Help! I'm Drowning in Paper

In my course syllabus, I outline the reason I assign homework. It reads: "The purpose of homework is to build sound study habits, reinforce skills and core concepts, and practice independent study and research outside the classroom learning environment. Students are expected to write the homework assignment in their calendar each day. Homework is designed to prepare the student for the next class session; therefore, it behooves you to be prepared and take responsibility for your learning."

What do I mean by responsibility? My objective in assigning homework is to ready students for class discussion, application, and critical thinking exercises. I take responsibility in creating lessons with outcomes that are relevant and student-centered. I expect students to engage in their learning – to plug-in. I know this is a process and if the mark is missed...we both adjust. It is that balance of expectations, accountability, and flexibility.

One of my philosophical beliefs is that homework is about quality not quantity. I also try not to assign homework over the weekend. To me, the weekend is an opportunity to build family time and participate in extracurricular activities. I impress upon my students the homework that is given is important; moreover, it is essential that students grasp the core concepts or foundations. I refuse to spoon feed. My goal is that we – the teacher and student – will scaffold the information examining depth in meaning. As Marlys enthusiastically illustrated in her presentation, it is about passion and the spark when "sharing excitement in discovery." It always amazes me the outstanding outside sources students independently bring to class to help augment our class discussions. They often teach me and open my eyes to fresh connections. Homework serves as a starting point to comprehend, analyze, and reflect. So, is it reasonable to simply ask students to ponder the daily plan? Is this enough to bring them to class charged, and will they do it?

In the past I have given surveys to my classes. One comment that frequently comes up is that I do not assign a lot of "busy work." Students like this and buy-in (at least most do) to the need to complete what is assigned because it ties directly into the discussions and student journal entries assessed the next day. I am realistic; most students complete assignments because they are graded. From my viewpoint, the “work” at home serves as a part to get to the whole. I see value in it, but do they? If the student, either an adult or child, does not see the importance of an assignment it will most likely not get done. My attempt to remedy a homework rut is variety. Homework is a combination of traditional and non-traditional assessments. To juxtapose the seriousness of traditional work product, which in my opinion is critical, I ask my students complete what would appear to be a zany assignment. At first they are a little baffled but as one of my 9th graders said to another last week,"Hey, it's Cornils - it'll connect.” I like to keep them thinking beyond the class period. It generates excitement. I value homework that generates passion for learning. The homework question is difficult. I continue to struggle with the challenge of inspiring intrinsic learning in a reward-oriented culture. Students have provided me with positive feedback about their learning, but I always feel I need to do more.

The homework articles stimulated thought. I maintain that homework at the high school level has merit. Whenever I read articles about the search for understanding, the author encourages philosophical approaches that are not always grounded in practicum. I do, however, like figuring out the puzzle pieces to make learning better. I am left wondering: (1) how proficient are we at teaching students the assessment game, and (2) how do we buoy our own existence through criterion and norm-referenced standardization at the local, state and national levels?

I attempted to be brief when I began this post. Well, I suppose prolixity dominated once again. As I embark on grading journals over break, I will remember that kids also feel like they get dunked into pool of endless paperwork. At least I can feel positive about there being no hypocrisy in the thorough completion of my homework. :)