Homework: Great Idea or a Waste of Time?

photo credit: ** RCB ** via photopincc

At this point in the year, your child's routines both in and out of school, should be starting to fall in place. Granted, there may be some tweaking necessary, many of us are beginning to notice certain patterns. At my house, we've realized that the success of our morning routine is dependent on what happens the previous evening. If the coffee maker is programmed, the snacks and water bottles are lined up on the counter, and the boys' clothes are laid out, my wife and I are less stressed in the morning, as are my boys. Unfortunately, even the best plans can be derailed by unforeseen circumstances, or when everyone is not on top of their game at six in the morning. One thing we've realized, though, is that routines are an important part of functioning efficiently and staying prepared.

Homework is one of those routines of which you and your child are intimately familiar. For a few lucky parents, getting their kids to study has never been an issue. For others, it has been a constant, stressful battle that ends with arguments and tears. My second-grade son started receiving homework last year, and while he doesn't mind parts of it, he absolutely hates others. The frustration that can arise from getting our children to complete their homework thoughtfully, neatly, and on time sometimes begs the question: Is homework beneficial?

On Saturday, I took the opportunity to connect and collaborate with other educators from the region by attending an EdCamp in Palatine, Illinois. The beauty of EdCamp is in that way that it's organized - there is no preset agenda. Instead, it is determined by the attendees, in the moment. At one point in the day, I met with a group of educators who wanted to discuss the validity of homework. Those involved in the conversation were evenly split regarding its necessity. Some believed that it provided additional and necessary practice, while others thought it to be nothing more than busy work. One teacher pointed out that homework teaches valuable life skills, like responsibility and grit. Another claimed that kids already had too much to do after school with things like sports, instrument lessons, and chores filling an evening. In the end, it was difficult to reach an agreement other than to say that homework should be reasonable and meaningful.

By the end of the week, you can expect to see regular homework from me. Typically, it will be reading in order to be prepared for class the next day. Occasionally, it will be work that was not finished in class. Still, I'm curious. What are your thoughts about homework? Feel free to share your comments.

Unknown Spherical Objects

Closely Examining the Unknown Spherical Object
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At first blush, it may not seem that science and language arts have much in common.  How do precise measurements and careful observations connect with elaboration and word choice? Much more closely than you think. Whether a physicist is attempting to reproduce the experiment of another, or a poet is trying to capture the beauty of the summer sunrise, details and language are key to both disciplines. Take a moment to read any of the writings of Charles Darwin, Henry David Thoreau,

John James Audubon, or Rachel Carson and you will  find yourself immersed in writing that is meticulously poetic.

Mrs. Fultz and I decided to take advantage of the similarities of our disciplines by focusing on the power of the written word to explain and describe. In her agents' Mission Logs and Writer's Notebooks, we realized there was a need for more detailed and elaborated writing. Mrs. Fultz wanted clear and concise log entries, and I wanted writers to create pictures using words.

This fall, in both classes, students made observations of the world around them. Science classes used USM's beautiful campus to record the details of trees, birds, and flowers. Sentences and phrases from the students' Mission Logs were used in language arts as models and as starting points for revising general details into specific ones. In my class, students were asked to look closely at an intimately familiar object - the orange - with one caveat: They had to pretend that this was their first encounter with the 'Unknown Spherical Object', and that this was an agent training module for their science class. They were charged with qualitatively describing their unusual find. For two days, agents explored the USOs using their five senses. They documented the outside and dissected the inside, without ever referring to it as an orange. Finally, students began to compose entries in their Writer's Notebooks that would thoroughly describe their objects. At the same time, in science, the USOs were being described quantitatively. Measurements were made, and numbers were crunched in an effort to scientifically define the sphere.

So far, the students have enjoyed the challenging activity. Not only that, but my classroom has smelled fantastic! Mrs. Fultz and I look forward to working with the agents to revise and add even more specific details to their science and English writing. 

Hunger and Homelessness PSAs

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This week, as part of our focus on the Hope House service project, the sixth graders were charged with creating public service announcements, or PSAs.  During Reading/Writing Lab, they viewed a series of powerful and iconic ads from Smokey the Bear asking us to prevent forest fires, to BMW imploring motorists not to text and drive.  The kids determined the purpose and audience for each example and, after examining all of them, generated a list of common attributes.  Once back in their advising classes, students formed small groups, determined an audience and purpose for creating their own PSAs, and created mockups.  With some revision and fine-tuning, the groups went on to create posters that were hung throughout the school.  The kids hope that they will draw attention to their causes and inspire some action!

Two Sendik's Bags

Each year, sixth grade students partner with the Hope House of Milwaukee for their service project, "Food for the Hungry."  Using their own money, they purchase food to be donated to the organization. In addition to creating grocery lists, clipping coupons, and shopping at the Mequon Piggly Wiggly, students also receive content-related instruction in their classes.  Lessons could include a unit on nutrition in science, the history of food in social studies, or the mathematics of poverty.  In English, students were asked to focus on a statement made by Ken Schmidt, director of Hope House of Milwaukee.  Mr. Schmidt helped us to kick-off the project by visiting on April 3 and discussed with the kids the organization and its mission.  While here, he stated that many clients of Hope House carry all of their belongings in two plastic grocery bags.  That statement resonated with me, and I was inspired to create a reflective activity.

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In class, students brainstormed lists of their most prized possessions.  They focused on items that were irreplaceable or held great sentimental value.  Then, I showed them two Sendik's grocery bags and reminded them of what Mr. Schmidt had said during his visit.   For homework, students were to pack what they could into two Sendik's plastic bags (or the like).  I emphasized that they needed to think and choose carefully, as they would have to leave everything else behind.  It was important for them to imagine that this would be a permanent decision; they could never go back.  Students used the following guidelines when they were packing their bags:

• What holds the most meaning for you?
• What can be easily transported with minimal effort?
• What is a necessity (meaning you need it)?
• What can you live without?
• No animals!

The next day, students shared what they brought.  Not surprisingly, many packed nonessential items: a favorite jersey, a dearly loved stuffed animal, and a remote control car made the cut.  Some, though, considered survival and packed winter coats, hats, extra shoes, and water bottles.  After students shared, we considered what it would be like to make the difficult choice between keeping the stuffed animal or making room for a pair of gloves.  Decisions like these are made regularly by thousands of people each day:  Do I pay the rent this month or buy groceries for the week?  Should I send in the electric bill or get food for dinner?  After the discussion, students posted their reflections to Kidblog.

Students began to feel empathy for those whose situations required these difficult decisions.  Here's what they said:

"We are used to so having much stuff that we can’t imagine living in two small plastic bags." 

-Julian

"I now know how it feels to have your whole life just in two bags." 

-Hadi

"I learned that doing this activity was not only hard, but frustrating, so I cannot imagine what it would be like having to do this for real."

-Aidanne

"I learned that being homeless is a very tough challenge, and I want to help the cause."

-Shailesh

"...I can’t believe that many people have to go through this."

-Shreya

"If you think about it, we didn’t have to worry to much about what we brought, but real people are faced with these choices. Do I bring my water bottle and food, or do I bring my photo book filled with memories? What would you choose?"

-Eleanor

5 Good Reasons to Take Your Kids to the Library Today | Christine French Cully

Check out this great article by the Huffington Post on why kids need to go to the library.  My family and I make regular trips to our small, neighborhood, storefront library and are never let down.  From the latest titles, to movies and music, we always walk away with our arms loaded.  If you haven't had a chance to explore your neighborhood library lately, take your kids this weekend, or even today!  It's a great place to explore, read, and learn responsibility.  Plus, it's free!

Click to read the article: 5 Good Reasons to Take Your Kids to the Library Today