Introduction
Parents and teachers have debated for years whether elementary homework is good for children in school. Homework is a word which possesses varied definitions and understanding from stakeholders namely teachers, students, and parents. Many people belief that homework brings a lot of unnecessary work to students and teachers. On the other hand, some still perceive it as one way of making children understand more outside classrooms.
Elementary teaching environment therefore faces a lot of discussions on whether homework is good or bad towards improving student’s performances. Elementary students should be given homework in order to supplement their participatory capabilities. Westchester Institute for Human Services Research, (2012), states, “Today, homework is a pervasive teaching strategy accounting for 20 percent of the total time American students spend on academic tasks.”
Homework is Very Essential in School
Elementary students can use homework to their advantage because they stand to enjoy several benefits. Homework as the name suggest is one way of studying and solving tests without direct help or involvement with the teacher (Chavkin 2-7). This mode of study helps students in refreshing their memories easily. In this manner, students will never miss to remember past information and knowledge. Tests are made easier to pass because homework engages the minds of students (Chavkin 8).
Homework helps students solve real life issues and problems. Through such, students will be in a better position to develop the courage of doing it on their own. Understanding abilities for students are not the same and therefore homework assists those who need to be alone in order to assimilate what they have learned in class (Cooper 32-5). Big tests for example, those meant to determine students’ promotion to the next grade can be refined easily through such homework.
Homework is Beneficial to Students
Homework allows teachers and students to closely work together, and therefore improve platforms for discussions. Students will have the chance of discussing problems associated with their assignments, and other general questions that exists within their normal educational sessions in school. Students will make use of time after, and before classes since in most cases homework tends to be done outside class or teaching hours (Butler 13).
Students doing homework tend to seek assistance from parents and even older siblings. This will allow family participation and contribution towards academic achievements for a given student. Furthermore, students can improve family relationships because homework will always bring other members closer. Social analysts’ notes that family closeness and attention is key feature that aid or promote healthy living. Family members’ involvement also aid in shaping up the progress for students because everyone will know current trend of studies through such homework.
Homework Promote Students’ Mind Functioning
Homework is one way of allowing students to use trials in learning. Parents and teachers will never exhaust what students know in their active contribution. Students need their own undisturbed time so that they discover exactly what they are capable of in their lives. Such discoveries will seldom occur if students are not given something to do; something to trigger their thinking. Homework come in form of various questions which require answers, and therefore students will use their minds properly as they attempt to answer them. In this manner, mind functioning is promoted as much as possible (Clark et al 20-6).
Students doing homework normally develop high chances of being responsible at early ages in life. Homework assists many students to develop responsibilities in various sections of home, and even within the school perimeter. Students who have done homework tend to develop good senses of punctuality, and even turn up their work on time. Such homework is timed in a manner which promotes great use of available time by students.
Potential Harm of Homework
After school students need enough time to relax their minds; some people consider homework to be one activity that brings pressure to students. Proponents fear that homework can even bring about social harm to children. When assignments are there, students tend to spend very minimal time with their parents and other close sponsors. Elementary students are still young, and therefore, need more time with parents so that they can be trained on other issues.
Conflicts can also occur between students and parents regarding how, and when homework should be done. Some other scholars perceive homework as one avenue which promotes cheating as students just copy what others have done with an aim of completing the assignment. Finally teachers may not have enough time to assess such homework, and be able to improve them according to performance per student (Westchester Institute for Human Services Research).
However, even though such potential harm exists, homework needs to have a very good platform where teachers and students benefit from it. Proponents tend to base their evaluations of the subject on extreme cases where learning is not effective and efficient. Homework is good because at the end of the day, students are in class so that they can stand on their own the next day. The program requires adequate supervision so that it meets it predetermined targets and objectives. On the other hand, parents can only participate in real teaching of their kids through these assignments by way homework (Challenge Success).
Conclusion
Generally, the idea behind homework is good and sweet to the ears of teachers and parents. They act as mini tests which aim at promoting good understanding of various topics learnt in class. Homework improves students’ behaviors because it ensures that time and resources are saved or rather utilized in the best manner possible. This type of learning is one which calls for both parents and teachers to play an active role in shaping the life a child. Elementary education will never succeed without such homework. Where weak points are noticed by either side then students can get very quick attention and be able to be advised in a timely manner.
Works Cited
Butler, Jocelyn A. “Homework” Published as part of School Improvement Research Series by
Northwest Regional Educational Laboratory, Portland, Oregon, 1987. Print.
Challenge Success. Changing the conversation about homework from quantity and achievement
Chavkin, Nancy. Families and Schools in a Pluralistic Society. Albany, New York: SUNY Press,
1993. Print.
Clark, Faith, and Clark, Cecil, with Marta Vogel. Hassle-free Homework. New York:
Doubleday, 1989. Print.
Cooper, Harris. Homework .White Plains, New York: Longman, Inc, 1989. Print.
Westchester Institute For Human Services Research, Homework: the balanced view Volume 6.
June 2012. Web. 16 February 2013
