Why I no longer set homework
I NO LONGER assign homework. That’s now a decision. I’ve told parents and guardians and I’ve a brief document that I give to them. None have complained. Some have been effusive in their thanks. I think I understand why.
The question of homework, assignments, demands some serious re-reflection. In the schooI in which I now teach, for most students and for most teachers assignments are how you get the points which get you the grade. From what I understand, my school is not unusual. Indeed, I suspect it is typical of a US public school.
The assignments are mostly written work. They are often against strict deadlines. And they’re graded with a percentage. The final percentage, calculated in a computer, defines the grade. Percentage of what exactly is not defined. Real percentages are always of something. Otherwise, they are a nonsense.
So, a student who hands in one assignment and gets an A grade score of, say, more than 90 per cent (let’s forget margins of error, rounding errors and all that math stuff), but misses a second assignment ends up getting an F according to the computer. The tough teachers who value what they call rigor say it’s an F. Softies opt for a C.
After much thought, I say such assignments are discriminatory, are more about teacher control and, most importantly, have little if anything to do with learning. As an assessment tool they are educationally criminal.
Together with points-based grading and testing, homework assignments are about training students to focus on collecting points and jumping through hoops. Homework belongs to the school of education that believes sorting and ranking is the aim of the public school system… labelling the F students to make the As and Bs stand out more starkly.
The system is discriminatory because it sets up swathes of students to be labelled as failures, the poor students, the black or hispanic students in particular.
I have students who go to work a second day as soon as the school day ends — not for pocket money, but as key income earners for the family. Many live in a culture of poverty which has profound respect for learning, but cannot deliver any of the requirements for quiet study.
But it also discriminates against students whose learning styles don’t fit a narrow vision of training based on written work, reproduction of algorithms, deadlines and drill-and-kill. The majority of high school drop-outs are not the supposed least able, but among the most discriminating and thoughtful students.
It discriminates against young people struggling with hormonal fluctuations, sleep patterns over which they have no control, erratic front lobal development and all the hard-wired tribulations of teenagerdom.
For many the label of F for failure is branded before they even get started.
Such an education system suits students with access to the largely white middle-class, second-chance affirmative action programs of private tutors, articulate parental advocates and their vision of education as grade-based stepping stones to the safe gated-community of college and entry to the corporate careers of laargely white America. And that requires sorting and ranking, narrowly-defined successes and failures… precisely what points, testing and homework assignments deliver.
Sadly, some parents see homework assignments as some sort of symbol of the worth of a school. A school that does not set or value homework must be a school of slackers. It could not possibly be a place where the hard work gets done inside a vibrant classroom, and which values and respects the home and the private time of students and families alike.
Yet many parents will acknowledge the nightly hell of homework, the nagging, the denials, the tears, the slamming of doors, the simmering rows and breakdown in communication between tired and frustrated parents and their tired and frustrated children as conversation and human contact is narrowed to irritable interrogations about homework completion.
Instead of a stress-free chat about what interesting stuff may have been learned, the end-of-the-day communion between parent and child becomes an exercise in rewards, punishments and time management.
Many parents are angry at the nightly and weekend intrusions into family time.
They are angry that another worksheet and more busy work dictates the time of a tired family needing time to build and maintain the fleeting relationship of child and parent.
They are angry that with no say in the matter, a stranger can impose arbitrary demands in their home and effectively pronounce judgement on the moral worth of the family with a simple letter.
They are angry at how meaningless or simply impossible are almost all of the tasks set.
And they’re the lucky ones… for the students most ill-served by the points-testing-homework trinity of tyranny there is no end-of-day solace and comfort as parents are absent at second jobs or through poverty-driven family breakdown.
If any homework should be set, it should be for parents and childen alike to recall that four innocent people were hanged to death for demonstrating for the eight-hour work day.
Yet, there is no evidence that homework achieves any positive educational gain whatsoever. Indeed, if the evidence shows anything, it is that homework is destructive of learning.
Certainly, there are plenty of pundits — and politicians — who insist on the value of the discipline of homework. Their concern seems to focus on discipline. Here we must be grateful to Mr Alfie Kohn and his excellent The Homework Myth — Too Much of a Bad Thing for exposing the chasm between the conclusions of these charlatans and the actual evidence of their data.
At best homework seems to be set because it seems common-sense to assume that it must be good. But that homework is then used as a prime basis for assigning ill-defined labels on a child’s worth is scandalous.
My homework policy now reads as follows:
“Research indicates it does little to promote real learning, and frequently is a source of conflict in the home between tired and frustrated students and their equally tired and frustrated adult supporters.
“Occasionally I do assign a project to be done in school and at home over a period of time.
“Students are welcome to work on what we are doing in school… if that gives them pleasure or satisfaction, but not if it is a source of stress or worry.
“However, I do understand that parents are anxious to help their students… and may feel homework is a discipline that will help.
“If you want to help your student at home, the most effective way, in my view, is to ask your student to explain the ideas we are tackling in class. Talking math is learning math. Exploring the ideas, is learning math.
“Try to listen and not intervene. Ask a few mildly probing questions. If the explanation does not help you understand the idea, suggest your student raises the matter in class to seek a better explanation.
“Please, do not push the conversation to a confrontation or anything that is anything other than a pleasant conversation in the evening in the home. Please do not try to teach your student the point under question. Just suggest the student seeks a better explanation in school.”
And grading? I don’t use use points in any form. Instead I rely on a description of the grades, and the students’ own self assessment based on descriptions of what it is to be on top of a subject (the descriptions can be found on the assessment page at assessment at The PiFactory).
A factory worker works in the factory. An office worker in an office. My students work in the classroom… not at home.
For a more cogent argument against homework see re-thinking homework by Alfie Kohn.
Entry filed under: Homework, Thoughts from the classroom, What's on the PiFactory blog.... Tags: Assessment + Grading, assessment for learning, assignments, formative assessment, grades, grading, Homework, percentages in grading, student motivation, Testing.