Currents in Literacy

Questions From Parents

By Susan Fleming

Who is responsible for homework?

We all know that our children are responsible for their own homework. Our job is to support their efforts, not to do the work for them. But it's easy to forget that when the hour is late and we're eager to get the child into bed. What we need to remember is that getting the correct answer is only one part of homework assignments. The most valuable part is the process of working out the assignment. When we provide too much help, we rob our children of the satisfaction and learning gained only from struggling to solve problems on their own. If they announce at 9 p.m. that a report is due the next morning, children need to face the consequences of waiting until the last minute, rather than have us jump in to save them.

What kind of support helps children?

Providing a physical environment that conveys the message that we take homework seriously is essential. Children need a place where they can work in comparative quiet in order to concentrate. Turn the TV off and don't allow siblings to interfere.

Make sure lighting is adequate and there is space enough to spread out papers and store books. Essential reference materials such as a dictionary and a thesaurus should be handy. If you can afford hardbound encyclopedias or computer software which includes encyclopedias, they are invaluable.

Discuss with your child an appropriate time for doing homework. Directly after school is usually not a good time because children need a break after the regular school day. Cooperatively work out a schedule and stick to it.

Homework often requires trips to the library, or collecting specific materials from home or neighborhood. Make sure rides are arranged if the library is not within walking distance. Librarians can assist in locating reference materials. But as parents we can also provide helpful guidance as our children struggle to navigate through library resources. Try to use assignments which involve the collection of materials found outside the library as an opportunity to engage your child in conversation about the connections between school and the world beyond it.

What other support does a child need?

Providing emotional support is just as important as arranging a hospitable physical environment. This means that we need to approach our children's homework in a calm, confident manner. Many of us have become so discouraged by our children's past failures to pass in homework on time, or devote adequate time and thought to it, that we begin nagging them, constantly reminding them of what they have previously done wrong. This produces guilt rather than motivation to produce better work. Forget monetary rewards. The best and most motivating reward for school work is the child's inner sense of accomplishment which no external prize can produce.

If a child asks to have an assignment checked, how much correction should be offered?

Before you mention errors, look for something - no matter how seemingly trivial - that is right about the work. Then describe it, rather than passing judgment. For example saying, "You're taken the time to put straight margins on your paper," is more helpful than, "Your margins are good." By being specific you help your child develop a sense of why a paper could be judged good.

Don't try to correct everything. Your child may hand you a paper with multiple errors: poor handwriting, spelling mistakes, grammatical inaccuracies. Try to find out what the purpose of the assignment is and concentrate your attention on whether this has been achieved or not.

Ask your child to read a writing assignment aloud to you before you look at it. In this way she will pick up many errors on her own while you can focus on meaning without being distracted by spelling, punctuation, capitalization, or grammar. Tell your child what you found confusing and let her figure out how to revise to make the piece clearer.

When checking grammar, punctuation, and spelling indicate the line in which the error occurs, letting your child find the precise error. This develops her ability to proofread while gradually weaning her away from depending on others to locate mistakes.

What if I have to interrupt scheduled homework time?

Family crises inevitably happen from time to time. When these occur, explain the situation to the teacher in writing. A follow-up phone call or visit to the classroom are precautions against a misunderstanding.

What if the child doesn't understand the homework assignment?

Rather than guess the teacher's intent, encourage your child to call a classmate to clarify the details of the assignment.

How can a contest of wills be avoided if a child refuses to do homework?

Let the clock be the authority in this situation. Stipulate a reasonable time for the child to work on the assignment, but don't create unnecessary tension for both yourself and your child by saying, "You'll stay here until you finish!" Accountability can be enforced by keeping a chart of days of the week or month. When homework is completed check off the day. It's also wise to consult the classroom teacher, so that you can work out a coordinated strategy for dealing with the problem.

Is there a standard procedure for handling homework?

No. Every teacher has her own method of dealing with homework. However, the school may have standard guidelines for the number of minutes students are expected to devote to it. If the teacher doesn't cover homework expectations during her review of the curriculum on Parents Night, be sure to ask about them.

What if the child is consistently careless in doing homework?

Try to take the long view. Some children have a chronic problem finishing homework, doing it neatly - or doing it at all. This cannot be solved overnight, or even in one school year. After you have provided a suitable environment and a reasonable accountability system which you can review with your child periodically, try not to worry excessively about the problem. Just because a problem can't be solved immediately doesn't mean it will never be solved.

Susan Fleming, an author of children's books, a member of the Lesley University faculty, and a parent, has also been a public school classroom teacher and an editor of teaching manuals.