Problem definition
There is the ethical dilemma when it comes to parents helping children with their homework. As stated in the scenario, I have a child who has been given a school research project to work on. As a parent, my first instinct is to let him go on with the assignment. As a child, my parents helped do my assignment. From the article previously read, it is clear that there are several cons associated with parents helping their children with their homework. From what the child has done so far, it is clear that he could use a few pointers on how to create a better presentation.
While at the grocery store, I ran into a parent who is willing to help their child. In this context, the term help implies that the parent avails all the supplies needed by the student and any other help with the project. The ethical dilemma in this case lies within the question: is it ethical for a parent to help the child with homework? Some researchers argue that aiding with the homework negatively affects the child’s learning. On the other hand, some scholars argue that there are numerous benefits associated with aiding a child with his or her homework.
Problem analysis
There are only two options available here: it is either the parent helps the child or e does not. Fact is that the parent is more knowledge. In this case, it is evident that the parent has identified probable mistakes in the child’s assignment. Some researchers say, “Homework is all pain and no gain”. This is to mean that homework is just but an extra burden on the child. In addition, several studies claim that there is no direct correlation between a child’s academic performance and the homework given at school (Baskwill, & Mototsune, 2013). According to some scholars, homework is more likely to reduce the child’s interest in school.
Those against homework have made a strong case based on how the teachers barely receive any training on how to give assignments and make it effective. In fact, it is estimated that only one in a hundred teachers has attained training on homework in particular. Even the most recognized institutions such as Harvard do not offer training on homework as a course. With all the argument made for and against homework, the parent is left wondering on the essence of assignments and their role in their children’s education (Christenson, Reschly, & Wylie, 2012). Those in support of the parents aiding children point out that it helps motivate children with their schoolwork. Truth is homework is not always interesting and motivating and children could use a little excitement and motivation.
Generate and Evaluate Options
As stated earlier, there are several options available to the parent. The first option is to let the child do their homework alone. According to psychologists, the involvement of the parent is likely to affect the child’s understanding. By staying out of the child’s homework, the parent is allowing the child to exercise autonomy. It is normal for a parent to desire to help a child struggling with the assignment (Goldberg, 2012). In other times, the parent just wants to exercise control, issue threats, commands, and maintain surveillance over the children as they do their assignments. In extreme cases, the parents do the work solely. While these attempts may yield fruits in the short term, they will eventually ruin the child’s performance.
Secondly, the parent can partially help the child. From the mention of the other parents, one can deduce that the project in question requires various supplies. It could be that the child’s presentation appears lacking simply because the child lacks the supplies needed. It is the mandate of each parent to avail the resources required in their child’s education. It may be books, pens, and any other material needed to help them progress in their education (Baskwill, & Mototsune, 2013). This option entails just the provision of the necessary supplies. After all, the child is excited and enthusiastic about the project. As such, it is safe to conclude that the child is motivated to start and complete the project without the parent’s intervention. All the child could be lacking are the right tools.
The third option is to be active in the child’s project. This involves availing the needed supplies and being actively involved from the first stage to the last stage of the project. This option allows the parent to ensure the child has included all items required. In addition, the parent will get to improve the quality of the child’s initial presentation. The main benefit that comes with this option is that the child may get better comprehension of the subject as opposed to that attained in class (Christenson, Reschly, & Wylie, 2012). The environment created by the parent may encourage the child to ask questions in areas which they do not understand. Moreover, parents may use simpler language making it easy to grasp.
Decision, Reflection, and Implementation
Among the three available options, the most appropriate is the second. This option entails the parent availing all the required material and maybe a few pointers to help the child. First, the parent needs to have a profound understanding of the child’s project. What does it entail and what can I do to help this child improve the quality of his presentation? If indeed the parent realizes that, there are some missing items, what items are these and how can he or she help? The choice of only giving a few pointers and availing the required resources is meant to help the child retain autonomy and control over the project (Baskwill, & Mototsune, 2013). As stated in the scenario, leaving a child to handle their own work is known to help boost their confidence. It shows the child that the parent trusts him to do the right thing. Such faith in one’s child will encourage them to act responsibly even when they are left to act independently.
The parent can help the child in developing an effective and efficient study strategy and self-regulatory skills. Eventually, the child will learn how to successfully complete assignments and make realistic goals. It helps a child become self-reliant. In the scenario, the child already has the drive to work on the project. He is all excited about it and does not need a pep talk. All the child requires is the missing supplies and a guide on where he or she is failing. Doing the entire project for the child could crumble his motivation and will not necessarily help him understand the project.
References
Baskwill, J., & In Mototsune, K. (2013). Attention grabbing tools for involving parents in their children's learning.
Christenson, S., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement. New York: Springer.
Goldberg, K. (2012). The homework trap: How to save the sanity of parents, students, and teachers. Haddon Heights, NJ: Wyndmoor Press.
