Harmony Elementary’s Philosophy and Guidelines on Homework
Michele Horn, Instructional Coordinator
August 2007
At Harmony Elementary, we believe each child should be given every opportunity to
achieve academically at high levels, become a responsible citizen, and find success
both at school and in the community. In order to accomplish this, we implement best
practice instructional strategies and continuously review current research in education.
One area in education that has historically been debated among educators, parents, and
the community at large is the issue of homework. Many parents have mixed feelings
regarding homework, seeing it as a way to assist in their child’s learning, but also as a
time constraint on family time and extracurricular activities. In fact, the impact and value
of homework has been researched for the last 70 years within the educational field!
So what is our view on the homework debate?
We believe that young learners have individual learning styles and intelligences that
contribute to their ability to solve problems and construct new knowledge, and that
understanding students’ thinking as they learn is vital to continuing developmental
progress. When work is completed at home, educators lose this vital connection with
the learning process. However, we understand that students need to be challenged, and
that they benefit from long-term and independent projects. Students also need to
practice and reinforce skills and new content, and they need to apply problem-solving
strategies in a variety of situations. We believe, though, that the place for this type of
work is in the school setting where professional educators are able to interact with
students as they learn.
Furthermore, research indicates that the largest misconception regarding homework is
that homework increases academic achievement. However, after many years of
controversial in-depth research, most researchers now agree the homework does not
improve academic achievement for elementary students. In fact, Harris M. Cooper, a
researcher on homework policies and practices, says, “There is almost no relationship
between time spent on homework and achievement in the elementary grades.” This
doesn’t mean that homework should be abandoned; just that grades and standardized
tests don’t measure the impact of homework.
Cooper recommends 10 minutes of homework per night for each grade level, starting
with the first grade. In order to avoid homework as an idle, ineffective exercise, clear
goals need to be established between teachers, students, and parents. Homework is
important because it promotes good study habits, positive attitudes toward school, and
demonstrates to students that learning can also take place outside of the school setting,
but it should be a review of material already addressed in class and should be
developmentally appropriate. Having at most 10-40 minutes of homework each night
depending on grade level, still allows time for students to relax, play, spend time with
family, and enjoy physical activities, all key elements in the physical, mental, and
emotional development of young children.
Cooper also encourages parent involvement with homework by providing structure and
support. Some suggestions include:
• Setting up a quiet place to work on homework, away from distractions.
• Providing clear, consistent guidelines on when homework is to be completed.
•
•
Fostering autonomy in your child by encouraging homework be completed
independently as much as possible.
Having reflective conversations following the completion of homework by asking:
What strategies did you use when doing your homework? What did you notice?
Did it remind you of something you did in class?
Based on what we know about the current research on homework and on what is
developmentally appropriate at each grade level, Harmony has adopted the following
Homework Policy:
• Homework should be assigned for the following reasons:
1. to practice a concept or skill that has already been taught within the
classroom
2. to promote good study habits
3. to develop positive attitudes toward school
4. to demonstrate to students that learning can also take place outside of
the school setting
• Assigned homework should be reasonable in length and difficulty and
developmentally appropriate, based on the age and ability of the child (gradually
increasing to approximately ten minutes of homework per night for each grade
level).
• The teacher, parent, and student are partners in the student’s education and
therefore all have important roles regarding homework. There is a shared
responsibility among the parent, student, and teacher to communicate about
homework in an open and ongoing process as well. The following chart
demonstrates the responsibility of the teacher, parent, and student:
Teacher’s Responsibility
Parent’s Responsibility
Student’s Responsibility
1. Modify homework based 1. Set up a quiet place to 1.
Complete
own
on the individual needs of complete homework.
assignments to the best of
the child.
his/her ability.
2. Assign homework that is
based on practice and
adheres to the homework
policy.
2.
Provide
clear 2. Communicate a lack of
expectations
on
when under-standing pertaining
homework
is
to
be to assignments to parent
and teacher.
completed.
3.
Collaborate with the
Resource and Arts teachers
so as not to overload
students with assignments
on any particular night.
3. Encourage and motivate 3. Return assignments on
children in order to promote time.
independence and selfdirected-ness.
4.
Have
reflective
conversations with the child
upon
completion
of
assigned homework.
As you can see, based on this policy, homework is not intended to be challenging,
extensive, or time-consuming. Through extensive research and discussion, we believe
this policy is developmentally appropriate and reflects what is best for young learners.
As always, we appreciate your support and partnership in your child’s education. If you
have any questions or concerns please feel free to call me or email me at
michele.horn@oldham.kyschools.us.
Sincerely,
J. Michele Horn
Instructional Coordinator