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Tina Jenkins
Tina Jenkins

Homework Parents

Educators can empower parents to set up tech rules, even when the tech is provided by the school. Make sure that you inform students that this is the case too, so that you affirm the parents as the final word.

homework parents

This generates a lot of tension between parents and children. Moreover, children feel increasingly insecure thinking that they are not capable of doing things on their own. As time goes on, they will ask more questions and it will be more difficult for them to take charge of their own tasks.

You have to adapt the homework times to the age of the age. 15 minutes is sufficient for the youngest children to read or perform math exercises. 6 to 8 years: between 30 and 40 minutes. 8 to 10 years: one hour. From that age: between 60 and 90 minutes. In high school: between 2 and 3 hours.

Great Blog,Thank you for sharing with us the wonderful post. I appreciate your research. It can be very helpful for parents who often make mistakes. Now, by reading your post they will take care of these things and will not make mistakes.

Kids homework can be really a difficult thing for parents to handle. Through proper tips and knowledge, parents can make it easier for their children to do the homework and understand it as well. Thanks for the above list of mistakes. These will help.

Thank you for sharing amazing post with us. I appreciate your research. It would be really helpful for parents who generally make mistakes. Now, by reading your post they will take care of these things and would not make mistakes.

Children are more likely to complete homework successfully when parents monitor their assignments. How closely you need to monitor your child depends upon her age, how independent she is and how well she does in school. Whatever the age of your child, if she is not getting assignments done satisfactorily, she requires more supervision.

At the start of the school year, ask your child's teacher about any rules or guidelines that children are expected to follow as they complete homework. Ask about the kinds of assignments that will be given and the purposes for the assignments.

Talk with the teacher about your role in helping with homework. Expectations for parent involvement vary from teacher to teacher. Some teachers want parents to monitor homework closely, whereas others want them simply to check to make sure the assignment is completed on time.

Many elementary school students often like to have someone with them to answer questions as they work on assignments. If your child is cared for by someone else, talk to that caregiver about how to deal with homework. For an older child, if no one will be around, let him know when you want him to begin work and call to remind him if necessary.

However, if the teacher has made it known that students are to do homework on their own, limit your assistance to your child to assuring that assignments are clear and that necessary supplies are provided. Too much parent involvement can make children dependent-and takes away from the value of homework as a way for children to become independent and responsible.

It's usually a good idea to check to see that your elementary school child has finished her assignments. If your middle-school student is having trouble finishing assignments, check his work, too. After the teacher returns completed homework, read the comments to see if your child has done the assignment satisfactorily.

American children on average spend far more time watching TV or playing video games than they do completing homework. In many homes, more homework gets done when TV viewing and "game" time is limited.

Once you and your child have worked out a homework schedule, take time to discuss how much TV and what programs she can watch. It's worth noting that television can be a learning tool. Look for programs that relate to what your child is studying in school, such as programs on history or science or dramatizations of children's literature. When you can, watch shows with your child, discuss them and encourage follow-up activities such as reading or a trip to the museum.

Just what kind of parental involvement -- and how much involvement -- truly helps children with their homework? The most useful stance parents can take, many experts agree, is to be somewhat but not overly involved in homework. The emphasis needs to be on parents' helping children do their homework themselves -- not on doing it for them.

In an Instructor magazine article "How to Make Parents Your Homework Partners," study-skills consultant Judy Dodge maintains that involving students in homework is largely the teacher's job, yet parents can help by "creating a home environment that's conducive to kids getting their homework done."

Children who spend more time on homework, on average, do better academically than children who don't, and the academic benefits of homework increase in the upper grades, according to Helping Your Child With Homework, a handbook by the Office of Education Research and Improvement in the U.S. Department of Education. The handbook offers ideas for helping children finish homework assignments successfully and answers questions that parents and people who care for elementary and junior high school students often ask about homework.

One of the Goals 2000 goals involves the parent/school relationship. The goal reads, "Every school will promote partnerships that will increase parental involvement and participation in promoting the social, emotional, and academic growth of children." Teachers can pursue the goal, in part, by communicating to parents their reasons for assigning homework. For example, the handbook states, homework can help children to

The handbook cautions against actually doing the homework for a child, but talking about the assignment so the child can figure out what needs to be done is OK. And reviewing a completed assignment with a child can also be helpful. The kind of help that works best depends, of course, partly on the child's age. Elementary school students who are doing homework for the first time may need more direct involvement than older students.

Specific methods have been developed for encouraging the optimal parental involvement in homework. TIPS (Teachers Involve Parents in Schoolwork) Interactive Homework process was designed by researchers at Johns Hopkins University and teachers in Maryland, Virginia, and the District of Columbia to meet parents' and teachers' needs, says the Phi Delta Kappa Research Bulletin. The September 1997 bulletin reported the effects of TIPS-Language Arts on middle-grade students' writing skills, language arts report card grades, and attitudes toward TIPS as well as parents' reactions to interactive homework.

TIPS interactive homework assignments involve students in demonstrating or discussing homework with a family member. Parents are asked to monitor, interact, and support their children. They are not required to read or direct the students' assignments because that is the students' responsibility. All TIPS homework has a section for home-to-school communication where parents indicate their interaction with the student about the homework.

Nearly all parents involved in the TIPS program said TIPS provided them with information about what their children were studying in school. About 90 percent of the parents wanted the school to continue TIPS the following year. More than 80 percent of the families liked the TIPS process (44 percent a lot; 36% a little).

In "How to Make Parents Your Homework Partners," Judy Dodge suggests that teachers begin giving parent workshops to provide practical tips for "winning the homework battle." At the workshop, teachers should focus on three key study skills:

This article views homework through the eyes of parents in a rural area whose children with disabilities spent a majority of their time in general education classrooms. The qualitative analysis of data from individual interviews, focus groups, and parent action research logs yielded five themes: (a) Parents felt ill-prepared to help their children with homework; (b) parents wanted more information about the classroom teachers' expectations of their child and of their roles as parents in helping with homework; (c) parents wanted their children to be given individualized homework assignments; (d) parents valued hands-on homework and projects in which the whole family could participate; and (e) parents wanted a two-way communication system that would allow them to become partners on their child's instructional team.

Background and aims: Based on the principles of scaffolding for motivation and on the assumptions of self-determination theory, two studies aimed to assess the role played by perceived parental autonomy-supportive scaffolding on child homework autonomous motivation, self-efficacy, affect, and engagement.

Samples and results: The results of Study 1, which involved 122 parents and their children, showed that the higher the parental autonomous motivation, the more their children perceived them as autonomy-supportive while scaffolding for motivation, and hence developed autonomous motivation, self-efficacy, and engagement in homework. In Study 2, 37 parents were involved in a four-session training programme that focused on sustaining autonomy-supportive scaffolding modalities. The training decreased parental negative affect, prevented child negative affect increase, and maintained child homework motivation.

Conclusions: The discussion focuses on the strength that parents have with regard to helping their children develop less negative, and potentially also more positive attitude towards homework, through autonomy support as a scaffold for motivation.

The best homework to solidify STEM teaching and learning is to apply what your children learn outside of the classroom. It takes the intentional involvement of all stakeholders to nurture a STEMtastic student. Through teaching and learning from educators, parents, community partners and businesses both in and out of the classroom, PGCPS students will be prepared to solve the problems of the 21st and 22nd Century.


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