“Homework and practice give students a chance to review and apply what they have learned” (Hubbell, Kuhn & Malenoski, 2007). When I give homework to my students I give it to them as a reinforcement of what we have been learning in school. I also give it if we did not get finished something and the students are able to do it at home without me. For example, I may give a math sheet having to do with multiples and prime numbers if that’s what we are learning in math. As far as spelling, all of that is done as homework. We do not spend any time in class on spelling words for the week. I do not grade homework, rather I check to make sure it is done and I look over it to see if there are any students that do not seem to understand it. I do not grade it because there are some students that have very active parents and will sit down with the child and work on their homework with them, or in some cases do it for them, while others have to do all of their homework on their own.
I have had a couple of students who don’t think they need to put forth any effort on their homework since it is not graded. However, according to Hubbell, Kuhn & Malenoski “…effort is the most important factor in achievement” (2007). After reading Chapter 8, Reinforcing Effort, I am thinking about using the idea of a spreadsheet to show the correlation between the amount of effort they spend on their homework and their test grades. I am hoping that the students will see the more effort they put into their homework and their school work the greater their test scores will be. This is a perfect example of the behaviorist learning theory and how if you do something right you will be positively rewarded (study and put forth more effort and you will get better grades).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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Susan,
ReplyDeleteI also think the idea of creating a spreadsheet and allowing students to input their effort and their grades and allow them to chart there correlation is a great idea that may help motivate some students. I also want to add a column to their spreadsheet that shows my input of their effort. I think sometimes my students feel like they worked really hard on an activity when, in reality, they actually didn’t put forth as much effort as most of the other students. I do agree that this is a perfect example of the behaviorist theory.
Susan,
ReplyDeleteThat's a really interesting idea! I also do not grade homework, I use it as a check for understanding. I do give the pages back for children to fix but since I have a similar class make up as you (some with help, some with parents who don't speak English) I have them stay in at recess and fix or finish their work. I see homework as additional practice and reinforcement and only give out assignments that children have done with me as a way of remembering the skill. I'd love to hear what happens, will the children correlate their real effort with the work they produce?
That is a great idea. I on the other hand grade homework. If you have it, you get 100 and if you don't zero. I just want to see that my students put forth some effort, and grading gets them to do their work, because they don't want a zero. Parents are able to view their child's grades online, and they also don't want their parents to know they are not doing homework. Homework is very important, it's extra practice.
ReplyDeleteI like your understanding of purpose for homework. I often see teachers giving assignments because they think that students should be working on something every night. I try to use homework in your suggested manner of review. However, I always make an announcement to the class when the homework is something new that we will begin the next day. The reading helps them develop a little background knowledge before class. Besides the reward of grades, I use a lot of verbal praise. Many people underestimate how far a few words can go with a struggling student. The behavioral approach is not just about tangible rewards.
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