Answer/Quote: “Teachers in secondary schools routinely assign homework to students for the purpose of practice. If it were really practice of familiar concepts, this might work to strengthen students’ level of understanding. Unfortunately, in too many classroom, homework is assigned on concepts that are not yet understood. In many instances, as the MetLife survey on homework demonstrated, secondary teachers’ ‘very often or often’ assigned homework because they ran out of time in class (Markow, Kim & Liebman, 2007, p. 30).” P. 71.
And how do students respond to the homework they are assigned?Completers, who take the work home and get it all done and done correctly.
Slackers, who, for whatever reason, do not complete the homework.
Bewildered, who give the homework a try and do most of it incorrectly.
Cheaters, who copy the homework of a peer in an effort to please the teacher and not fall behind in class. P. 71.
Quote: “As was shown in each of the examples we have shared, the teachers did not assign homework as an afterthought, but instead as a well-integrated dimension of their instruction. It was the independent practice that occurred only after the students were well prepared, and it was also an integral dimension of what was to follow in class.” P. 74.
Comment: You can prevent downtime at the end of class by having students start the homework assignment, giving students time to ask questions about the assignment. RayS.
Title: “Homework in Secondary Classrooms: Making It Relevant and Respectful.” D Fisher, et al. Journal of Adolescent and Adult Literacy (September 2011), 71-74.