It’s hard to say who has the most trouble with homework–kids who resist it, parents who struggle to find time to help with it, or teachers who despair of ever getting all students to complete it.

Underlying assumptions
Underneath many of the problems are assumptions, such as that homework is intrinsically valuable, or that all children know how to do it, but some just don't, or won't. The assumptions may prevent us from using all the tools we can to help children succeed with their homework.

A homework inventory
You can ask yourself if the homework you are planning to assign truly has the potential of increasing understanding and / or skills and knowledge. Is it meaningful to the students? Does it relate to what you did today or will do tomorrow? Have you varied assignments enough to meet the needs of the variety of learners in the class?
Are you assigning the right amount of work for the developmental levels of your students? Do the students have the conditions at home to support the nature and amount of homework you are assigning? Are there other ways or times they could get the work done?

Will you check, review, and problem-solve the work when it comes in? What are the consequences if a student does not complete or hand in homework? Is there a clear, designated place to record assignments? to put completed work?

Teaching homework
Be sure to teach homework to maximize students’ chances to succeed at it. For example, depending on the situation, you might choose to do modeling, practicing, role plays, guided discoveries, or class problem-solving meetings. These Responsive Classroom strategies might transform your "homework blues." Here are some questions to help remind you of the strategies:

Modeling
"What does a person successfully doing his or her homework look like? Sound like? Feel like? Can anyone show us?" (Discussion) "What do you notice about what Jacob just did? What did he do to help himself do a good job at his homework? Let’s all practice now; what do we need to remember to do?"

Role-play
"Why is it important to complete your homework and do a good job at it?" (Discussion)
Scene 1
The scene is math class. The teacher explains multiplication with 3-digit numbers (or other content) and gives the class a practice sheet for homework. A student glances at the sheet. Cut! "What might she be thinking right now? What might she be feeling? What could she do right now to make this homework less of a burden?"
Scene 2
Debby is at home, beginning the multiplication homework. She reads the first problem and looks puzzled. Cut! "What do you think is happening? What could Debby do next to help herself complete her homework? Who or what might help her?" Ideas are acted out and discussed. The objective is for children to practice designing solutions for the things that thwart them during homework.

Guided Discovery
A guided discovery on homework might begin with discussion of these questions: "What do you notice about this homework assignment? What is the use of homework? How could doing this homework help you learn? What are the things we can do to be sure to be successful at homework? Who can show us an idea?" (One or more students demonstrate) "Now everyone will get a copy of tonight’s assignment. See how you can solve whatever problems come up while you’re working on this assignment." (Everyone works on the homework for 10 minutes.)
"Who would like to share about their experience just now of doing the homework? Tell us if there were any problems you had to overcome and what you did to help yourself." (Students share) "What if there is no adult home to help you when you have a problem? What if your brother or sister keeps bothering you? What if your friend calls and wants you to go bike riding?" (Students discuss and solve these or other "what-ifs" that have not been addressed previously.)

Problem-solving Meeting
"Our topic for today is the problem some people have of not completing and / or handing in their homework every day. Think of a time when you didn’t do your homework. We’ll go around the circle and give everyone a chance to share what the situation was and why you didn’t hand in your completed home these ideas should we try first?" (Class reaches consensus on something they can do to help each other.)

Whatever approaches you take, let us know how you teach homework to your students. How did you choose to do it, and what was the result?

Linda Crawford is the Director or Origins.