Homework is helpful because homework helps us by teaching us how to learn a specific topic.

As a student myself, I can say that I have almost never gotten the full 9 hours of recommended sleep time, because of homework. (Now I’m writing an essay on it in the middle of the night D=)

I am a 10 year old kid doing a report about “Is homework good or bad” for homework before i was going to do homework is bad but the sources from this site changed my mind!

Homeowkr is god for stusenrs

I agree with hunter because homework can be so stressful especially with this whole covid thing no one has time for homework and every one just wants to get back to there normal lives it is especially stressful when you go on a 2 week vaca 3 weeks into the new school year and and then less then a week after you come back from the vaca you are out for over a month because of covid and you have no way to get the assignment done and turned in

As great as homework is said to be in the is article, I feel like the viewpoint of the students was left out. Every where I go on the internet researching about this topic it almost always has interviews from teachers, professors, and the like. However isn’t that a little biased? Of course teachers are going to be for homework, they’re not the ones that have to stay up past midnight completing the homework from not just one class, but all of them. I just feel like this site is one-sided and you should include what the students of today think of spending four hours every night completing 6-8 classes worth of work.

Are we talking about homework or practice? Those are two very different things and can result in different outcomes.

Homework is a graded assignment. I do not know of research showing the benefits of graded assignments going home.

Practice; however, can be extremely beneficial, especially if there is some sort of feedback (not a grade but feedback). That feedback can come from the teacher, another student or even an automated grading program.

As a former band director, I assigned daily practice. I never once thought it would be appropriate for me to require the students to turn in a recording of their practice for me to grade. Instead, I had in-class assignments/assessments that were graded and directly related to the practice assigned.

I would really like to read articles on “homework” that truly distinguish between the two.

oof i feel bad good luck!

thank you guys for the artical because I have to finish an assingment. yes i did cite it but just thanks

thx for the article guys.

Homework is good

I think homework is helpful AND harmful. Sometimes u can’t get sleep bc of homework but it helps u practice for school too so idk.

I agree with this Article. And does anyone know when this was published. I would like to know.

It was published FEb 19, 2019.

Studies have shown that homework improved student achievement in terms of improved grades, test results, and the likelihood to attend college.

i think homework can help kids but at the same time not help kids

This article is so out of touch with majority of homes it would be laughable if it wasn’t so incredibly sad.

There is no value to homework all it does is add stress to already stressed homes. Parents or adults magically having the time or energy to shepherd kids through homework is dome sort of 1950’s fantasy.

What lala land do these teachers live in?

Homework gives noting to the kid

Homework is Bad

homework is bad.

why do kids even have homework?

Comments are closed.

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Does Homework Improve Academic Achievement?

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Educators should be thrilled by these numbers. Pleasing a majority of parents regarding homework and having equal numbers of dissenters shouting "too much!" and "too little!" is about as good as they can hope for.

But opinions cannot tell us whether homework works; only research can, which is why my colleagues and I have conducted a combined analysis of dozens of homework studies to examine whether homework is beneficial and what amount of homework is appropriate for our children.

The homework question is best answered by comparing students who are assigned homework with students assigned no homework but who are similar in other ways. The results of such studies suggest that homework can improve students' scores on the class tests that come at the end of a topic. Students assigned homework in 2nd grade did better on math, 3rd and 4th graders did better on English skills and vocabulary, 5th graders on social studies, 9th through 12th graders on American history, and 12th graders on Shakespeare.

Less authoritative are 12 studies that link the amount of homework to achievement, but control for lots of other factors that might influence this connection. These types of studies, often based on national samples of students, also find a positive link between time on homework and achievement.

Yet other studies simply correlate homework and achievement with no attempt to control for student differences. In 35 such studies, about 77 percent find the link between homework and achievement is positive. Most interesting, though, is these results suggest little or no relationship between homework and achievement for elementary school students.

Why might that be? Younger children have less developed study habits and are less able to tune out distractions at home. Studies also suggest that young students who are struggling in school take more time to complete homework assignments simply because these assignments are more difficult for them.

These recommendations are consistent with the conclusions reached by our analysis. Practice assignments do improve scores on class tests at all grade levels. A little amount of homework may help elementary school students build study habits. Homework for junior high students appears to reach the point of diminishing returns after about 90 minutes a night. For high school students, the positive line continues to climb until between 90 minutes and 2½ hours of homework a night, after which returns diminish.

Beyond achievement, proponents of homework argue that it can have many other beneficial effects. They claim it can help students develop good study habits so they are ready to grow as their cognitive capacities mature. It can help students recognize that learning can occur at home as well as at school. Homework can foster independent learning and responsible character traits. And it can give parents an opportunity to see what's going on at school and let them express positive attitudes toward achievement.

Opponents of homework counter that it can also have negative effects. They argue it can lead to boredom with schoolwork, since all activities remain interesting only for so long. Homework can deny students access to leisure activities that also teach important life skills. Parents can get too involved in homework -- pressuring their child and confusing him by using different instructional techniques than the teacher.

My feeling is that homework policies should prescribe amounts of homework consistent with the research evidence, but which also give individual schools and teachers some flexibility to take into account the unique needs and circumstances of their students and families. In general, teachers should avoid either extreme.

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Homework and Developing Responsibility

As children enter the fourth grade, the purpose of homework changes to some extent. In grades one to three, students are learning to read; thereafter, they are reading to learn. In fourth grade both schoolwork and homework become more challenging. Learning tasks require more organization and more sus­tained attention and effort.

Because of this change, homework becomes a more integral part of children’s learning and is reflected more in their academic record. This shift comes at a good time, since at about the fourth grade; chil­dren are ready for and want more autonomy and responsibility and less parental hovering and interference.

Homework for older children has a number of purposes. It provides an op­portunity for review and reinforcement of skills that have been mastered and encourages practicing skills that are not. Homework also is an opportunity for children to learn self-discipline and organizational skills and to take responsi­bility for their own learning.

Many of the same suggestions for approaching homework that were recom­mended for younger children apply to older children as well. Homework is best done when the child has had a chance to unwind from school or after-school activities, is rested, and is not hungry. You and your child should agree upon a regular schedule for when homework will be done, and the length of time that should be devoted to it. This schedule should provide predictability and structure but should be sufficiently flexible to respond to special situa­tions. Some children do best if their homework time is divided into several short sessions instead of a single long one.

Usually parents can be helpful by assisting their child in getting settled and started. You can look together at each day’s homework assignment and decide what parts might require help from you, a sibling, or a classmate. The most dif­ficult parts should be done first. Reviewing for tests and rote memorization tasks also should be done early and then repeated at the end of the homework session or first thing the next morning. As is the case for younger children, homework should be done in a location with few distractions (no television, radio, telephone, video games, comics, toys, or conversation), and where all the necessary supplies and reference materials are available.

Here are some specific suggestions on how to approach homework of dif­ferent types:

Reading Assignments

• Divide chapters into small units or use the author’s headings as a guide.
• Find the topic sentence or the main idea for each paragraph and under­line it or write it down.
• Write a section-by-section outline of the reading assignment, copying or paraphrasing the main points; leave some room to write in notes from class discussions.

Writing (Composition)

• Begin by recognizing that the first draft will not be the last, and that rewriting will produce better work.
• Make a list of as many ideas as possible without worrying about whether they are good or correct.
• Organize these “brainstorm” ideas into clusters that seem reasonable, and then arrange the clusters into a logical sequence.
• Write down thoughts as to why these clusters were made and why the order makes sense.
• Use this work as an outline and write a first draft; at this stage, do not worry about spelling or punctuation.
• Meaning:  Does it make sense and meet the purpose of the assignment?
• Paragraph formation:  Does each paragraph have a topic sentence and are the other sentences logically related?
• Sentence formation:  Does each sentence express a complete thought? Are capitalization and punctuation correct?
• Word:  Was the best word chosen? Is it spelled correctly?
• Neatness:  Is the paper easy to read? Does it follow the format and style the teacher expects?
• Work toward mastering the basic facts and operations (addition, sub­traction, multiplication, and division) until they become automatic. Do this work in small doses, and limit the number of facts to three to five each session. Use writing, flash cards, and oral quizzes.
• Be sure the basic concepts of computation are well understood. Do com­putation homework slowly and check the results, since if the facts are un­derstood, most errors come from being careless.
• Use money examples when learning decimals.
• For fractions, use visual or concrete aids rather than oral explanations.

Studying for Tests

• Gather together homework assignments, class notes, outlines, quizzes, and handouts, and arrange them chronologically (by date).
• Four days before the test, read the information through in a general way.
• Three days before the test, look at major titles of sections in notes and books.
• Two days before the test, review the titles of sections and read the infor­mation and organize it into related clusters.
• The night before the test, repeat the process of the night before and re­cite as much as you can from memory.

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This post has been updated as of December 2017.

In another of our blog posts,  The Case Against Homework , we articulated several points of view against homework as standard practice for teachers. However, a variety of lessons, content-related and beyond, can be taught or reinforced through homework and are worth exploring. Read on!

Four ways homework aids students’ academic achievement

Homework provides an opportunity for parents to interact with and understand the content their students are learning so they can provide another means of academic support for students. Memphis Parent writer Glenda Faye Pryor-Johnson says that, “When your child does homework, you do homework,” and notes that this is an opportunity for parents to model good behavior for their children.

Pryor-Johnson also identifies four qualities children develop when they complete homework that can help them become high-achieving students:

• Responsibility
• Time management
• Perseverance
• Self-esteem

While these cannot be measured on standardized tests, perseverance has garnered a lot of attention as an essential skill for successful students. Regular accomplishments like finishing homework build self-esteem, which aids students’ mental and physical health. Responsibility and time management are highly desirable qualities that benefit students long after they graduate.

NYU and Duke professors refute the idea that homework is unrelated to student success

In response to the National School Board Association’s Center for Public Education’s findings that homework was not conclusively related to student success, historian and NYU professor Diane Ravitch contends that the study’s true discovery was that students who did not complete homework or who lacked the resources to do so suffered poor outcomes.

Ravitch believes the study’s data only supports the idea that those who complete homework benefit from homework. She also cites additional benefits of homework: when else would students be allowed to engage thoughtfully with a text or write a complete essay? Constraints on class time require that such activities are given as outside assignments.

5 studies support a significant relationship between homework completion and academic success

Duke University professor Harris Cooper supports Ravitch’s assessment, saying that, “Across five studies, the average student who did homework had a higher unit test score than the students not doing homework.” Dr. Cooper and his colleagues analyzed dozens of studies on whether homework is beneficial in a 2006 publication, “Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003. ”

This analysis found 12 less-authoritative studies that link achievement to time spent on homework, but control for many other factors that could influence the outcome. Finally, the research team identified 35 studies that found a positive correlation between homework and achievement, but only after elementary school. Dr. Cooper concluded that younger students might be less capable of  benefiting from homework due to undeveloped study habits or other factors.

Recommended amount of homework varies by grade level

“Does Homework Improve Academic Achievement?” also identifies the amount homework that serves as a learning tool for students. While practice improves test scores at all grade levels, “Homework for junior high students appears to reach the point of diminishing returns after about 90 minutes a night. For high school students, the positive line continues to climb until between 90 minutes and 2.5 hours of homework a night, after which returns diminish.”

Dr. Cooper’s conclusion—homework is important, but discretion can and should be used when assigning it—addresses the valid concerns of homework critics. While the act of completing homework has benefits in terms of developing good habits in students, homework must prove useful for students so that they buy in to the process and complete their assignments. If students (or their parents) feel homework is a useless component of their learning, they will skip it—and miss out on the major benefits, content and otherwise, that homework has to offer.

Continue reading :  Ending the Homework Debate: Expert Advice on What Works

Monica Fuglei is a graduate of the University of Nebraska in Omaha and a current adjunct faculty member of Arapahoe Community College in Colorado, where she teaches composition and creative writing.

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What’s the Purpose of Homework?

• Homework teaches students responsibility.
• Homework gives students an opportunity to practice and refine their skills.
• We give homework because our parents demand it.
• Our community equates homework with rigor.
• Homework is a rite of passage.
• design quality homework tasks;
• differentiate homework tasks;
• move from grading to checking;
• decriminalize the grading of homework;
• use completion strategies; and
• establish homework support programs.
• Always ask, “What learning will result from this homework assignment?” The goal of your instruction should be to design homework that results in meaningful learning.
• Assign homework to help students deepen their understanding of content, practice skills in order to become faster or more proficient, or learn new content on a surface level.
• Check that students are able to perform required skills and tasks independently before asking them to complete homework assignments.
• When students return home, is there a safe and quite place for them to do their homework? I have talked to teachers who tell me they know for certain the home environments of their students are chaotic at best. Is it likely a student will be able to complete homework in such an environment? Is it possible for students to go to an after school program, possibly at the YMCA or a Boys and Girls Club. Assigning homework to students when you know the likelihood of them being able to complete the assignment through little fault of their own doesn’t seem fair to the learner.
• Consider parents and guardians to be your allies when it comes to homework. Understand their constraints, and, when home circumstances present challenges, consider alternative approaches to support students as they complete homework assignments (e.g., before-or after-school programs, additional parent outreach).

Howard Pitler is a dynamic facilitator, speaker, and instructional coach with a proven record of success spanning four decades. With an extensive background in professional development, he works with schools and districts internationally and is a regular speaker at national, state, and district conferences and workshops.

Pitler is currently Associate Professor at Emporia State University in Kansas. Prior to that, he served for 19 years as an elementary and middle school principal in an urban setting. During his tenure, his elementary school was selected as an Apple Distinguished Program and named "One of the Top 100 Schools in America" by Redbook Magazine. His middle school was selected as "One of the Top 100 Wired Schools in America" by PC Magazine. He also served for 12 years as a senior director and chief program officer for McREL International, and he is currently serving on the Board of Colorado ASCD. He is an Apple Distinguished Educator, Apple Teacher, National Distinguished Principal, and Smithsonian Laureate.

He is a published book author and has written numerous magazine articles for  Educational Leadership ® magazine,  EdCircuit , and  Connected Educator , among others.

ASCD is dedicated to professional growth and well-being.

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Teaching your students about personal responsibility will be one of the most important lessons you’ll impart. Having this sense of personal accountability will set them up for success as they grow, both in school and at home. In fact, personal accountability actually plays a big role in creating a collaborative classroom for everyone.

But beginning the process of teaching personal responsibility in the classroom doesn’t have to be a daunting task. Skills like time management , prioritization, and organization are all a part of creating responsible students. You can help build these skills in small increments through the work they do on a daily basis.

Here, experienced fifth grade teachers Joe Saenz and Wandiza Williams share how they help their students become more responsible, both academically and personally. 

Set Clear Expectations and Routines

When students know what to expect, they will be more likely to prepare everything they need for class, whether they’re in charge of their own classroom jobs or need to get their homework done. 

“Set up classroom routines with clear expectations,” says Saenz. “Do not just go over these routines at the beginning of the year. At the start of each marking period, review your classroom routines and expectations. If your students see that you are serious about a routine and you clearly define it, they will follow it.”

It’s also important to define that these expectations have consequences if they aren’t met. For example, each student should be responsible for turning in their homework and classwork on time. 

“In my classroom, it is my students’ responsibility to explain to me why they do not have their homework completed when it is due,” says Saenz. “If they communicate their reasoning and share their plan to make it up, I will not contact their parents. If they routinely fail to explain their reasoning and their plan, I will reach out to their parents to keep them apprised. This sets up responsibility and accountability in your class.”

Maintain Regular Check-ins With Students

Taking the time to speak with your students about their homework and responsibilities will clue you into how they’re doing and will help establish personal accountability.

“Morning meetings are a great time and way to address this on a consistent basis within the classroom,” says Williams. “In other words, feedback is extremely important. We want students to be actively involved in the learning process, take pride in their work, and recognize that hard work pays off.”

By using this time to have a conversation about what they’re excelling in and what they can improve, students will be more open to accepting all kinds of feedback as they grow. 

“Being held accountable is a good thing, but may not feel good if you have to be called out,” says Williams. “It is one of life's vital lessons for perseverance and success. You have to be open-minded to accepting feedback and applying it to make you better, progress, and grow as a learner.”  

Communicate and Cultivate Mutual Respect

While critiquing performance is helpful, reminding your students that they’re doing a good job is essential to their success. Just like adults, children respond better when they know they are appreciated and doing a good job. This is why having open channels of regular communication is essential. 

“Remember, students may feel ‘picked on’ or ‘attacked’ when you hold them accountable,” says Saenz. “It is vitally important that you communicate. If you show your students respect and treat them fairly as you would with any other student, you will earn their respect and create strong and trusting relationships. Your students should feel comfortable coming to your class, not fear to do so.” 

When met with positive reinforcement, students will be more willing to take initiative and understand that they have influence over their grades and performance in class, which gives them a feeling of control. 

“Some students appreciate it and others have a hard time,” says Williams. “Some students may feel that you are picking on them or being overly critical of their work, behavior, and/or performance. This is why it is important to have conversations with students to explain to them what's happening and to get their input as well.”

Shop books about responsibility below! You can find all books and activities at The Teacher Store .

• News & Events

Homework and the Myth of Responsibility

Adult reasons for assigning homework vary, but one big one that always comes up is this: Responsibility. "The purpose of homework is to teach students to be responsible as well as reinforcing school curriculum," quote many well-meaning grown-ups, teachers and parents alike.

As for reinforcing school curriculum, the value of that is highly age-dependent as you will read in my book It's OK to Go Up the Slide . If you're looking for academic benefit, a good night's sleep is far more important. And for kids in elementary school, the academic benefit of homework has no statistical significance.

But responsibility? The myth that homework teaches responsibility stubbornly persists. We don't need homework to teach children responsibility. Responsibility is part of life-long growth.

Responsibility is bringing your lunch box home.

Responsibility is feeding the cat.

Responsibility is making your bed each day.

Responsibility is putting on your own coat, even if you're two.

Responsibility is writing thank you notes.

Responsibility is watering the neighbor's plants.

Responsibility is leaving a note if you go for a bike ride.

Responsibility is cleaning out your backpack after school.

Responsibility is putting an apple core in the compost.

Responsibility is getting out the broom when you spill something.

Responsibility is making your own sandwich and pouring your own milk.

Responsibility is remembering to tell dad that Grandma called.

Responsibility is vacuuming, cleaning the bathroom, and setting the table.

Responsibility is admitting you're the one who knocked over the plant.

Responsibility is remembering where you put your coat at recess.

Responsibility is bringing two mittens home.

Responsibility is part of learning independence and is interwoven into every day family life. There is also school responsibility - how we take care of the classroom, putting up chairs, cleaning up, using supplies wisely, cleaning the class guinea pig cage.

Responsibility is everywhere. It's up to us to make it age-appropriate. For elementary-aged children, homework is not a responsible use of their time.

In fact, how homework is done often produces the OPPOSITE of responsibility. Homework is assigned too young - often in preschool and kindergarten - so children can't even read the assignments and need adult help and involvement in every step (including remembering). This sets up a years-long struggle between parents and children which involves nagging, procrastinating, and tears. The pattern is set: parents as the Homework Patrol Cops and children as the Avoiders. When children are finally old enough for some meaningful homework (mostly high school, a little practice in 7th & 8th grade), doing and remembering to do homework should be the child's full responsibility.

But for now, start by feeding the cat and remembering to bring home those mittens.

Want to read more? It's OK Not to Share dives into homework and examines its purported benefits and the negative effects it can have for children and families. If your family is struggling with homework, learn more about the research and gain sane, sensible ways to opt out.

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Is Homework Good for Kids?

Research suggests that homework may be most beneficial when it is minimal..

Updated October 3, 2023 | Reviewed by Devon Frye

• Why Education Is Important
• Find a Child Therapist
• Research finds that homework can academically benefit middle and high schoolers, but not elementary students.
• There are non-academic benefits to homework, but too much work may interfere with other areas of development.
• Research suggests students should be given about 10 minutes of homework per grade level.
• Parents can help with homework by encouraging a growth mindset and supporting their child's autonomy.

In recent years, homework has become a very hot topic. Many parents and educators have raised concerns about homework and questioned how effective it is in enhancing students’ learning. There are also concerns that students may simply be getting too much homework, which ultimately interferes with quality family time and opportunities for physical activity and play.

Research suggests that these concerns may be valid. For example, one study reported that elementary school students, on average, are assigned three times the recommended amount of homework.

What does the research say? What are the potential risks and benefits of homework, and how much is “too much”?

Academic vs. Non-Academic Benefits

First, research finds that homework is associated with higher scores on academic standardized tests for middle and high school students, but not elementary school students . A recent experimental study in Romania found some benefits for a small amount of writing homework in elementary students but not math homework. Yet, interestingly, this positive impact only occurred when students were given a moderate amount of homework (about 20 minutes on average).

Yet the goal of homework is not simply to improve academic skills. Research finds that homework may have some non-academic benefits, such as building responsibility , time management skills, and task persistence . Homework may also increase parents’ involvement in their children’s schooling.

Yet too much homework may also have some negative impacts on non-academic skills by reducing opportunities for free play , which is essential for the development of language, cognitive, self-regulation , and social-emotional skills. Homework may also interfere with physical activity ; indeed, too much homework is associated with an increased risk of being overweight . As with the research on academic benefits, this research also suggests that homework may be beneficial when it is minimal.

What is the “Right” Amount of Homework?

Research suggests that homework should not exceed 1.5 to 2.5 hours per night for high school students and no more than 1 hour per night for middle school students. Homework for elementary school students should be minimal and assigned with the aim of building self-regulation and independent work skills. Any more than this and homework may no longer have a positive impact.

The National Education Association recommends 10 minutes of homework per grade and there is also some experimental evidence that backs this up.

What Can Parents Do?

Research finds that parental help with homework is beneficial but that it matters more how the parent is helping rather than how often the parent is helping.

So how should parents help with homework (according to the research)?

• Focus on providing general monitoring, guidance, and encouragement, but allow children to complete their homework as independently as possible. Research shows that allowing children more autonomy in completing homework may benefit their academic skills.
• Only provide help when your child asks for it and step away whenever possible. Research finds that too much parental involvement or intrusive and controlling involvement with homework is associated with worse academic performance .
• Help your children to create structure and develop some routines that help your child to independently complete their homework. Research finds that providing this type of structure and responsiveness is related to improved academic skills.
• Set specific rules around homework. Research finds an association between parents setting rules around homework and academic performance.
• Help your child to view homework as an opportunity to learn and improve skills. Parents who view homework as a learning opportunity (that is, a “mastery orientation”) rather than something that they must get “right” or complete successfully to obtain a higher grade (that is, a “performance orientation”) are more likely to have children with the same attitudes.
• Encourage your child to persist in challenging assignments and emphasize difficult assignments as opportunities to grow. Research finds that this attitude is associated with student success. Research also indicates that more challenging homework is associated with enhanced academic performance.
• Stay calm and positive during homework. Research shows that mothers’ showing positive emotions while helping with homework may improve children’s motivation in homework.
• Praise your child’s hard work and effort during homework. This type of praise is likely to increase motivation. In addition, research finds that putting more effort into homework may be associated with enhanced development of conscientiousness in children.
• Communicate with your child and the teacher about any problems your child has with homework and the teacher’s learning goals. Research finds that open communication about homework is associated with increased academic performance.

Cara Goodwin, Ph.D., is a licensed clinical psychologist who specializes in translating scientific research into information that is useful, accurate, and relevant for parents.

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This One Change From Teachers Can Make Homework More Equitable

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Homework can deepen inequities for low-income students at school if teachers judge students’ effort by their families’ involvement.

That’s according to a new study in the journal Educational Researcher, which found teachers were more likely to attribute missed homework to irresponsibility or parent disinterest with low-income students and students of color than with wealthier or white students.

The study was part of a broader longitudinal study of more than 4,000 middle school students and their teachers. Researchers observed 80 students and their teachers and conducted in-depth interviews with both, as well as with the students’ families.

Across both elementary and middle schools, “teachers were interpreting homework through this meritocratic lens, seeing it as the product of motivation and competence and effort, and not as the product of the kinds of circumstances that students or their families might be facing at home,” said Jessica McCrory Calarco, an associate professor of sociology at Indiana University and the lead author of the study.

“When teachers use that cultural framework to interpret what’s going on in their classrooms, it can lead them to judge and punish students and treat students in potentially harmful ways,” Calarco said.

As one teacher in the study noted, “I’ve had a few students this year who have been reluctant to do homework. It’s been mainly the [lower-level students]. Probably math isn’t their favorite subject, so they wouldn’t want to do their math homework, even when it’s easy. And when it’s not easy, they especially don’t want to do it.”

The findings are “unfortunate but not surprising,” said Joyce Epstein, a homework researcher and the director of the Center on School, Family, and Community Partnerships, at Johns Hopkins University, who was not involved in Calarco’s study.

“Parents are in fact interested in their children’s work and success. What they’re not interested in is being told they’re supposed to know how to teach every subject at every grade level, just because somebody said it was a good idea,” Epstein said.

Teachers who took a meritocratic approach to homework were more likely to adopt punitive homework policies: giving extra credit on tests for students who turned in homework, or keeping students back from recess for not completing it, for example. Meritocratic teachers also were more likely to assign homework that students could not complete independently, either because it was too difficult or required input from parents.

One mother of a 5th grader in the study said she barely passed her GED high school equivalency exam, and often struggled to help her son with math. “I still can’t really figure out division. . . . [Jesse will] ask me a question, and I’ll go look at it, and it’s like algebra, in 5th grade,” the mother told researchers. “Sometimes you just feel stupid because he’s in 5th grade, and I’m like—I should be able to help my son with his homework in 5th grade.”

In an earlier related study using the same students, Calarco and her colleagues also found teachers felt significant pressure from affluent and white parents to excuse their children when they failed to complete homework. Existing homework policies tended to be applied in favor of students of parents who were highly involved in the school.

“It wasn’t a consistent application of rules,” Calarco said. “It was much more rooted in the status and the power of families ... not only in terms of who actually was able to provide more hands-on help at home, but also in the extent to which teachers felt that they had to grant exemptions to students from more privileged backgrounds.”

Designing better homework

Prior research suggests the majority of parent homework help ends up being counterproductive, including doing work for a student or providing confusing or inaccurate explanations for a concept.

“Homework is important, proven to be useful for children’s learning, but we can all do better in designing good homework as opposed to just more of it,” Epstein said.

She argued that teachers should be given more time to work with each other and parents to design homework policies and assignments.

“We should never ask parents to teach a school subject. They don’t want to do it, they can’t do it, they shouldn’t be asked to do it,” Epstein said. “What we’ve learned is that to increase the family connection with their child on homework, ... you design homework to help the student become the leader in this work.”

Among the recommendations:

• Do not design homework that requires parents to teach or check content knowledge.
• Ensure students can complete assignments at home without help.
• Design separate, ungraded assignments to engage families (e.g. a family oral history project). “If we design homework so the youngster is showing, sharing, demonstrating what they’ve learned in class, the parent becomes an appreciator of how the youngster is growing their skills and abilities,” Epstein said.
• Incorporate supplemental exercises or model lessons in separate communications with parents, such as school newsletters or literacy nights.

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Helping Your Child Gain Independence with Homework

Fostering independence is accomplished by moving your child from dependence on you to dependence on homework buddies and material resources (e.g., references, lists, reminders). Remember that focusing on what is right about your child is the best way to help him or her strengthen and develop homework completion skills.

Although young children require your close observation, support, and your ability to identify their work style and preferences, eventually you must provide your child with opportunities for decision making, planning, and goal setting. This is particularly important to achieve prior to the adolescent years when there is a more delicate balance between assistance and interference. As we have written in previous columns, during the elementary years, perhaps even more important than the goal of practice and rehearsal, homework helps your child develop the skills necessary to become an independent learner. Independent learning is a critically important skill for middle, high school and college success.

By laying this important foundation you and your teen will be prepared when he or she expresses a preference to work alone and your assistance may be perceived as an intrusion. Many teenagers find parent help with homework an unwelcome offer. By the late elementary school years your involvement may be most effective when it is defined as awareness and monitoring, rather than direct assistance or physical supervision. By the middle school years homework should be completed independently. You should act as a consultant and information source rather than a task master or supervisor. Forcing your assistance on your child at any age will only result in conflict and reduced motivation.

Authors: Dr. Sam Goldstein and Dr. Sydney Zentall

Education resources › Blog › 6 self-regulation skills homework helps students develop

6 self-regulation skills homework helps students develop

• Metacognition

Homework has become a staple part of school systems. It gives students the chance to consolidate what they have learned in class by practising it independently. But as well as improving learning, research also suggests that homework can help students develop one of life’s most important skills: self-regulation.

Self-regulation is students’ ability to monitor and manage their behaviours, thoughts, and emotions as they try to progress toward their goals. It is key for developing  independent learners  who take charge of their own learning.

So, what makes homework so good for developing self-regulation skills?

1. Time management and planning

If students want to complete their homework in time to meet the deadline their teacher set, they need to plan ahead, make sure their plan is feasible, and then stick to it. This allows them to consistently practise and hone their time management skills.

Research has shown  that students often struggle with this and can  underestimate how long it will take  to complete a task (this is known as the “Planning Fallacy”). Therefore, having the opportunity to allocate their time accordingly gives them a more accurate base for guessing how to do so again in the future.

2. Persisting with difficult tasks

Homework tasks can be challenging. Students need the persistence to complete them independently.

A key to students developing persistence is to believe that they can accomplish the task to fuel their motivation. Fortunately,  research has shown  that homework activities can help develop self-belief in students of all ages. Some students may need  assistance  with getting started on their homework independently, but when they are on a roll, they could see some improvements in their self-belief and ability to persist through difficult tasks – making future homework easier to get through.

3. Reducing distractions

Avoiding getting distracted is key to get any task done – especially homework. The  growing use of phones  among students makes this skill even more essential.

Research suggests  that reducing distractions during homework is related to overall achievement and shows that high-achieving students are more prone to have this skill than their low-achieving peers.

So, what can students do to stay on task while completing homework? Some easy strategies include:

• Putting their phone away  in another room
• Choosing a quiet space to work, away from the TV
• Turning off their music

4. Organising their environment

A  focused environment  is essential for students to concentrate on their homework, but it’s not just about getting rid of distractions. It’s also about surrounding themselves with only the tools that they will need or that will help them and making sure that their environment allows them to complete their homework efficiently.

Again, this gives students the opportunity to practise organising their working environment, which is an important self-regulatory skill that can help them complete tasks more productively.

5. Overcoming unwanted emotions

Self-control of emotions is another self-regulatory skill that helps students to manage their behaviour. It can be a little bit more difficult for students to manage their emotions as  research has concluded  that the prefrontal cortex, the part of the brain largely responsible for this, does not fully develop until age 25.

Doing homework allows students to practise overcoming their frustrations in the face of challenges. A key to this is to  develop their mindset , to believe that with effort, curiosity and a good outlook on setbacks, they can achieve the task at hand.

6. Reflecting on what they have learned

Finally, homework can help students develop self-reflection, which is a  metacognitive skill  as well as a self-regulation skill.

Essentially, this means that students are aware of which learning strategies are working for them and what they can do to elevate their learning. For example, they can  ask themselves reflective questions  throughout the homework task to monitor their progress and see how they can improve their thinking processes.

For example,  research has shown  that reflecting on learning during homework helped increase the academic achievement of 9–10-year-olds after only 5 weeks of training.

Final thoughts

Self-regulation skills are necessary for students in both their educational and personal lives. Homework is a low-cost and effective way to develop these skills for students across all age groups.

This is not to say that other extra-curricular activities such as sport, dance, music or drama can’t also help nurture these skills. However, evidence suggests that homework is certainly one vehicle for students to practice and enhance their self-regulatory behaviours.

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Self-Regulated Learning: What It Is, Why It Is Important and Strategies for Implementing It

Self-regulated learning (SRL) is a respected educational approach which encourages students to take control of their own unique learning journey. In this approach, students are guided through the process of effectively planning , monitoring , and reflecting on their work. There are a number of key advantages of this approach, including improved academic performance , better time management , and higher levels of motivation . The concept of SRL gained prominence in the 1980s and draws on various theoretical perspectives, such as constructivism , cognitive theory, and Vygotsky’s theory of the Zone of Proximal Development . This article aims to introduce teachers to the approach and offers practical advice on facilitating self-regulated learning in the classroom (2).

What is Self-Regulated Learning?

Self-regulated learning is partly about self-control but, more significantly, it is also about having an active and personal involvement in your own education. Instead of passively following instructions, students are encouraged to use special thinking and motivational strategies to improve their ability to learn. Furthermore, they can also have agency to improve their own learning environments to match their unique needs (1).

The fact that SRL can be personalised is one of its key benefits, allowing students to decide on the type of instruction that suits them best. By being proactive in this way, students take responsibility for their own learning. This approach, therefore, is useful not just in academic settings but also in daily skills like time management and goal setting. Overall, self-regulated learning empowers students to be more effective learners and active participants in their own educational journey (3).

See also: Adaptive Learning: What is It, What are its Benefits and How Does it Work?

Strategies to teach self-regulation

Teaching self-regulation to students is not just about telling them what to do. Instead, teachers can incorporate teaching of specific practical methods into their lessons. This section offers strategies for teachers to help students become more proactive and successful in their learning.

Active Thinking about Learning Strategies

Teachers can help students think more actively about effective learning strategies. When planning a syllabus, allocate time before an assessment to guide students to consider the type of questions they will face, the resources they will need, and how to use those resources. This helps students plan effectively and make good use of study materials. For example, before a science exam, the teacher could guide students on which topics to focus on and how to use resources effectively for revision. This helps students plan their study time better.

Model Goal-Oriented Behaviour

Show students how to set goals and break them down into smaller tasks with deadlines. For instance, if students are required to watch a video asynchronously, set a viewing deadline followed by a small quiz. This helps students better plan and monitor their own learning habits. Ideally, this should be done earlier in the course in order to encourage good habits later.

Incorporate Frequent Discourse on Self-Regulation

Talk to your students about the SRL approach. Make self-regulation a regular topic in the classroom. This can start from conducting a survey before the first class in order to find out about students’ previous learning approaches. Subsequently, early in the course, teachers can describe self-regulated learning skills and their benefits, before referring back to this in later lessons.

Planning Classwork

Encourage students to spread their work over time instead of cramming it all in at once. Use tools like digital timesheets to help students monitor their study habits. This kind of reflection can help them become more aware of how much and how well they are learning.

Explicit Strategy Discussion

Label and discuss strategies openly during classroom activities. For instance, during a class discussion, encourage students to share the strategies they used to understand the material. As an example, after students have read a difficult scientific article for homework, you could ask them how they managed to understand the key points. Some might say they drew diagrams to visualise the concept, while others might have made flashcards for memorisation. Highlighting these different approaches not only validates each student’s method but also exposes the class to a variety of strategies they may not have used before. This becomes a learning opportunity for everyone, improving their toolkit for understanding difficult texts in the future (4).

Feedback and Reflection

Provide constructive feedback on how students are doing in relation to course goals. Encourage them to think about which learning strategies worked or did not work for them. If a dedicated digital space can be created for reflection, this might help students structure how they engage with self-evaluation. Also, while it takes a bit of extra work, providing a rubric for assignments to help students understand what is expected can help them plan and evaluate their own work accordingly.

Using caution and best judgement

By bringing in these techniques, teachers can help students become more aware of their learning processes and adapt their strategies for more effective learning. The idea is that these methods equip students with the self-regulatory skills useful not just in academic tasks but also in daily life. However, when promoting self-regulated learning strategies, teachers must be careful not to overwhelm students with too many methods all at once. Instead, introduce strategies gradually to allow time for understanding. Also, avoid a one-size-fits-all approach, as each student’s learning style is unique. When possible, teachers should think critically about whether the strategies are actually helping students or instead causing additional stress (5). Lastly, it is vital to give students room to make mistakes and learn from them, rather than strictly dictating how they should manage their learning. Ideally, students need to feel a strong sense of agency in their learning progress.

See also: How Can We Align Learning Objectives, Instructional Strategies, and Assessments?

The Cycle of Self-Regulated Learning

The self-regulated learning cycle (illustrated in the diagram below) is a framework that emphasises the role of the student in their own learning process. While students are the main actors, teachers, as previously mentioned, also play a very important role as guides and coaches. This approach aligns well with established educational theories like constructivism, which emphasises the learner’s role in building their own knowledge.

1. Plan, Set Goals, and Lay Out Strategies

Before getting started with a task, students should be encouraged to spend time planning. Not all students will be enthusiastic and for some it might feel like a step backward. However, in reality this can help students make more efficient use of their time and effort. As a simple example, if students are assigned a research paper, the planning phase could include a decision to spend the first week on researching and the second week on writing, or students could be asked to create a mind-map based on the essay question.

What can teachers do to help students through this phase?

In the planning phase, teachers should encourage students to evaluate the characteristics of the task, asking them to consider if it is similar to tasks they have previously completed and how much time it might require. Next, teachers can prompt students to set clear goals, and to consider if they think the research can be completed by the end of the week. To achieve these goals, students should be encouraged to outline specific strategies, asking them if they will need to visit the library or consult online resources. Finally, students can be taught to set realistic expectations by questioning what outcomes they are aiming for, taking into account past performance and the effort they are willing to put in (6).

Here, the teacher’s role is akin to that of a ‘ scaffolder ‘ in Vygotsky’s Zone of Proximal Development. Teachers should aim to provide the right amount of support to help students reach their potential.

See also: Situated Learning Theory

2. Monitor Performance through the use of targeted strategies

Once the planning is complete, students move into the execution phase. This is where they put their plan into action, and it is important for students to monitor their performance to see if their plan is working. For example, if a student finds that reading a textbook in a noisy dorm room is not working for them, a change of location to a quieter library might be needed.

In the phase where students are putting their plan into action, teachers can still play a significant role. They can encourage students to engage in self-observation by asking them to identify strategies that are effective and those that are not. Teachers can also guide students to prepare for potential obstacles, encouraging them to think in advance about possible challenges and ways to overcome them. Lastly, students can be motivated to remain committed to new strategies, even when they feel uncomfortable or unfamiliar at the outset. This monitoring phase is similar to the strategies of metacognitive theory, encouraging awareness and understanding of one’s own thought processes (7).

3. Reflect on Performance

As all teachers will be aware, reflection is crucial. Rather than just focusing on grades, students should assess how well they did in relation to their initial goals. If, in the past, a student aimed for a ‘B’ but ended up with a ‘C’, they should consider what went wrong and how to improve.

In the reflection phase, teachers should help students gain insights into their performance. For example, teachers can guide students to evaluate their own efforts and the effectiveness of their chosen strategies. A good idea here is to set up some kind of learning journal with space for students to reflect on specific tasks at specific times. In these journals, students can be encouraged to consider whether the strategies they used brought about the hoped-for results. Moreover, teachers can instruct students to connect any poor outcomes to unsuccessful strategies or insufficient effort, rather than allow students to blame it on an inherent lack of ability. Reflection is a vital component of experiential learning theories, such as Kolb’s Learning Cycle , where experiences lead to observations and reflections, which can then progress into future planning and actions (8).

By integrating the above steps into your teaching practice, you can help students to take control of their learning, which can then set them up for success both academically and in other aspects of life.

See also: Problem-Based Learning (PBL)

Why is self-regulation important?

As has been described in this article, self-regulated learning can facilitate both effective learning and personal growth. It can empower students to improve their academic performance by promoting self-reflection. Through this self-assessment and resource management, it is hoped that students can develop a more refined understanding of how to tackle learning tasks and improve their study techniques. To be clear, we are not simply talking about better grades. This approach can also positively influence a student’s mental well-being, allowing them to feel more in control of their performance and experience less stress, especially during exams.

The significance of SRL can become even more pronounced at the college level. University courses often present greater challenges and have less educator oversight compared to high school. Unfortunately, many students start higher education without the necessary learning skills, which can result in some of them feeling outclassed by their peers. Implementing SRL earlier in their academic journeys can level the playing field for these students, helping them become more confident and self-reliant.

Moreover, the current trend of remote learning also shows the importance of SRL. The virtual classroom setting requires even more planning and self-direction due to the fact that online courses are often less structured. In these challenging times, when students are often dealing with stress, having strong self-regulation skills can give them a sense of self-efficacy, and, as mentioned earlier, this positive mindset is not just helpful for the current academic setting but continues to be beneficial long after graduation.

See also: Kirkpatrick Model: Four Levels of Learning Evaluation

In summary, self-regulated learning is more than just a modern education concept. On some levels, it can be described as a set of life skills that has been valued, perhaps informally, throughout history for its positive impact on behaviour and skill acquisition. Furthermore, this approach is deeply embedded in cognitive learning theory, emphasising the active role of students in shaping their own educational outcomes. By employing a set of coherent learning strategies, students can positively affect their own cognition, motivation, and behaviour.

Importantly, teachers serve as the all-important facilitators in this process, not only passing on academic strategies but also empowering students with self-regulation techniques that improve their overall learning. Whether this is in a traditional classroom or a remote setting, these skills can help students become more responsible and effective learners. In an ever-changing educational landscape, the role of self-regulated learning is increasingly central, helping students become well-rounded, resilient individuals, better prepared to navigate the challenges of academic life and beyond.

• Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
• Burman, Jeremy T.; Green, Christopher D.; Shanker, Stuart (September 2015). “On the Meanings of Self-Regulation: Digital Humanities in Service of Conceptual Clarity” (PDF). Child Development. 86 (5): 1507–1521. doi:10.1111/cdev.12395.
• Butler, Deborah L.; Winne, Philip H. (1995). “Feedback and Self-Regulated Learning: A Theoretical Synthesis”. Review of Educational Research. American Educational Research Association (AERA). 65 (3): 245–281. doi:10.3102/00346543065003245. ISSN 0034-6543.
• Winne, Philip H.; Perry, Nancy E. (2000). “Measuring Self-Regulated Learning”. Handbook of Self-Regulation. Elsevier. pp. 531–566. doi:10.1016/b978-012109890-2/50045-7.
• Zimmerman, Barry J (1989). “A social cognitive view of self-regulated academic learning”. Journal of Educational Psychology. 81 (3): 329–339. doi:10.1037/0022-0663.81.3.329.
• Williams, Peter E.; Hellman, Chan M. (1 February 2004). “Differences in Self-Regulation for Online Learning Between First- and Second-Generation College Students”. Research in Higher Education. 45 (1): 71–82. doi:10.1023/B:RIHE.0000010047.46814.78.
• Jansen, R. S., Van Leeuwen, A., Janssen, J., Jak, S., & Kester, L. (2019). Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis. Educational Research Review, 28, 100292.
• Carter Jr, R. A., Rice, M., Yang, S., & Jackson, H. A. (2020). Self-regulated learning in online learning environments: strategies for remote learning. Information and Learning Sciences, 121(5/6), 321-329.

I am a professor of Educational Technology. I have worked at several elite universities. I hold a PhD degree from the University of Illinois and a master's degree from Purdue University.

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Pros and Cons of Homework: What You Should Know

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Homework can be a great tool for students to improve their academic performance, but there are also some drawbacks.

Some pros to assigning homework are that it can help students practice and master the material they learned in class, it can help students develop good study habits, and it can give students a sense of accomplishment. Some cons to assigning homework are that it can be a burden for students if they have a lot of homework to do, it can take away time from family and friends, and it can cause students to stress out.

In this post, I am going to explore the various benefits and drawbacks of using homework in your classroom. Let’s get started!

Pros of homework

Homework can be a great tool for you to improve the learning process of your students if you use it correctly. The following are some of the benefits of homework for teaching and learning:

1. It helps students learn.

Homework has been proven to help students learn effectively. It can help them retain information, increase their focus and improve their recall. By providing a routine for homework, students are able to better manage their time and stay on track with their education.

For example, homework can help students keep track of their progress and reinforce what they have learned. It can also help them focus on what they are doing in class, which will improve the amount of time that they spend in class.

2. It improves test scores.

Homework is a common assignment that students receive in school. It can be thought of as a way for teachers to help students learn and practice the material they have learned. Research has shown that homework can improve students’ test scores. This is because homework helps students learn the material more thoroughly and retain it better.

If a student does their homework, they will be able to answer questions from the test that they will take on that topic. The more homework a student does, the better their test scores will be. For example, in one study, it was found that homework helps improve students’ scores on standardized tests . The more homework a student doe s, the better it is for their grades.

3. It increases student engagement and motivation.

Homework has been proven to increase student engagement and motivation. When done correctly, homework can help students learn by engaging them in challenging tasks and helping them develop skills.

Homework can have a number of benefits for students, both in terms of engagement and motivation. By helping to reinforce the learning process, homework can help students retain information better and increase their understanding of what they are studying. With this, students become engaged and motivated to continue learning.

Additionally, homework can provide a sense of accomplishment and help students feel responsible for their own learning. This motivates students to engage in their studies.

Finally, homework can be used as an opportunity for students to connect with other classmates and share ideas about the material they are studying. Connecting and sharing ideas with classmates about homework helps students become engaged and motivated.

4. It enhances productivity.

Homework has been shown to be beneficial to student productivity in the classroom. Homework allows students to focus on their work and learn more about the material being taught. It also helps students develop better study habits, which can lead to them performing better in class.

Additionally, homework can provide a sense of accomplishment that can encourage students to continue learning. Overall, homework enhances student productivity in the classroom by helping them focus on their work and learn more about the material being taught.

5. It teaches responsibility.

Every student knows the feeling of dread when they have to do their homework. For some, it can be tedious and time-consuming. But homework has a far bigger purpose than just helping students pass exams-it teaches them how to be responsible citizens in the classroom.

Homework can help students develop critical thinking skills, problem-solving abilities, organizational skills, and time management skills. It also encourages them to stay on top of their studies and stay up-to-date with new information. In short, homework helps students become better learners overall.

While there are many benefits to doing homework, it can also be frustrating when it’s not done on time or when it’s not done well. That’s why teachers value homework so much; it helps students learn how to be responsible members of society.

6. Homework develops time management skills.

Many students believe that homework is a waste of time because they think it only helps teachers track their progress and keeps them from having fun. In reality, homework is one of the most important tools teachers have to help students develop time management skills.

The reason homework helps students develop these skills is because it forces students to focus on their schoolwork in addition to their other responsibilities. By doing this, students learn how to manage their time better and stay on track with their goals.

Additionally, homework can also help students learn how to problem-solve and work independently. When students are able to do these things, they are more likely to be successful in the classroom.

In all, homework can help students learn how to manage their time by planning and organizing their work, dividing up tasks into manageable chunks, prioritizing homework over other responsibilities, and scheduling time for schoolwork.

7. It helps students develop study skills.

When students are assigned homework, they are learning to develop important study skills. Homework helps students learn how to organize and focus their attention, manage their time, and build discipline. It also teaches them how to solve problems. These skills will help the student in the classroom and in life.

For example, a student who can better organize their time and work independently may be more likely to finish homework assignments that are harder.

8. Homework builds self-discipline.

When students work on their homework, they are developing self-discipline. Self-discipline is the ability to focus, organize and manage time, plan, solve problems, and follow directions. Self-discipline is vital to success in school and in life.

For example, a student who has developed self-discipline is less likely to be distracted by friends and television, which are two common distractions that many students face in school.

9. Homework helps students learn to work independently.

When students are required to complete their homework, they become more independent learners. They gain skills in time management, organization, and problem-solving. These skills will help them in the classroom and in life.

For example, a student who has learned to work independently is more likely to be able to plan and schedule his or her time throughout the day, which will help him or her become more organized.

10. Homework helps students learn to follow directions.

In the classroom, following directions can be difficult for students. This is especially true for students who have difficulty paying attention to what is happening in class. Homework can help students learn how to follow directions.

By doing homework, students are required to complete a task that has been assigned by the teacher. This makes it easier for the student to pay attention in class and follow directions.

For example, students often get homework that requires them to pay attention and follow directions before completing the tasks assigned to them. With that, they learn to follow instructions and directions, which is a critical skill in life.

11. It enhances critical thinking skills.

How does homework enhance the critical thinking skills of students in the classroom? Homework can help improve the critical thinking skills of students in the classroom by requiring them to apply their knowledge and skills in a practical context.

In addition, homework can also help students learn how to use their critical thinking skills to solve problems. Furthermore, homework can help students develop patience and perseverance when faced with difficult tasks. Overall, homework helps students become better thinkers and more effective learners.

12. It boosts academic achievement.

Homework can boost academic achievement by helping students focus and retain information, work ahead in their lessons, and build valuable study skills.

Additionally, staying organized and completing tasks on time can help students build good habits that will carry over into other areas of their lives. For example, homework helps students develop skills that propel them to become successful in the classroom.

13. It promotes teamwork and cooperation.

Many people believe that homework promotes teamwork and cooperation among students in the classroom. This is because homework often requires students to work together on tasks, which helps them learn how to work cooperatively.

Additionally, when students are required to complete homework, they are more likely to try hard and cooperate with their classmates. This is because they know that if they do their homework, they will receive good grades.

For example, when students are given group homework, it can help them to learn how to cooperate and work with other people to achieve a particular task.

14. Prepare for future academic challenges.

Homework can help students better prepare for future academic challenges. This is because it allows them to develop skills that will be useful in their academic careers.

For example, homework can help students learn how to organize their information, study for tests, and think critically. In addition, homework can also help students build vocabulary and learn new concepts.

15. It promotes good work habits.

The benefits of homework are well known among educators, but what about students? There are many reasons why homework promotes good work habits among students.

One reason is that it helps students learn how to manage their time. They learn how to prioritize and how to plan their days. Homework also teaches critical-thinking skills. Students must be able to analyze information and come up with solutions on their own.

Homework can also help strengthen relationships between parents and children, as parents support and supervise students to complete their homework. Parents can see the value in homework, and children may have a better attitude towards school if they know their parents expect them to complete their work.

16. It enhances problem-solving skills.

Problem-solving is a critical skill for students to develop. Problem-solving is the process of making decisions about how to solve problems. Homework can help students learn problem-solving skills by providing opportunities to practice them. In fact, homework has been shown to improve problem-solving skills .

One reason why homework is so effective in teaching problem-solving skills is that it provides a consistent and systematic format for practicing these skills. Homework assignments provide students with opportunities to practice critical thinking skills, identify and solve problems, and develop persistence. Additionally, homework can help students learn how to work cooperatively with others. All of these abilities are essential for success in school and in life.

17. A greater understanding of the material.

Homework has been shown to enhance a greater understanding of the material among students. This is because homework allows students to practice what they have learned and to reinforce it. It also allows them to explore the material further and experiment with it.

In addition, homework can help students develop their critical thinking skills. This is because homework helps students not to only understand the material, but to also organize it and think about it. It can help them develop their memory and recall abilities, which are essential for success in school and life.

Cons of homework

When you don’t use homework appropriately in the classroom, the following problems will arise:

1. It can leave students feeling overwhelmed.

Homework can be a daunting task for students, leaving them feeling overwhelmed and stressed. As homework has become more and more common in schools, students are often left with little choice but to complete it.

This can lead to students feeling overwhelmed and stressed, as they have no break from the workload and are often expected to perform well in class while also completing the homework. This can create a difficult balance for students, as they are faced with two competing demands.

2. It can be a distraction from other activities or interests.

Homework can be a distraction from other activities or interests because it can be time-consuming, boring, and repetitive. It can also stress people out, which can lead to problems at school or in their personal lives. There are ways to make homework less of a distraction and more of a learning experience. For example, teachers could make assignments that are relevant to the class material, make sure the homework is done in a reasonable amount of time, and give students feedback on their work.

There are a few reasons why homework can be a distraction from other activities or interests. One reason is that homework often requires concentration and focus, which can be difficult to maintain when there are other distractions around. Additionally, many students find it boring or tedious to do homework, which can lead to them losing interest in the task overall.

Finally, because homework often takes up a large amount of time each night, it can prevent students from spending time with friends or family members, which can also lead to boredom and loneliness.

3. It can create stress and anxiety in students.

Homework can create stress and anxiety in students for a variety of reasons. For some, homework can be a daunting task that requires hours of uninterrupted concentration. For others, it may be a source of frustration due to the lack of consistency in its delivery or because it conflicts with other duties outside of school.

Regardless of the reason, homework can often lead to feelings of stress and frustration. This is particularly true for students who are struggling academically or who have other responsibilities at home. Consequently, homework can be a major contributor to stress and anxiety in students.

4. It can lead to cheating.

Cheating on homework has become a common phenomenon among students across the globe. There are many reasons why this may be the case, but one of the most common reasons is that homework can be a source of stress for students. When assignments are difficult or when there is pressure to perform well, some students may feel like they have to cheat in order to get through them.

Another reason why cheating on homework can occur is that it can be an easy way for students to get ahead. If they know the answers to certain questions, they can simply copy them off of their classmates and submit their work as their own. This type of cheating is unfair to other students who have worked hard on their assignments.

And finally, it can be a way for students to hide their mistakes or try to cheat on tests. All of these reasons are why homework should not be given out as punishment, but rather as a way to help students learn and improve.

5. It can cause health problems.

How can homework cause health problems for students? Numerous studies have shown that a large number of students experience negative health effects from doing homework. These health problems can include stress, anxiety, insomnia, and even depression.

One reason why homework can be so problematic is that it often takes up a lot of time and energy that should be spent on other activities. Additionally, homework can be extremely tedious and requires a great deal of concentration. For these reasons, many students find it difficult to complete it proficiently.

Consequently, excessive amounts of homework may actually be harmful to your overall health.

6. It can interfere with family time.

Homework can interfere with students’ family time if the student is not able to complete their homework in a reasonable amount of time. This can lead to tension between the student and their parents, as well as less time for the student to spend with their families.

Excessive homework can create stress for parents, who may have to pick up the children after school or help them with their studies. Ultimately, homework can cause tension between students and their parents, and it can be a barrier to communication between the two parties.

There are many benefits to having a homework system in place, but it must be done in a way that does not interfere with family time.

7. It can interfere with sleep.

Homework can interfere with the sleep of students for a variety of reasons. For some students, homework can lead to feelings of overwhelm and stress. This can disrupt the natural sleep cycle and cause students to have difficulty falling asleep or staying asleep. Additionally, completing homework can take up time that could be spent relaxing and enjoying downtime with friends or family. As a result, homework may actually reduce the amount of sleep that students get each night.

8. Too much homework can affect students’ achievement.

Too much homework can have negative consequences for students’ academic achievement and future success. Too much homework can lead to a decrease in student productivity, diminished focus, and diminished enjoyment of learning.

Furthermore, it has been shown that students who do too much homework tend to have lower grades and lower test scores. There are several reasons why too much homework can have these detrimental effects.

First, when students are excessively busy with assigned work, they may lose opportunities to participate in extracurricular activities or other enrichment programs that could help them improve their skills and knowledge.

Second, when students become bogged down by excessive amounts of homework, they may find it difficult to devote sufficient time to studying for tests or completing other academic tasks.

Third, when students are spending too much time working on schoolwork rather than engaging in other enjoyable activities, they may lose interest in learning and forfeit valuable opportunities for personal growth.

All of the above negatively impact the academic achievement of students.

9. Homework can lead to boredom.

Many students find homework to be a tedious and time-consuming chore. This can lead to boredom and a lack of focus in the classroom, which can adversely affect student learning. Too much homework can actually make students feel tired and stressed, making them less likely to enjoy their schoolwork.

To conclude, homework can be a great way to help students learn and retain information. If done correctly, however, homework provides valuable instruction that reinforces what was learned in class. Too much of it, on the other hand, can result in students feeling overwhelmed and not getting the benefits they need from their studies. It’s important for educators to strike a balance between providing enough challenges for students while also ensuring they are well-rested so they are able to excel academically.

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Why Homework is Important for Building Responsibility and Discipline 

For many students, the word “homework” can trigger feelings of dread and overwhelm. However, homework is a crucial aspect of education that should not be dismissed lightly. Not only does homework reinforce classroom learning, but it also serves as a powerful tool for building responsibility and discipline in students. By completing homework on time and to the best of their abilities, students develop crucial skills that will serve them well throughout their academic and professional careers. In this article, we will explore the reasons why homework is so important for building responsibility and discipline in students, and why it should be viewed as an integral part of the learning process.

Homework Builds Responsibility

Responsibility is a crucial trait that students must learn to develop. Homework serves as a means of teaching students how to be responsible for their academic work. It is a way of encouraging students to take charge of their learning outside of the classroom. Completing homework on time requires students to plan their schedules, manage their time effectively, and prioritise their tasks. These skills are vital for students to develop as they prepare to enter the workforce.

Completing homework regularly teaches students that they are responsible for their academic progress. It is not the sole responsibility of their teachers or parents to ensure that they achieve success. By completing homework on time and to the best of their abilities, students learn that they are accountable for their learning outcomes. This, in turn, motivates them to take ownership of their academic goals and strive for excellence.

Homework Develops Discipline

Discipline is a vital aspect of academic success. Completing homework regularly and consistently requires discipline. It helps students learn how to focus and develop self-control. In order to complete homework, students must learn how to manage their time effectively, prioritise their tasks, and remain focused on the task at hand. These skills are essential for academic success, and also for success in life.

Developing discipline through homework helps students to cultivate good habits. By completing homework consistently and on time, students learn the value of being organised and methodical. These habits can be applied to other aspects of their lives, such as work, relationships, and personal development. As students develop discipline through homework, they become more self-assured and confident in their abilities.

It Encourages Self-Directed Learning

Self-directed learning is a critical skill that students must learn to develop. Homework is an effective means of encouraging self-directed learning. By completing homework, students learn to take charge of their learning and develop their skills independently. They learn how to seek out information, analyse it critically, and apply it to their academic work.

Homework provides students with an opportunity to explore their interests and learn at their own pace. This encourages them to develop a love of learning that will stay with them throughout their lives. By engaging in self-directed learning through homework, students become more motivated and engaged in their academic work.

It Reinforces Classroom Learning

Homework is an essential component of reinforcing classroom learning. It helps students to consolidate their learning and apply it to new situations. By completing homework, students can practise what they have learned in the classroom and develop a deeper understanding of the subject matter. Homework assignments can also help students to identify areas where they may need additional support, allowing them to seek out help before falling behind.

In addition, homework allows students to learn at their own pace. It can be tailored to their individual needs and abilities, providing them with the opportunity to reinforce their learning in a way that is most effective for them.

Homework Teaches Time Management

Time management is a crucial skill that students must learn to develop. Homework provides students with an opportunity to practise time management skills. By completing homework, students learn how to manage their time effectively, prioritise their tasks, and meet deadlines. These skills are essential for success in life, as well as in academic pursuits.

Through homework, students learn how to break down complex tasks into manageable parts. They learn how to allocate their time effectively and prioritise their work based on deadlines and importance. These skills can be applied to other aspects of their lives such as work, personal goals, and extracurricular activities. Developing strong time management skills through homework helps students to become more efficient and effective in their daily lives.

Homework Promotes Critical Thinking

Critical thinking is a vital skill that students must learn to develop. Homework assignments provide students with an opportunity to practise critical thinking skills. By completing homework, students learn how to analyse information, evaluate arguments, and develop their own perspectives on a subject. These skills are essential for academic success and also for success in life.

Homework assignments can be designed to encourage critical thinking. For example, a research paper assignment may require students to evaluate sources, analyse data, and present their findings in a logical and persuasive manner. By engaging in critical thinking through homework assignments, students become more confident in their ability to think independently and make informed decisions.

Homework is an essential aspect of education that helps to build responsibility and discipline in students. By completing homework, students learn how to be responsible for their academic progress, develop discipline and good habits, practice self-directed learning, reinforce classroom learning, and develop critical thinking skills. These skills are essential for success in academic pursuits and also for success in life. As such, homework should be viewed as an important part of the learning process and not as a burden or inconvenience. By embracing homework and the skills it helps to develop, students can achieve greater academic success and be better prepared for the challenges of the future.

Also Read: 10 Benefits of STEM Education

Writer/traveler & observer ~ Will is the way forward.....never stop experimenting & trying! Encyclopedia of Human Errors & Emotions

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KINDERGARTEN THROUGH SECOND GRADE

• Have child preview assignments with parents to make sure he or she understands what to do.
• If your child is able to stay on task, have him or her work for set intervals (five to ten minutes, until he or she completes a specific number of problems) by themselves with you somewhere in the background or nearby and then check in with you.
• If a child is unable to focus themselves for any period of time, sit with your child initially while he or she gets started, then work toward being able to get up and have them keep working themselves.

THIRD AND FOURTH GRADE

● Give your child some say in where he or she does homework as well as what time is chosen to complete it. Putting some parameters in, such as before dinner or a set time, is fine.

● Prompt your child to explain the directions of each assignment to you (or caregiver at home) before beginning.

● Ask your child to make a plan of what order he or she will complete assignments in.

● Encourage them to estimate completion times and then write out the plan. You may need to write for your child initially, with the idea that over time he or she can write the list by him/herself.

FIFTH GRADE

● Continue to give your child autonomy in choosing where and when to complete homework within reason. A visual schedule of homework time each day based on afterschool activities may be useful.

● Have your child review directions for assignments by him/herself and discuss them with you ONLY if he or she feels that she needs assistance or clarification.

● Using a specific notebook, template, or electronic document (such as a notes app or Google Docs), your child should write down his or her own to-do list for the day and estimate completion times. If your child needs help with planning, he or she should be encouraged to ask you and discuss. Ultimately, your child should write down the plan him/herself.

● It is suggested that you spend time meeting with your child each day or every other day to review long-term assignments to ensure that those are being planned out properly and assist as needed.

SIXTH THROUGH EIGHTH GRADE

● Continuing to give your child autonomy in choosing where and when to complete homework is important. If needed, setting up concrete criteria to evaluate the effectiveness of the plan may be helpful. And if the plan is not working, come up with a compromise on how to change it.

● Let your child do homework him/herself with as little input from you as needed UNTIL he or she demonstrates a need for greater oversight.

● If you have concerns about the quality of the child’s work or its completion, set up a plan where you review the work with the child each evening. Work toward cutting back the frequency of this as your child or teen can demonstrate being able to do more him/herself.

● Scheduling times every day or every few days to review an online portal of grades can be useful in helping a child or teen catch missing assignments quickly as well as realize when there is an issue with their performance in a given course.

● If needed, seek professional assistance in the form of a tutor, executive functioning coach, or therapist for your child or teen to help with homework-related issues.

NINTH THROUGH ELEVENTH GRADE

● It is especially important at this stage that your teen has continued autonomy in when and where he or she completes their homework. The hope is that at this point, your teen has learned good study habits that he or she can implement themselves.

● If the rigor of the school or other circumstances are very different when transitioning to high school or to a new school year in high school, encourage your teen to review daily plans with you as well as review assignments for the first two to three weeks of school to ensure that he or she is on top of things.

● Give your teen an opportunity to keep on top of homework and plan out long-term assignments independently. If problems arise, try to have a conversation about it. If your teen views the issues as a problem, work collaboratively to solve them or seek professional assistance if needed.

● Have one to two check-ins per week where you sit down and have your teen lead a discussion where he or she walks you through grades in the portal. Have your teen make notes on what needs to be followed up on/completed. Check the status of these items at the next scheduled check-in.

● If your teen does not view the issues as a problem (such as missing homework assignments, continuing to not do well on exams), explore what he or she would view as a problem with school. Work toward a compromise if possible, and set up concrete criteria that can be agreed upon to measure whether your teen is doing as well as he or she needs to. For example, if your teen feels that missing a few five-point homework assignments is not of concern, set up a plan where the amount of assignments missed each week are measured. Perhaps a goal the teen would agree with might be no more than 20 points lost in homework assignments in a two-week period.

TWELFTH GRADE

● Using this year as a trial run of college, with increasing independence for school and non-school related responsibilities, can be helpful in easing the transition to college or the workforce.

● Prior to the start of the school year, establish goals and criteria collaboratively to measure if your teen is on top of responsibilities. Set check-in dates at different points during the semester and year.

● If issues are occurring, especially if your teen views them to be a problem, work collaboratively to address them or seek outside professional assistance if needed.

The most important takeaway from this article should be that no matter how old your child or teen is, focusing on increasing independence at each stage of development is crucial in order for them to attain complete independence as an adult. Giving children and teens autonomy to try out things themselves and measure their own success is helpful. If a child or teen does not have the room to try doing things themselves, they are far less likely to see the value in doing the work. Giving your teen autonomy to try doing it their way is essential to the process of navigating adolescence to transition into adulthood. If you’ve allowed them to try it their way and it is not working, many teens become far more willing to be open to suggestions on other ways of doing things.

Carey A. Heller, PsyD, is a licensed psychologist based in Maryland and an assistant clinical professor of clinical psychology at The George Washington University. His assessment specialties include evaluations for learning disabilities, ADHD, and mood/behavioral disorders in children and adolescents. Learn more at www.hellerpsychologygroup.com. A board member for the Montgomery County chapter of CHADD, Dr. Heller also serves on Attention’s editorial advisory board.

Other Articles in this Edition

Mindfulness, Meditation, and Yoga as Treatments for ADHD

Celebrating Emerging ADHD Researchers

The Challenging Horizons Program and School Success

ADHD and Life Expectancy: Treatment Matters More Than You Might Think

Health Outcomes of ADHD: Is There an Effect on Life Expectancy?

Children and Violent Behavior: Where it Comes From and What to Do

Managing Inattentive ADHD with Psychosocial Treatments

Summer Camps: Like Horses for Courses

Frenzied, Frazzled, and Overwhelmed: The Interaction of Hormones and ADHD in Women in Midlife

Neurofeedback Treatment for ADHD

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