Homework is important for all children. It should always have a clear academic purpose and should only be material that has been practiced several times in school to assure, as much as possible, that the child is able to complete it independently. If homework is given on a concept too soon, it only causes frustration for the students. The purpose of homework should be for students to practice skills and concepts that have been taught and practiced in school, prepare for new learning, or deepen knowledge. Teachers need to thoughtfully plan engaging homework to match learning objectives from the classroom. Homework should have a clear objective and the purpose for the assignment should be clearly stated for students so they understand it is meaningful and relevant to their learning. Children learn best with practice over time. We need to keep in mind that it is much better to give little doses over a long time period rather than giving large amounts in one night.
Homework is especially important for our ELL students because it is a chance for them to practice a skill or concept at their level of language acquisition. This means that homework should be modified for our ELL students. “In fact, if they are given the same homework, they may be using unfamiliar skills or incorrectly practicing them” (Hill and Flynn, P.79, 2006). Modifying homework for these students should be based on the student's needs and language acquisition. We may need to change the amount of homework, add visual cues to the directions, provide graphic organizers to help deepen understanding and organize information, or set a time limit of how long the homework should take. In class, the teacher may need to take extra time to make sure the expectations of assignments are clear, and/or may need to explicitly teach study skills for the child to use at home. The homework needs to be something students should be able to do independently or with minimal parent support. “Some parents hesitate to discuss homework with their children because they do not understand the language of the assignment” (Hill and Flynn, P. 78, 2006). If children are able to complete homework on their own it empowers them, builds ownership and self esteem, and eliminates frustration.
Teachers need to give meaningful feedback. Children have spent time doing the task and we need to honor their time and effort by giving them feedback on how they are doing. We need to point out what the child is doing right and help them with places that need support. “Feedback should be corrective in nature; that is, it should provide students with information on what they are doing correctly and incorrectly” (Hill & Flynn P. 7, 2006). I often pull small groups based on homework needs. I will let a child know that I noticed they were having trouble with a concept and support them by reteaching. If children know that teachers are reviewing their homework, doing their best becomes a higher priority. Feedback should also be given in a timely manner. This makes the feedback more meaningful for the student because it is still fresh in his or her mind. Feedback may also sometimes come from peers.
Homework policies should be consistent and clear to children and parents. We explain our team's homework policy at Back to School Night, put it in our newsletters, and post it on our website. Our home phone numbers are also given with encouragement to call with any questions. We encourage parents to set up a regular homework routine for their child to follow. We need to make it clear that the child, teacher, and parents are a team working together to provide the best education for the student.
Technology can be a wonderful tool for both teacher and student in a homework routine. Websites or blogs can be created to clarify homework assignments, and homework routines. Ipods can be sent home to tape fluency practice. If all students have access to a computer, there are great websites that we have posted on our school website that can be used for supporting the practice of specific skills and content areas. Homework should be engaging for children and this gives a spin on the regular paper and pencil homework.
Hill, J. & Flynn, K. (2006). Classroom instruction that works with English language learners. Alexandria, VA: ASCD Publishing.
Homework is especially important for our ELL students because it is a chance for them to practice a skill or concept at their level of language acquisition. This means that homework should be modified for our ELL students. “In fact, if they are given the same homework, they may be using unfamiliar skills or incorrectly practicing them” (Hill and Flynn, P.79, 2006). Modifying homework for these students should be based on the student's needs and language acquisition. We may need to change the amount of homework, add visual cues to the directions, provide graphic organizers to help deepen understanding and organize information, or set a time limit of how long the homework should take. In class, the teacher may need to take extra time to make sure the expectations of assignments are clear, and/or may need to explicitly teach study skills for the child to use at home. The homework needs to be something students should be able to do independently or with minimal parent support. “Some parents hesitate to discuss homework with their children because they do not understand the language of the assignment” (Hill and Flynn, P. 78, 2006). If children are able to complete homework on their own it empowers them, builds ownership and self esteem, and eliminates frustration.
Teachers need to give meaningful feedback. Children have spent time doing the task and we need to honor their time and effort by giving them feedback on how they are doing. We need to point out what the child is doing right and help them with places that need support. “Feedback should be corrective in nature; that is, it should provide students with information on what they are doing correctly and incorrectly” (Hill & Flynn P. 7, 2006). I often pull small groups based on homework needs. I will let a child know that I noticed they were having trouble with a concept and support them by reteaching. If children know that teachers are reviewing their homework, doing their best becomes a higher priority. Feedback should also be given in a timely manner. This makes the feedback more meaningful for the student because it is still fresh in his or her mind. Feedback may also sometimes come from peers.
Homework policies should be consistent and clear to children and parents. We explain our team's homework policy at Back to School Night, put it in our newsletters, and post it on our website. Our home phone numbers are also given with encouragement to call with any questions. We encourage parents to set up a regular homework routine for their child to follow. We need to make it clear that the child, teacher, and parents are a team working together to provide the best education for the student.
Technology can be a wonderful tool for both teacher and student in a homework routine. Websites or blogs can be created to clarify homework assignments, and homework routines. Ipods can be sent home to tape fluency practice. If all students have access to a computer, there are great websites that we have posted on our school website that can be used for supporting the practice of specific skills and content areas. Homework should be engaging for children and this gives a spin on the regular paper and pencil homework.
Hill, J. & Flynn, K. (2006). Classroom instruction that works with English language learners. Alexandria, VA: ASCD Publishing.
