how does homework help build responsibility

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.

Explore Related Topics:

Share this story

Senior Contributing Editor

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] .

Comments & Discussion

Boston University moderates comments to facilitate an informed, substantive, civil conversation. Abusive, profane, self-promotional, misleading, incoherent or off-topic comments will be rejected. Moderators are staffed during regular business hours (EST) and can only accept comments written in English. Statistics or facts must include a citation or a link to the citation.

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.

Latest from Bostonia

Rev. james lawson, crusading confidant of mlk, dies at 95, his first broadway show just earned this cfa alum a tony award nod, kyrie irving signs his dad—bu alum drederick irving—to his shoe line, opening doors: michele courton brown (cas’83), six bu alums to remember this memorial day, american academy of arts & sciences welcomes five bu members, com’s newest journalism grad took her time, could boston be the next city to impose congestion pricing, alum has traveled the world to witness total solar eclipses, opening doors: rhonda harrison (eng’98,’04, grs’04), campus reacts and responds to israel-hamas war, reading list: what the pandemic revealed, remembering com’s david anable, cas’ john stone, “intellectual brilliance and brilliant kindness”, one good deed: christine kannler (cas’96, sph’00, camed’00), william fairfield warren society inducts new members, spreading art appreciation, restoring the “black angels” to medical history, in the kitchen with jacques pépin, feedback: readers weigh in on bu’s new president, com’s new expert on misinformation, and what’s really dividing the nation.

Science of mind

Why is homework good for your brain?

Did you know that homework has a profound impact on brain development? It’s not just about completing assignments; homework can actually improve brain function and enhance cognitive abilities.

Homework is designed to help students prepare for the future and develop skills that are essential for success in life. It offers several cognitive benefits, including the development of memory and critical thinking skills. By practicing and repeating new skills through homework, students can enhance their memory and retain knowledge for exams and future tests.

But that’s not all. Homework also helps students build suitable study habits, learn time management, realize personal responsibility, work independently, and improve their ability to use resources and conduct research.

Key Takeaways:

Homework improves brain function and enhances cognitive abilities.
By practicing and repeating new skills through homework, students can enhance their memory and retain knowledge.
Homework helps students build suitable study habits, learn time management, and realize personal responsibility.
Homework fosters independence and the ability to use resources effectively.
Research shows that designing and assigning homework correctly can optimize its effectiveness as a learning tool.

The Cognitive Benefits of Homework

Homework is not just a task assigned by teachers to keep students occupied after school; it has far-reaching cognitive benefits and contributes to brain growth and development. Through various homework assignments, students have the opportunity to enhance critical thinking skills, memory retention, and problem-solving abilities.

One essential cognitive benefit of homework is its ability to challenge and develop critical thinking skills. By applying the concepts they’ve learned in class to real-life situations, students can deepen their understanding and improve their analytical thinking abilities. This practice fosters a deeper level of comprehension and encourages students to actively engage with the material.

Another cognitive benefit of homework is its positive impact on memory retention. Through practice and repetition of new skills and knowledge, students reinforce the neural connections in their brains, making the information more accessible and easier to recall. This improved memory retention helps students perform better on exams and enhances their overall academic performance.

Homework also plays a crucial role in developing problem-solving abilities. Assignments that require students to think critically and find innovative solutions to complex problems help cultivate their analytical and logical thinking skills. These problem-solving abilities are essential for success in various aspects of life, from academic pursuits to professional careers.

Overall, homework has a profound impact on cognitive development, providing students with opportunities to enhance critical thinking, memory retention, and problem-solving abilities. By engaging in regular homework assignments, students can nurture these essential cognitive skills and lay a solid foundation for their future academic and professional success.

Building Essential Skills Through Homework

Homework plays a vital role in building essential skills that are crucial for academic success and beyond. It provides students with the opportunity to develop effective study habits, learn time management, cultivate personal responsibility, and engage in independent work.

One of the key benefits of homework is the development of study habits. Through regular homework assignments, students learn how to plan their study sessions, set realistic goals, and effectively organize their time. By following consistent study routines, students can maximize their learning potential and improve their overall academic performance.

Time management is another vital skill that homework helps students develop. By juggling multiple assignments and deadlines, students learn to prioritize tasks, allocate their time effectively, and meet their academic obligations. These skills are essential not only for academic success but also for managing responsibilities in other areas of life.

Homework also fosters a sense of personal responsibility. Being accountable for completing assignments on time and to the best of their ability teaches students the importance of taking ownership of their education. It instills a work ethic that can significantly impact their future success, both inside and outside the classroom.

Furthermore, homework promotes independent work and critical thinking skills. Through assignments that require students to apply concepts learned in class, they develop their problem-solving abilities and deepen their understanding of the subject matter. This type of independent work encourages students to think creatively, analyze information critically, and develop their own perspectives.

By engaging in homework, students are actively building these essential skills that will benefit them throughout their education and beyond. The combination of effective study habits, time management, personal responsibility, and independent work fosters self-discipline, resilience, and a lifelong love of learning.

building essential skills through homework

Testimonial:

“Homework has been instrumental in developing my study habits and time management skills. It has taught me the importance of setting goals and staying organized. Through homework, I’ve become more accountable and independent in my learning.” – Jane Smith, High School Student

Homework and Research Skills

When it comes to homework, research skills are essential for academic success. Homework assignments often require students to explore various resources, such as research papers, books, websites, and videos. By delving into these resources, students develop the ability to effectively use different information sources and enhance their understanding of the subject matter.

Research skills acquired through homework not only improve students’ academic performance but also prepare them to navigate the vast amount of information available in the digital age. By honing their research skills, students become adept at finding relevant and reliable information, analyzing different sources, and critically evaluating the credibility and validity of the information they come across.

Research skills acquired through homework contribute to academic success and prepare students for future challenges.

Through homework, students develop the persistence and resilience necessary to delve deep into a topic, locate relevant information, and synthesize their findings in a coherent manner. These skills are not only valuable during their academic journey but will also benefit them throughout their lives as they continue to learn and grow.

Moreover, conducting research for homework assignments instills a sense of curiosity and a thirst for knowledge in students. It encourages them to explore beyond the textbook and develop a broader perspective on the topics they are studying. They learn to ask questions, seek answers, and develop a lifelong love for learning.

Overall, homework assignments that require research skills play a vital role in shaping students’ intellectual growth, fostering critical thinking, and preparing them for the challenges they will face in their future academic and professional endeavors.

Benefits of Homework and Research Skills
1. Develops the ability to use various information sources effectively
2. Enhances critical thinking and analytical skills
3. Improves understanding and knowledge retention
4. Encourages curiosity and a love for learning
5. Prepares students for academic and professional challenges

The Science of Homework Efficiency

When it comes to homework, there is a science behind ensuring its maximum effectiveness as a learning tool. Research has shown that the way homework is designed and assigned can have a significant impact on student performance. To optimize learning outcomes, homework should provide independent learning opportunities and present challenges that facilitate deliberate practice of essential content and skills.

One factor that can greatly affect the efficiency of homework is task switching. Constantly switching between homework and distractions like social media can significantly prolong the time spent on assignments. To overcome this, it is crucial to encourage students to delay gratification by using social media as a reward after completing their assignments. By eliminating distractions and focusing on the task at hand, students can deepen their learning and complete their homework more efficiently.

Adopting a scientific approach to tackling homework can lead to improved academic performance. By implementing strategies that optimize learning, such as organizing study sessions, setting goals, and utilizing resources effectively, students can enhance their understanding of the subject matter and improve their overall learning outcomes. By prioritizing uninterrupted focus and disciplined work, students can transform homework into a valuable learning experience that prepares them for success in their academic endeavors.

Source Links

https://www.crispebooks.org/
http://www.math.usf.edu/~mccolm/pedagogy/HWgood.html
https://www.edutopia.org/blog/homework-sleep-and-student-brain-glenn-whitman

Why isn’t my brain working?

Can Mold Cause Brain Cancer? Health Risks Explored

At what age is a human most intelligent?

What is widow brain?

What are the consequences of sleep deprivation on brain function?

Is brain quiz app legit?

Homework: How to Effectively Build the Learning Bridge

how does homework help build responsibility

How has the global health crisis impacted the place that homework has in student learning and the school-home connection? Homework holds its place as a school tradition, expected by students and their parents as part of the experience of growing and learning. While there is ongoing debate about homework’s effectiveness, it is traditionally seen as a tool that strengthens academics by providing learning practice at home. John Hattie’s meta-analysis of relevant research on educational practices found that the overall effects of homework on learning are positive, and that the positive effect is highest for junior high and high school students but generally neutral for elementary students. In addition, there is variability depending on the type of homework as well as student demographics (Hattie, 2008).

Schools implementing the Responsive Classroom approach, whether in person or virtually, use homework to effectively build a learning bridge between home and school. When homework is used as a tool to build social, emotional, and academic learning beyond the school day, it takes on a different look and purpose than just more work to do at home. The goal of Responsive Classroom schools is to design homework that meets the basic needs of significance and belonging for every student by strengthening relationships, differentiating what success looks like for each child, and supporting students’ social, emotional, and academic learning.

Focus on Relationships

Homework that impedes relationships— either teacher-to-student, teacher-toparent, or student-to-parent—can potentially damage the home-school partnership. When educators examine the amount, type, and expectations of homework, they often start with the impact of homework on academic achievement. But when schools look beyond academic achievement and also include relationships, they will often rethink the look and purpose of homework.

Effectively building this school-to-home connection starts by replacing homework that impedes relationships with homework that will enhance them. Examples for building these connections include ways for students to share about family traditions, cultural practices, and/or family adventures. Lauren Komanitsky, a special education teacher at Christa McAuliffe Middle School in Jackson, New Jersey, observes:

I’ve seen tremendous enthusiasm for homework and projects that involve family members and their family history. [Students] love to learn about ancestors, interesting facts and stories, and simply getting a deeper understanding of their background. It inspires pride in them and that’s important for their identity. Students also love to do surveys and interviews of their family members. I think anything designed to create good, meaningful conversation between students and their families is time well spent. Lauren Komanitsky (personal communication, February 7, 2021)

Schools that use homework to strengthen home-school relationships embed opportunities for students to develop belonging and significance. As students share the home connections with their classmates and teachers, the classroom community will develop a larger sense of belonging because students see connections among common experiences.

Build Success for Every Student

Classrooms are diverse communities. While teachers intentionally differentiate learning during the school day, providing homework that meets the individual and cultural needs of each student requires additional attention.

One strategy for success for every student is to provide choice. Komanitsky has seen this strategy work when she has had students reflect on what they need and then select homework to meet that need:

Having kids select specific problems from a group, select what part of an overall project they are choosing to focus on, etc. . . . helps with creating a sense of autonomy. When we can give kids a choice in their learning based on their own self-reflection, they learn what it feels like to be in control of the process and this leads to more success. Lauren Komanitsky (personal communication, February 7, 2021)

When homework is designed for success for each student, the bridge between home and school supports a higher level of success and engagement.

Include Practice of Social and Emotional Learning Skills

The first guiding principle of the Responsive Classroom approach states, “Teaching social and emotional skills is as important as teaching academic content.” Social and emotional learning (SEL) is embedded in academic learning throughout the school day. Teachers can create a bridge between home and school by suggesting opportunities for students to practice SEL skills at home and in their community. For example, parents can have their children practice speaking with confidence by having them “make a request, place an order, or thank customer service workers” (Wilson, 2014, p. 67).

In addition, homework may involve students having conversations with family members about their learning histories—the successes, struggles, and strategies t hey encountered when they were students at different levels. When family members share their learning histories, students discover the application of the SEL and academic competencies of perseverance, cooperation, and responsibility. As Komanitsky points out:

When we share how we overcame struggles in certain academic subjects, it encourages perseverance and resilience in our students. Having parents and kids discuss their personal strengths and weaknesses and how they compensate when necessary is also a really good conversation. Lauren Komanitsky (personal communication, February 7, 2021)

Homework that focuses on SEL competencies provides for the transfer of these vital skills to a variety of real-life situations, both at home and in the community.

When schools approach homework as an extension of the learning day and see it as a way to strengthen relationships—between teachers and parents, students and parents, and students and teachers—homework becomes a valuable part of the school experience for every child. Students’ needs for belonging and significance are met and strengthened when homework provides for individual success. And when educators view homework as a tool to strengthen academic, social, and emotional learning, it becomes a valuable piece of the learning puzzle for every student.

Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Wilson, M. B. (2014). The language of learning: Teaching students core thinking, listening, and speaking skills. Center for Responsive Schools, Inc

Our websites may use cookies to personalize and enhance your experience. By continuing without changing your cookie settings, you agree to this collection. For more information, please see our University Websites Privacy Notice .

Neag School of Education

How to use homework to support student success.

by: Sandra Chafouleas
January 13, 2022
Community Engagement

Female teacher wearing mask helps young student.

Editor’s Note: Board of Trustees Distinguished Professor Sandra Chafouleas shares insights on supporting students’ homework during the pandemic in the following piece, which originally appeared in Psychology Today , where she publishes a blog.

COVID has brought many changes in education. What does it mean for homework?

School assignments that a student is expected to do outside of the regular school day—that’s homework. The general guideline is 10 minutes of nightly homework per grade level beginning after kindergarten. This amounts to just a few minutes for younger elementary students to up to 2 hours for high school students.

The guidance seems straightforward enough, so why is homework such a controversial topic? School disruptions, including extended periods of remote learning during the COVID-19 pandemic, have magnified the controversies yet also have provided an opportunity to rethink the purpose and value of homework.

Debates about the value of homework center around two primary issues: amount and inequity.

First, the amount of assigned homework may be much more than the recommended guidelines. Families report their children are stressed out over the time spent doing homework. Too much homework can challenge well-being given the restricted time available for sleep, exercise, and social connection. In a 2015 study , for example, parents reported their early elementary children received almost three times the recommended guidelines. In high school, researchers found an average of three hours of homework per night for students living in economically privileged communities.

“ Debates about the value of homework center around two primary issues: amount and inequity.”

Second, homework can perpetuate inequities. Students attending school in less economically privileged communities may receive little to no homework, or have difficulty completing it due to limited access to needed technology. This can translate into fewer opportunities to learn and may contribute to gaps in achievement.

There isn’t a ton of research on the effects of homework, and available studies certainly do not provide a simple answer. For example, a 2006 synthesis of studies suggested a positive influence between homework completion and academic achievement for middle and high school students. Supporters also point out that homework offers additional opportunities to engage in learning and that it can foster independent learning habits such as planning and a sense of responsibility. A more recent study involving 13-year-old students in Spain found higher test scores for those who were regularly assigned homework in math and science, with an optimal time around one hour—which is roughly aligned with recommendations. However, the researchers noted that ability to independently do the work, student effort, and prior achievement were more important contributors than time spent.

Opponents of homework maintain that the academic benefit does not outweigh the toll on well-being. Researchers have observed student stress, physical health problems, and lack of life balance, especially when the time spent goes over the recommended guidelines. In a survey of adolescents , over half reported the amount and type of homework they received to be a primary source of stress in their lives. In addition, vast differences exist in access and availability of supports, such as internet connection, adult assistance, or even a place to call home, as 1.5 million children experience homelessness in the United States

The COVID-19 pandemic has re-energized discussion about homework practices, with the goal to advance recommendations about how, when, and with whom it can be best used. Here’s a summary of key strategies:

Strategies for Educators

Make sure the tasks are meaningful and matched..

First, the motto “ quality over quantity ” can guide decisions about homework. Homework is not busy-work, and instead should get students excited about learning. Emphasize activities that facilitate choice and interest to extend learning, like choose your own reading adventure or math games. Second, each student should be able to complete homework independently with success. Think about Goldilocks: To be effective, assignments should be just right for each learner. One example of how do this efficiently is through online learning platforms that can efficiently adjust to skill level and can be completed in a reasonable amount of time.

Ensure access to resources for task completion.

One step toward equity is to ensure access to necessary resources such as time, space, and materials. Teach students about preparing for homework success, allocating classroom time to model and practice good study habits such as setting up their physical environment, time management, and chunking tasks. Engage in conversations with students and families to problem-solve challenges When needed, connect students with homework supports available through after-school clubs, other community supports, or even within a dedicated block during the school day.

Be open to revisiting homework policies and practices.

The days of penalizing students for not completing homework should be long gone. Homework is a tool for practicing content and learning self-management. With that in mind, provide opportunities for students to communicate needs, and respond by revising assignments or allowing them to turn in on alternative dates. Engage in adult professional learning about high-quality homework , from value (Should I assign this task?) to evaluation (How should this be graded? Did that homework assignment result in expected outcomes?). Monitor how things are going by looking at completion rates and by asking students for their feedback. Be willing to adapt the homework schedule or expectations based on what is learned.

Strategies for Families

Understand how to be a good helper..

When designed appropriately, students should be able to complete homework with independence. Limit homework wars by working to be a good helper. Hovering, micromanaging, or doing homework for them may be easiest in the moment but does not help build their independence. Be a good helper by asking guiding questions, providing hints, or checking for understanding. Focus your assistance on setting up structures for homework success, like space and time.

Use homework as a tool for communication.

Use homework as a vehicle to foster family-school communication. Families can use homework as an opportunity to open conversations about specific assignments or classes, peer relationships, or even sleep quality that may be impacting student success. For younger students, using a daily or weekly home-school notebook or planner can be one way to share information. For older students, help them practice communicating their needs and provide support as needed.

Make sure to balance wellness.

Like adults, children need a healthy work-life balance. Positive social connection and engagement in pleasurable activities are important core principles to foster well-being . Monitor the load of homework and other structured activities to make sure there is time in the daily routine for play. Play can mean different things to different children: getting outside, reading for pleasure, and yes, even gaming. Just try to ensure that activities include a mix of health-focused activities such as physical movement or mindfulness downtime.

The Council for the Accreditation of Educator Preparation (CAEP) accredits the Neag School of Education at the University of Connecticut. Read more about CAEP Accreditation, including the programs covered and the accountability measures .

Some content on this website may require the use of a plug-in, such as Adobe Acrobat Viewer .

Support the Neag School

Neag School of Education 249 Glenbrook Road, Unit 3064 Charles B. Gentry Building Storrs, CT 06269-3064

860-486-3815 [email protected]

How to Use Homework to Support Student Success

Covid has brought many changes in education. what does it mean for homework.

Posted January 12, 2022 | Reviewed by Ekua Hagan

Generally, homework should include about 10 minutes per night per grade level.
The value of homework is debated, with questions about the right amount and potential for inequity.
Families should view homework as a communication tool, strive to be good helpers, and monitor balance.

Debates about the value of homework center around two primary issues: amount and inequity.

Strategies for Educators

Make sure the tasks are meaningful and matched. First, the motto “ quality over quantity ” can guide decisions about homework. Homework is not busy-work, and instead should get students excited about learning. Emphasize activities that facilitate choice and interest to extend learning, like choose your own reading adventure or math games. Second, each student should be able to complete homework independently with success. Think about Goldilocks: To be effective, assignments should be just right for each learner. One example of how do this efficiently is through online learning platforms that can efficiently adjust to skill level and can be completed in a reasonable amount of time.

Ensure access to resources for task completion. One step toward equity is to ensure access to necessary resources such as time, space, and materials. Teach students about preparing for homework success, allocating classroom time to model and practice good study habits such as setting up their physical environment, time management , and chunking tasks. Engage in conversations with students and families to problem-solve challenges When needed, connect students with homework supports available through after-school clubs, other community supports, or even within a dedicated block during the school day.

Be open to revisiting homework policies and practices. The days of penalizing students for not completing homework should be long gone. Homework is a tool for practicing content and learning self- management . With that in mind, provide opportunities for students to communicate needs, and respond by revising assignments or allowing them to turn in on alternative dates. Engage in adult professional learning about high-quality homework , from value (Should I assign this task?) to evaluation (How should this be graded? Did that homework assignment result in expected outcomes?). Monitor how things are going by looking at completion rates and by asking students for their feedback. Be willing to adapt the homework schedule or expectations based on what is learned.

Strategies for Families

Understand how to be a good helper. When designed appropriately, students should be able to complete homework with independence. Limit homework wars by working to be a good helper. Hovering, micromanaging, or doing homework for them may be easiest in the moment but does not help build their independence. Be a good helper by asking guiding questions, providing hints, or checking for understanding. Focus your assistance on setting up structures for homework success, like space and time.

Use homework as a tool for communication. Use homework as a vehicle to foster family-school communication. Families can use homework as an opportunity to open conversations about specific assignments or classes, peer relationships, or even sleep quality that may be impacting student success. For younger students, using a daily or weekly home-school notebook or planner can be one way to share information. For older students, help them practice communicating their needs and provide support as needed.

Make sure to balance wellness. Like adults, children need a healthy work-life balance. Positive social connection and engagement in pleasurable activities are important core principles to foster well-being . Monitor the load of homework and other structured activities to make sure there is time in the daily routine for play. Play can mean different things to different children: getting outside, reading for pleasure, and yes, even gaming. Just try to ensure that activities include a mix of health-focused activities such as physical movement or mindfulness downtime.

Sandra M. Chafouleas, Ph.D., is a Distinguished Professor in the Neag School of Education at the University of Connecticut.

Find a Therapist
Find a Treatment Center
Find a Psychiatrist
Find a Support Group
Find Online Therapy
International
New Zealand
South Africa
Switzerland
Asperger's
Bipolar Disorder
Chronic Pain
Eating Disorders
Passive Aggression
Personality
Goal Setting
Positive Psychology
Stopping Smoking
Low Sexual Desire
Relationships
Child Development
Self Tests NEW
Therapy Center
Diagnosis Dictionary
Types of Therapy

At any moment, someone’s aggravating behavior or our own bad luck can set us off on an emotional spiral that threatens to derail our entire day. Here’s how we can face our triggers with less reactivity so that we can get on with our lives.

Emotional Intelligence
Gaslighting
Affective Forecasting
Neuroscience

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.

Get new blog posts by email

Decorate your fridge with It’s OK wisdom!

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

How does homework help students develop self-regulation skills?

6 self-regulation skills homework helps students develop

Metacognition

Written by the InnerDrive team | Edited by Bradley Busch

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.

About the editor

Bradley Busch

Bradley Busch is a Chartered Psychologist and a leading expert on illuminating Cognitive Science research in education. As Director at InnerDrive, his work focuses on translating complex psychological research in a way that is accessible and helpful. He has delivered thousands of workshops for educators and students, helping improve how they think, learn and perform. Bradley is also a prolific writer: he co-authored four books including Teaching & Learning Illuminated and The Science of Learning , as well as regularly featuring in publications such as The Guardian and The Telegraph.

Jump to section:

The link between pre-questions and Metacognition

How we help students develop Metacognition: Learning how to learn

What is Metacognition?

9 questions to improve Metacognition

How Metacognition and self-regulation can boost students’ learning

The psychology of ‘Aha!’ moments: 5 ways to develop insight

Why your students need to know multiple strategies

Self-control: Student success through structure and support

Be the first to know about the key Teaching & Learning research and how to apply it. Sign up to receive our free resources directly in your inbox.

A community blog focused on educational excellence and equity

About the topic

Explore classroom guidance, techniques, and activities to help you meet the needs of ALL students.

most recent articles

Shaking Up High School Math

Executive Functions and Literacy Skills in the Classroom

Connecting and Communicating With Families to Help Break Down Barriers to Learning

Discover new tools and materials to integrate into you instruction.

Culture, Community, and Collaboration

Vertical Progression of Math Strategies – Building Teacher Understanding

“Can I have this? Can I have that?”

Find instructions and recommendations on how to adapt your existing materials to better align to college- and career-ready standards.

To Teach the Truth

Helping Our Students See Themselves and the World Through the Books They Read in Our Classrooms

Textbooks: Who Needs Them?

Learn what it means for instructional materials and assessment to be aligned to college- and career-ready standards.

Let’s Not Make Power ELA/Literacy Standards and Talk About Why We Didn’t

What to Consider if You’re Adopting a New ELA/Literacy Curriculum

Not Your Mom’s Professional Development

Delve into new research and perspectives on instructional materials and practice.

Summer Reading Club 2023

Synergy between College and Career Readiness Standards-Aligned Instruction and Culturally Relevant Pedagogy

Children Should be Seen AND Heard

Submissions Guidelines
About the Blog

Designing Effective Homework

Best practices for creating homework that raises student achievement

Homework. It can be challenging…and not just for students. For teachers, designing homework can be a daunting task with lots of unanswered questions: How much should I assign? What type of content should I cover? Why aren’t students doing the work I assign? Homework can be a powerful opportunity to reinforce the Shifts in your instruction and promote standards-aligned learning, but how do we avoid the pitfalls that make key learning opportunities sources of stress and antipathy?

The nonprofit Instruction Partners recently set out to answer some of these questions, looking at what research says about what works when it comes to homework. You can view their original presentation here , but I’ve summarized some of the key findings you can put to use with your students immediately.

Does homework help?

Consistent homework completion has been shown to increase student achievement rates—but frequency matters. Students who are given homework regularly show greater gains than those who only receive homework sporadically. Researchers hypothesize that this is due to improved study skills and routines practiced through homework that allow students to perform better academically.

Average gains on unit tests for students who completed homework were six percentile points in grades 4–6, 12 percentile points in grades 7–9, and an impressive 24 percentile points in grades 10–12; so yes, homework (done well) does work. [i]

What should homework cover?

While there is little research about exactly what types of homework content lead to the biggest achievement gains, there are some general rules of thumb about how homework should change gradually over time.

In grades 1–5, homework should:

Reinforce and allow students to practice skills learned in the classroom
Help students develop good study habits and routines
Foster positive feelings about school

In grades 6–12, homework should:

Prepare students for engagement and discussion during the next lesson
Allow students to apply their skills in new and more challenging ways

The most often-heard criticism of homework assignments is that they simply take too long. So how much homework should you assign in order to see results for students? Not surprisingly, it varies by grade. Assign 10-20 minutes of homework per night total, starting in first grade, and then add 10 minutes for each additional grade. [ii] Doing more can result in student stress, frustration, and disengagement, particularly in the early grades.

Why are some students not doing the homework?

There are any number of reasons why students may not complete homework, from lack of motivation to lack of content knowledge, but one issue to watch out for as a teacher is the impact of economic disparities on the ability to complete homework.

Multiple studies [iii] have shown that low-income students complete homework less often than students who come from wealthier families. This can lead to increased achievement gaps between students. Students from low-income families may face additional challenges when it comes to completing homework such as lack of access to the internet, lack of access to outside tutors or assistance, and additional jobs or family responsibilities.

While you can’t erase these challenges for your students, you can design homework that takes those issues into account by creating homework that can be done offline, independently, and in a reasonable timeframe. With those design principles in mind, you increase the opportunity for all your students to complete and benefit from the homework you assign.

The Big Picture

Perhaps most importantly, students benefit from receiving feedback from you, their teacher, on their assignments. Praise or rewards simply for homework completion have little effect on student achievement, but feedback that helps them improve or reinforces strong performance does. Consider keeping this mini-table handy as you design homework:

The act of assigning homework doesn’t automatically raise student achievement, so be a critical consumer of the homework products that come as part of your curriculum. If they assign too much (or too little!) work or reflect some of these common pitfalls, take action to make assignments that better serve your students.

[i] Cooper, H. (2007). The battle over homework (3rd ed.). Thousand Oaks, CA: Corwin Press.

[ii] Cooper, H. (1989a). Homework .White Plains, NY: Longman.

[iii] Horrigan, T. (2015). The numbers behind the broadband ‘homework gap’ http://www.pewresearch.org/fact-tank/2015/04/20/the-numbers-behind-the-broadband-homework-gap/ and Miami Dade Public Schools. (2009). Literature Review: Homework. http://drs.dadeschools.net/LiteratureReviews/Homework.pdf

ELA / Literacy
Elementary School
High School
Mathematics
Middle School

Stay In Touch

Like what you’re reading? Sign up to receive emails about new posts, free resources, and advice from educators.

Log in to Witsby: ASCD’s Next-Generation Professional Learning and Credentialing Platform

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.

Let's put your vision into action., related blogs.

Want Students to Love Science? Let Them Compete!

Rethinking Our Definition of STEM

How to Grow Strong and Passionate Writers

A Common Math Curriculum Adds Up to Better Learning

“Diverse” Curriculum Still Isn’t Getting It Right, Study Finds

Testimonials
What is Autism?
Speech Language Disorder
Assessments
CDLC Reading and Writing Program: Nurturing Literacy Excellence
Home-based Coaching
EARLY INTERVENTION
PRIMARY SCHOOLERS
SECONDARY STUDENTS
Communication Skills

Home » The Importance of Homework in Learning

The Importance of Homework in Learning

Posted on January 16, 2019 by Cognitive - Articles

The last thing that children would want to do after a long day at school is homework. It is difficult to make them do their homework because they are often too tired from school and other co-curricular activities. They are also distracted by the games and other forms of entertainment at home. This is a real challenge for parents because it often starts dispute between them and their children especially when their children refuse to do their homework. However, it is important to know that while doing homework merely feels like completing a task just because it was assigned by the school, homework does play an important role in the learning process of children.

Homework teaches children to be independent, to take initiative and responsibility for completing a task, and it helps children to develop a sense of self-discipline. Doing school work at home helps the children to practice working alone without asking for help from their classmates and teachers.
Homework teaches children to be resourceful. As they must do things on their own, they have to learn how to use available sources of information at home such as the internet and books. This boost their confidence in independent problem-solving and in handling situations alone in the future. This also improves their research skills and exposes them to wider range of learning through the usage of additional materials.
Homework gives an opportunity for parents to monitor their children’s academic progress. Throughout the years, research studies have consistently shown that parental involvement in a child’s learning is an important factor in determining a child’s achievement in school. Homework allows parents to have an active role in their child’s education and helps them to evaluate and monitor their child’s progress. Moreover, the process of doing homework also provides an extra venue for parents to interact and bond with their child.
Homework allows children recap on the skills, concepts and information that they have learned in class. They get to practice on what they have learned and apply it in their homework. This continuous process of recap and application would provide a stronger reinforcement regarding the information and would allow for a stronger retention of information in their minds and make learning more efficient.

However, as much as doing homework contributes to the learning process of children, it must also be noted that too much homework can cause them stress and exhaustion. Too much pressure can lead to debilitating effects on the child’s health and mental psyche. A child’s health should not be compromised just for the sake of doing homework. As the saying goes “All work and no play make Jack a dull boy.” Allowing them a 15-minute break in between each task makes a vast difference in the child’s concentration and attention levels towards the tasks.

It must also be noted that homework that are out of their depth will cause the child to lose interest and confidence in the subject. They will feel that no one provide help for them and no matter how hard they try, they are just going to get the questions wrong. So, it is advisable that whenever your child is learning something new in school, take time to sit with them and go through the homework first before allowing them to complete the rest of the homework independently. Don’t forget to also check in on their homework progress every once in a while and help them out. There might be a few things that they have forgotten, or they don’t feel confident enough to attempt independently so it will be good to let the child know that you are always ready to help them and that they are not alone.

Homework Support Program (Please click here to contact us about this service from Cognitive)

Homework Support Program is a service provided to assist children in their homework. The service includes giving additional activities and learning materials for children to help them fully understand the various skills and concepts that they have learnt in school. It also provides a platform for constant revision to take place and allows the child to constantly revise and reinforce on the information that they have learnt before. This program is ideal for families whereby both parents are working. It also provides parents with more opportunities to build and maintain a harmonious relationship with their child because parents will be free from the worries and frustrations regarding their child’s homework issues, thus lessening the probability for arguments to take place.

Bibliography

Atkinson, J. (n.d.). Why Homework is Important . Retrieved from scholastic.com: https://www.scholastic.com/teachers/articles/teaching-content/homework-why-it-important/

e-skool. (2010, October 27). E-skool . Retrieved from Top 14 Reason Why Homework is Important: http://blog.eskool.ca/parenting/why-homework-is-important/

Our Mission

How to Help Students Develop the Skills They Need to Complete Homework

Middle and high school students can learn to work more efficiently by using strategies that improve their executive function skills.

The effects of homework are mixed. While adolescents across middle and high school have an array of life situations that can make doing homework easier or harder, it’s well known that homework magnifies inequity . However, we also know that learning how to manage time and work independently outside of the school day is valuable for lifelong learning. From the homework wars to students who have little time for homework to students who don’t even know where to begin, everyone can agree that kids who can self-regulate and engage in independent rehearsal are better positioned for whatever the future holds.

How can we empower students to overcome barriers to doing homework well?

Executive Functioning

Homework is partially an assessment of executive functioning. Executive functioning and self-regulation take time to develop. They depend on three types of critical brain function: working memory, mental flexibility, and self-regulation .

Let’s break this down to consider how to improve their efficiency.

Working memory: Don’t hold everything in your head; it is not possible. When doing homework, students should write down their ideas, whether they are notes while reading, numbers when working through a math problem, or non-school-related reminders about chores, such as remembering to take the dog for a walk. Clearing working memory for the immediate task at hand allows the brain to focus as the strain is reduced.

Mental flexibility: As students build their independence and grow their homework routines, seeing an array of strategies, or more than one way to solve a problem, is important. Consider the results when a child gets stuck and doesn’t know what to do to get unstuck or when one keeps trying the same failed approach. Chunking homework helps simplify the process. When stuck, a student looks at a smaller piece, which makes it easier to see other solutions. More practice with mental flexibility happens when others model thinking in different ways, and students practice flexible thinking with partners by asking them: What is another way? Use this bubble map to chart out multiple ways.

Self-regulation: Learning how to prioritize work and stick with it by not giving in to impulses is a skill that students develop over time . One way to teach self-regulation is to have students practice control by concentrating for short periods of time with the goal of building up to longer, more sustained periods of time as the year progresses. For a child who struggles with reading for an extended time, start with five minutes and then build from there.

Another self-regulation tip is creating a plan to overcome distractions. What happens when the child stumbles? Three minutes into reading and a student is reaching for their cell phone. Recommend that they practice moving the cell phone away from the homework area, and summarize before returning to the reading. Stops and starts are frustrating and often result in lost homework time. Have students practice responses to distraction, and make this part of their homework. When a student struggles to stay on task, they should be encouraged to remove any distraction in order to regain focus.

Use classroom assessment as a tool to plan for and support student homework. Record the following information for students:

Do they write, read, and/or solve problems in class? For how many minutes independently?
What is the quality of their work? Are they actually learning, or are they just going through the motions?
Do they know how to strategize on their own or get help from a peer when they’re stuck? Observe them and take notes, and/or have them reflect on this question.

We cannot expect that students will independently practice a skill they don’t engage with during class. If it doesn't happen in the classroom, it's not going to happen at home. The teacher should be able to realistically gauge how much and what students might achieve at home. A suggestion to build independence is to use task analysis . Here is a model . For students who struggle with getting homework done, at first they may not actually do homework; rather, they practice the routines of setting up and getting started.

Direct Instruction

The following are some techniques that help students with homework:

Mindful meditation to gain focus
Prioritizing and estimating time
Filtering out distractions

Peers as Partners

Class partnership routines need practice. With strong partnerships, kids learn how to support and learn from each other. Access to teachers will never match the unlimited access to peers. The hours that students who achieve at high levels put in after class are often spent alone rehearsing the content or with peers who push each other to improve.

Class-to-Home Connection

While some students struggle with executive functioning, others rush through their homework. The most important step in having homework count is to make it seamless, not separate from class. Homework flows from classwork. Especially with a mix of synchronous and asynchronous work, now there is no homework, just work done for our classes. Consistent instructional goals with engaging and meaningful tasks help students see the value in working beyond the last bell.

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.

Learning Disabilities Association of America

Helping Your Child Gain Independence with Homework

Student working independently on 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

Jump to Cookie Consent

Help us improve your website experience! Take a brief survey >>

Visit the COVID Information Center >>

MyChart Login
Find a Location

Healthy Driven Blogs

6 tips to help your kid establish good homework habits.

Homework. It’s often a dreaded word for kids and parents alike. While there’s been debate about the value of homework and whether students have too much these days, homework is still expected in most schools. And it has its good points.

Some teachers use homework to reinforce what has been covered in class or to give children practice in a particular subject area. Homework can also help children develop good study habits, self-discipline, confidence and organizational skills.

As parents, we want our kids to succeed in school. Some kids don’t need much encouragement to get down to work, but others need some help diving in. How do you help put your child on a path to good homework and study habits?

To get started, let your child have some say in the decision-making about how homework gets done, such as a regular time and place for homework. Also remember, it’s your child’s job to do the work, not yours. Giving them the responsibility will also give them confidence in themselves.

Here are 6 tips to help your child develop good homework habits:

Designate a homework spot – Find a well-lit, quiet location in your home for your child to work on daily assignments. If your child doesn’t have a desk or workspace in his/her bedroom, the kitchen table may work just fine. Have available supplies nearby, like pencils, pens, erasers, writing paper, etc. Just make sure the area is free from distractions like the TV or chatter.
Set a regular time (if possible) – Many parents find it helps to set a consistent time for their child to do homework, such as right after school. Other kids need some time to wind down and play or are involved in after-school activities, so homework comes after dinner. Do what works for your child and your family.
Make homework guidelines – Establish a rule in the house that there will be no electronics or other distractions during homework time. For kids who respond poorly to a set homework time, make a guideline such as no TV or no video games until homework is done. Monitor and supervise screen time , including computer and internet use.
Provide help, but don’t take over – Your child may need help getting focused, approaching an assignment, or organizing his/her work. Just make sure not to do the work for them. You may also want to monitor assignments to make sure your child is finishing them. If you find he/she routinely needs your help, speak to the teacher about it.
Be encouraging – Be sure to praise your child for his/her efforts — it can go a long way toward motivating them. Take time to talk with your child about school activities in family conversations. Ask about what was discussed in class that day. Try to attend school activities, such as parent-teacher conferences, concerts and open houses.
Keep your child’s teacher in the loop – Keep the lines of communication open with your child's teacher regarding homework assignments. If he/she seems to be struggling to understand assignments, let the teacher know. For some homework problems that can’t be worked out, a tutor may help.

Once you discover what works best for your child and your family, stick with it. Also, even if there isn’t assigned homework, try to get in the habit of reading with your child after school or at night before bed. This shared time provides quality time together and will reinforce good study habits — and may even help your child learn to love reading, which is a win!

While good homework habits are important, so is play time . The American Academy of Pediatrics states that play is essential to the social, emotional, cognitive, and physical well-being of children and youth. As with any parenting decision, balance is key to a healthy upbringing.

Anne Schneider, D.O. is a family medicine physician with Edward Medical Group. View her profile and schedule an appointment online .

Explore children’s services at Edward-Elmhurst Health .

Related blogs:

The therapeutic power of play for kids

What is too much screen time doing to our kids' mental health?

How to keep your child from becoming a media-addicted zombie

You may be interested in

Stop the baby talk and start singing

6 back-to-school checklist items for parents

8 honest truths about life with a newborn

If you have reached this screen, your current device or browser is unable to access the full Edward-Elmhurst Health Web site.

To see the full site, please upgrade your browser to the most recent version of Safari, Chrome, Firefox or Internet Explorer. If you cannot upgrade your browser, you can remain on this site.

This website uses cookies that measure website usage and help us give you the best experience. By continuing to use this website, you consent to this website’s use of these cookies and you accept and agree to our Privacy Statement and Terms of Use .

Education researcher calls for primary schools to have 'courage' to rethink homework

Two young girls in school uniform, on a swing set. Their mother is between them

When Estelle Trueman was growing up, homework was par for the course.

But now her two daughters are in primary school at Townsville in north Queensland, homework isn't mentioned.

"There's no pressure," Ms Trueman said.

"If we get home and want to prepare a meal together, or spend time together outside before bed, we can, and don't have to hope that we won't get in trouble tomorrow because we haven't done the reader."

A man in a blue shirt and pants leans against a railing and smiles.

Across Australia, there's anecdotal evidence a growing number of primary schools have introduced no – or low – homework policies since the COVID-19 pandemic, according to University of Melbourne Emeritus Professor of Education John Hattie.

Professor Hattie said while there was some evidence homework benefited high-school students, there was no need for it in primary schools.

"The evidence is pretty clear that homework in primary school has a very low to zero effect," he said.

In a bid to modernise the education system, Poland last month scrapped homework for students in years one to three and made it optional for students in years four to eight .

Professor Hattie said Poland's move sent an important message, but it would take a "brave" politician to rattle the cage in Australia because of widespread views among parents here.

"There are parents who think homework is critical and essential for their children's future, which is not true," he said.

Homework out, reading in

In Townsville in north Queensland, Belgian Gardens State School has scrapped compulsory homework in favour of reading, practice, and play.

White school gates with Belgian State School

"[Worksheet saturation] does not foster parent engagement, neglects the individual needs of students and in some cases leads to drawbacks including disengagement and frustration," principal Ryan Pedley said.

Students were given the option to undertake "practice" or "study habits" at home.

Mr Pedley said parents were highly engaged, through regular information sessions, about what was being taught at school.

A teacher in a blue dress standing while a female student sits

St Benedict's Catholic School in the city's west is similarly taking a minimalist approach.

"We couldn't really see the benefits for doing homework … but we do require our students to be reading at home each night," assistant principal Aleesha Rockemar said.

"It [homework] can become a nightmare for families to get done."

A woman in her late 30's in a blue dress. She has a badge that says St Benedicts School, Aleesha Rockemer. She's smiling.

For 10-year-old Keira Warren, it was a pleasant surprise when she transferred to the school this year.

"I was very relieved, I hated having to go home and do more work," she said.

"I didn't like having to either get in trouble because I didn't go to sports, or get in trouble because I didn't do homework."

A nine-year-old girl with long fair hair in a striped school uniform in a school library. Smiling.

What are the rules on homework?

In Queensland, there is no one-size-fits all approach; it's up to each school principal to decide their homework rule book.

The Department of Education said it did not collect data on the state's 1,264 public schools' policies.

Instead, it stipulated principals needed to determine what worked for their individual school communities and to ensure any homework was meaningful.

"Schools work collaboratively with students and families to make sure to allow sufficient time for family, recreation and, community and cultural values," a department spokesperson said.

Brisbane Catholic Education, which oversees 146 schools across south-east Queensland, said it did not have a mandated homework policy, but any homework should complement students' learning and wellbeing.

Pros and cons

Professor Hattie has been researching teaching and student learning since the 1970s.

His latest publication in 2023 analysed more than 130,000 studies worldwide on what helps students learn.

Professor Hattie said the research found homework in primary school – if at all — should be kept short, review what had already been learned at school and not require parental surveillance.

"Don't get [children] to do a project unless you want to see what the parents contribute," he said.

"You've got to seriously question why you need homework at all. I want to give some courage to [primary] schools to drop it, if parents don't get upset.

"There's no need for it in primary school."

Lecturer in early childhood education Amanda Hoffensetz, from James Cook University, said homework was a difficult topic to research and there were too many variables for conclusive evidence.

"Schools vary greatly in quality, quantity, and the amount of support that children are getting at home," she said.

For Scott Wiseman, the chief executive of P&Cs Qld, the peak body representing state school parents and communities, homework had traditionally played an important role in helping parents engage in their child's learning.

"Everyone learns differently and for some kids, doing the sight words or the fact sheets may actually be really important to reinforce their schoolwork," he said.

"It needs to be a consultation process between the school and parents and the community as to how they want education to work in that particular school."

Family impacts

At Townsville's Marian Catholic School, principal Kylie Helmore said changing its homework policy in 2023 had resulted in more student engagement in class and less stress on working families.

A woman with short dark hair and glasses, part of a picture is behind her.

"We're not getting the reports that 'my child is refusing to do anything'," Ms Helmore said.

But reading at home is still required and senior students must complete a passion project each term.

For mum-of-two Estelle Trueman, home life was more manageable without the burden of homework.

"Our kids are only little once," she said.

A woman in a dress with two children, one on a swing

X (formerly Twitter)

how does homework help build responsibility

IMAGES

VIDEO

COMMENTS

A conversation with a Wheelock researcher, a BU student, and a fourth-grade teacher

Explore Related Topics:

Senior Contributing Editor

Comments & Discussion

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

Latest from Bostonia

Why is homework good for your brain?

Key Takeaways:

The Cognitive Benefits of Homework

Building Essential Skills Through Homework

Testimonial:

Homework and Research Skills

The Science of Homework Efficiency

Source Links

Similar Posts

Why isn’t my brain working?

Can Mold Cause Brain Cancer? Health Risks Explored

At what age is a human most intelligent?

What is widow brain?

What are the consequences of sleep deprivation on brain function?

Is brain quiz app legit?

Homework: How to Effectively Build the Learning Bridge

Focus on Relationships

Build Success for Every Student

Include Practice of Social and Emotional Learning Skills

Neag School of Education

COVID has brought many changes in education. What does it mean for homework?

Strategies for Educators

Ensure access to resources for task completion.

Be open to revisiting homework policies and practices.

Strategies for Families

Use homework as a tool for communication.

Make sure to balance wellness.

How to Use Homework to Support Student Success

Strategies for Educators

Strategies for Families

Homework and the Myth of Responsibility

Leave a Reply Cancel reply

Get new blog posts by email

Most Read Posts

Decorate your fridge with It’s OK wisdom!

6 self-regulation skills homework helps students develop

1. Time management and planning

2. Persisting with difficult tasks

3. Reducing distractions

4. Organising their environment

5. Overcoming unwanted emotions

6. Reflecting on what they have learned

Final thoughts

About the editor

Recommended Metacognition reads

The link between pre-questions and Metacognition

How we help students develop Metacognition: Learning how to learn

What is Metacognition?

9 questions to improve Metacognition

How Metacognition and self-regulation can boost students’ learning

The psychology of ‘Aha!’ moments: 5 ways to develop insight

Why your students need to know multiple strategies

Self-control: Student success through structure and support

About the topic

most recent articles

Shaking Up High School Math

Executive Functions and Literacy Skills in the Classroom

Connecting and Communicating With Families to Help Break Down Barriers to Learning

Culture, Community, and Collaboration

Vertical Progression of Math Strategies – Building Teacher Understanding

“Can I have this? Can I have that?”

To Teach the Truth

Helping Our Students See Themselves and the World Through the Books They Read in Our Classrooms

Textbooks: Who Needs Them?

Let’s Not Make Power ELA/Literacy Standards and Talk About Why We Didn’t

What to Consider if You’re Adopting a New ELA/Literacy Curriculum

Not Your Mom’s Professional Development

Summer Reading Club 2023

Synergy between College and Career Readiness Standards-Aligned Instruction and Culturally Relevant Pedagogy

Children Should be Seen AND Heard

Designing Effective Homework

Leave a Reply Cancel reply

Stay In Touch

What’s the Purpose of Homework?