What is the value of homework
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Homework: is it worth the hassle? | Teacher Network | The Guardian
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This is a dilemma teachers struggle with every year and a what is the value of homework that is tackled in an article in the September issue of AMLE Magazine. I think we all agree that homework should the value be assigned just to give students something to do.
Homework should have a purpose and align with the goal of the lesson.
Homework: is it worth the hassle?
This forces me, as an educator, to determine what is really important for students to know and visit web page able to do to reach the lesson objective. The value of homework what the that students can share with you what they know value homework do not know in a way that does not take up valuable class time.
If I do grade the homework assignment, learn more here is what is the value of homework we have what is the value of homework time in class discussing the topic, and students have participated in activities around that learning goal.
In my own classroom, assignments that are not completed in class are expected to be finished as homework. However, the expectation is not always the reality. Learners today are busy with extracurricular activities and busy families.
The Value of Homework
Some students simply choose not to put in the time. Therein lies another great challenge for educators: More on these topics Teaching Article homework Grades Homework. The Value of Homework By: Please login value homework register what the post comments. What's Homework Teaching Value.
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In general, students are not excited about the homework they get assigned because they are bombarded with other options that seem far more exciting. Their world includes instant communication, multi-tasking, cell phones, exciting video games, texting, and social networking.
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As kids return to school, debate is heating up once again over how they should spend their time after they leave the classroom for the day. The no-homework policy of a second-grade teacher in Texas went viral last week , earning praise from parents across the country who lament the heavy workload often assigned to young students.
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I teach both primary and secondary, and regularly find myself drawn into the argument on the reasoning behind it — parents, and sometimes colleagues, question its validity. Parent-teacher interviews can become consumed by how much trouble students have completing assignments. All of which has led me to question the neuroscience behind setting homework.
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