Does homework eliminate a child's love for learning?

Video was done by Connect with Kids

With all the discussion on homework, I figured I do a little digging of my own on the topic. What I discovered was the the controversy against homework discussed the burden being placed on the family to complete the work. In addition, those opposed to homework argue that it stresses kids out and it doesn't allow them time to focus on family and extracurricular activities. More importantly, I learned from the video above that excessive amounts of homework impedes on an efforts to foster a love of learning in these children.

In conclusion to my research, I would argue that homework can be beneficial in learning when it is limited to 10 minutes per grade (for example a first grader would have 10 minutes of homework, a second grader would have 20 minutes of homework, etc.). While it's important not to frustrate our students with homework, it's a great way to extend their learning past the classroom. I like the suggestions that were previously made about having homework center around interviewing parents, and particularly emphasizing reading what is enjoyable for the child.

question of homework

Over the last year, I have thought about the topic of assigning homework to students. I think I have decided that, in general, I don't like the idea of giving out homework on a daily basis. In certain grades, such as kindergarten, I don't think it should be given out at all. Kindergartners are not only learning a lot academically, but they are are adjusting socially and emotionally to being away from home and away from the family. Kindergartners can be ready for first grade if they are taught by an effective curriculum and by a teacher who is able to meet their needs in the classroom.

As for older kids, I think homework can help their learning, but should be limited. In the middle school years, students are suddenly hit with six different teachers and 6 different subjects. When a student comes home with homework for all six subjects (or maybe 5 because one subject is PE), as a teacher, you are going to "shut them down". Students will become tired, frustrated and feel anxiety because of a lack of a break. Middle school teachers should really consider collaborating their homework so that only one subject per evening is being focused on. And, there are subjects that are just not necessary to assign homework in. My son's social studies teacher purposely does not assign homework to his students because he knows that they already have a lot with their other subjects and because he is productive and focused in his classroom and the lessons that he teachers. As a parent, I appreciate the fact that he has thought about he issue and developed his curriculum accordingly. I wish I could say the same for the other teachers.

Open Says-a-me!

I have been thinking about equality myself. Working in a special education classroom in a more affluent area has provoked many questions for me. Is it right that one school receives a grant for $60K while other schools don't? Is it right that the special education students are in a wing away from all of the other students in the school? Are those students getting the same education that other students their age, in the school, are getting?

That doesn't even get into the ideas of homework, after school programs, and physical structural issues. The one thing that is clear to me is that there are schools with more resources than others. Some might argue that those schools have gained some of their resources, the 60K grant for example, through their own hard work. But even the idea of extra resources brings up issues of inequity caused by access and gatekeeping.

It makes me wonder how the playing field can be leveled? How can schools in less affluent areas create similar networks of volunteers and money? How can they be given the access that they are seemingly denied? It also makes me wonder whether those are questions that need to remain latent for me, as a student-teacher, because it is beyond my scope?! Should I not actively worry about those questions, the questions that are systemic in nature, and focus on the change I can affect as a classroom teacher? It is a struggle of wanting to move a mountain but only being able to move a few wheelbarrows of dirt.