Homework: How to Stress
Less and Have Success
Judith Stein, Ph.D.
jstein@ildlex.org
Institute for Learning and Development
October 3, 2013
Institute for Learning and
Development 2013
The Institute for Learning and Development
Creating pathways to success for all learners
The Institute for Learning and Development
(ILD) is a professional practice that provides
psychological and educational services
customized to meet the needs of each student.
Institute for Learning and
Development 2013
Outline
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Homework – Why and how much
Creating a positive emotional climate
Deciding on your role
What our children need to be successful
with homework – executive function skills
• Strategies that work
• Stress less about homework
Institute for Learning and
Development 2013
Why is homework so stressful?
Busy families; Balancing act
Our expectations don’t
match our children’s attitude
& behavior
Clash of learning styles and
skills
Demands exceed
capabilities
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Here’s a boy who was bad and his teacher
gave him a lot of homework that was very
hard. He couldn’t finish it and the next day
the teacher gave him even more
homework. He tried to finish it all but he
just couldn’t. The next day his teacher
gave him even more homework and this
kept happening until finally, he just
couldn’t even START the homework.
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Why Homework?
Homework provides opportunities for :
• practicing skills
• applying principles to new situations, problems
• learning in “real world” situations at home and in
the community
• developing personal initiative, responsibility, and
self direction.
• developing critical and creative thinking skills
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Homework Policy
 Grade K – Occasionally
 Grade 1 – 15 minutes nightly
 Grade 2 – 20 minutes nightly
 Grade 3 – 30 minutes nightly
 Grade 4 – 40 minutes nightly
 Grade 5 -- 45 minutes nightly
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Homework Policy
Grade 6 – 1 hour each night
Grade 7 – 1 ½ hours each night
Grade 8 -- 2 hours each night
 High School – homework time =
class time per week
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Creating a Positive
Emotional Climate
• Understanding your child’s learning style and
impact of your own style
• Establishing a routine with your child’s input
• Letting go of our expectations and a certain
outcome
• Make space for mistakes, time wasters,
struggles
• Approach task with curiosity, compassion,
collaboration
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Self Care
• Can you identify your own reactions and
re-group before responding?
• Can you be compassionate with yourself?
• Can you be flexible and willing to
compromise?
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Parent Roles
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Communicator (talking to teachers)
Organizer (time, place, materials. resources)
Overseer (monitor progress, completion)
Encourager (pep talks, rewards)
Reviewer (editor, checker)
Assistant (scribe, reader, test)
Teacher (explain concepts, skills, vocabulary)
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What does it take to do homework
successfully?
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Time
Energy
Motivation
Mindset
Academic Skills
Executive Function Skills
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Motivation
Motivation = Expectation of success
x Value (interest/importance)
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Mindsets
Fixed Mindset
Growth Mindset
The belief that one’s
qualities can’t be changed
(e.g., intelligence)
The belief that ones’
qualities can be improved
through effort
“I’m not as smart as my
peers so I will never do as
well as they do”
“I can do better if I learn
new strategies and work
harder”
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Executive Function Processes:
What are they?
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Planning
Organizing
Prioritizing
Initiating tasks
Working memory
Self-monitoring
Flexible thinking
• Emotional control
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Research ILD 2009
Development
2013
Executive function is the ability
to integrate a present awareness
with future anticipation and past
experience to develop a
reasonable plan (accounting for
space, time and people) for
present action.
Institute
forM.S.,
Learning
and
Research
ILD 2008
Sarah Ward,
CCC/SLP
Development 2013
How are EF processes related to
learning?
• Weak EF processes affect areas
that require the integration and
coordination of multiple subskills
such as:
–reading comprehension
–written expression
–math problem solving
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How are EF process related to
learning?
• Weak EF processes affect areas that
require independence and coordination
of multiple elements:
– Managing and completing homework
– Long-term projects
– Studying
– Test-taking
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Early Elementary
3rd Grade Monthly Book Report
Assignment:
Select a book and read it over the course of
a month. Write a summary that fits inside a
whimsical shape.
Institute for Learning and
ResearchILD 2010
Development
2013
3rd Grade Book Report
EF Process
Requirement of Assignment
Organizing
Remember to bring home materials each day to work, organize a
plot summary, organize work on the page, turn in work when done
Planning
Break down project into smaller parts, manage time over the course
of 4 weeks to finish reading book and finish project
Prioritizing
Select book from an array of choices, identify favorite part of the
story, differentiate key plot elements from details
Shifting
Transition between different parts of the project, shift from main
ideas to details while reading & writing, shift from overall goal to
parts of project
Working Memory
Hold directions in mind while working, sort & evaluate information
while reading, hold in memory what has been done & what is left to
do
Checking/Selfmonitoring
Monitor understanding of the book, keep track of reading pace,
edit/proofread written work, check finished product against
directions
Emotional control
Sustain effort and interest over a long time period, manage
Institute
for Learning
and
frustration,
anxiety,
& perfectionism
Development 2013
High School
Midterm Study Guide for English
Given:
A review sheet one week prior to exam
containing literary terms and works of
literature read during the semester
Assignment:
Study for midterm exam containing material
from September through January
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ResearchILD
for Learning
2010and
Development 2013
High School English Midterm
EF Process
Requirement of Assignment
Organizing
Locate and organize all notes, handouts, homework, & tests from
the entire semester, create an organized study guide
Planning
Break down the task into smaller parts, use a calendar or planner
to decide which part to do which day
Prioritizing
From notes, handouts, homework, & tests, differentiate which
information is the most important to put on study guide
Shifting
Shift among different works of literature, sort and evaluate main
ideas and details, and try to take perspective of teacher
Working Memory
Hold details from several different works of literature in mind while
studying, perhaps juggle other subject midterms at the same time
Checking/Selfmonitoring
Make sure that have all of the correct information and did not miss
any class notes or homework, check to make sure all information
is accurate, monitor your understanding to make sure you know it
well enough to be tested
Emotional control
Sustain effort and interest, cope with test anxiety or perfectionism,
for Learning
manageInstitute
frustration
level if and
content is difficult
Development 2013
ResearchILD 2010
Dimensions to Consider
for EF Interventions
• Time
• Space
• Materials
• Task Analysis
• Self-assessment and regulation
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What Helps?
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Structure
Strategies
Technology
Outside resources
Back-up systems
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Critical Metacognitive Steps
• Say or verbalize the structure
• Use the structure consistently
• Evaluate the structure: “Is it
working, or not?
• Adjust the structure: “How can it
be made to work better?
Institute
ResearchILD
for Learning
2010and
Development 2013
Are you using your time
effectively?
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List assignments in order of priority
Estimate time each will take
Use a timer to monitor use of time
Reflect halfway through: Am I on track?
– Do I need to adjust approach?
• Does this work meet teacher’s
expectations?
• Check work only ONCE
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Estimate and Record Work Time
Subject
Estimated Time Actual Time
Science
Math
English
Social Studies
45 minutes
30 minutes
1.5 hours
10 minutes
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45 minutes
45 minutes
1.25 hours
5 minutes
Have Students Set Mini Goals
Sunday
Jan. 6
Monday
Wednesday
Thursday
10
Friday
9
14
15
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Topic Due
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20
21 And
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26
Begin
reading
taking
notes
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30
Thesis Due
31
Feb. 1
2
6
7
3
5
Make outline
4
Outline
Due
10
11
12
Paper Due
Revise and
edit
12
Library
research
Read and
decide topic
Write
thesis
11
Saturday
8
Assignment
Given
13
7
Tuesday
Organize
notes
Begin
writing
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2013
ResearchILD 2010
8
9
P.A.C.K. Strategy
for organization
Purge – remove papers from binders and
backpack
Accessorize – find organizational tools
that work (iphone;calendar)
Categorize – sort and file important papers
Keep it up! – set aside time each
week to organize
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Templates
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Recording assignments
Notetaking
Writing assignments
Studying
Topic Sentence
Introduce quote
Quote
Explain relevance of quote
Concluding sentence
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3-Column Notes – Triple Note Tote
Institute
Research
for Learning
ILD 2008and
Development 2013
Technology
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Take picture of homework; notes
Smart Pens – records as you take notes
Text to Speech software – Voice Dream; ibooks;
Task Management – iprocrastinate (iphone, ipad
or Mac); google calendar (alarms);
• Speech to Text – Dragon Dictation
• Organization of Writing – Inspiration
• Study aids – Quizlet (phone or computer);
Flashcards*
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Flexible Thinking
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The green reed which bends in the wind
is stronger than the mighty oak which
breaks in a storm….. Confucius
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Strengthen Flexible Thinking
• Riddles (Jar of Riddles)
• How many ways can you use a …pencil,
book, cup???
• Create different story endings
• Switch roles in the family
• Board games or sports – switch
players/teams
• Games
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Emotional Regulation
• Emotional self-regulation is the
ability to recognize, modify, and
express one’s emotions
appropriately
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Impact of Emotions
Level of emotional arousal and mood states
affect:
– Attention
– Concentration
– Memory
– Impulse control
– Shifting/Flexibility
– Organization
– Effort and motivation
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Children shut down or explode
when….
the demands exceed their capabilities
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Changing the Situation
• Make a plan with your child as to how
to handle stressful homework
• Encourage breaks when frustration is
building
• Give choices for time/place/assistance
• Provide accommodations when needed
• Modify homework as needed
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Re-focus Attention
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Shift lens
Distract
Get some distance
Change perspective
Review the facts
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Re-frame Experience
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Connect experience with others
Discuss worst case scenario
Access past success
Access strengths
Visualize success
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Immediate Stress Relievers
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Take 3-5 deep breaths
Pay attention to the sounds in the room
Attend to your seat, feet, and hands
Movement – walking, stretching, shoulder
shrugs
• Music – listening, singing,
• Grounding – press hands together, gently
rub forehead, stroke thighs
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Parent Interventions
• Can you reduce demands or change
environment?
• Can you shift your child’s focus ?
• Can you re-frame the situation for your
child?
• Can you encourage him/her to take a
break and to calm down?
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Responding to Anxiety
• Help your child label the feeling
• Ask your child to rate how strong it is
• Encourage him/her to get some distance
from it (give it to a worry doll, put it in a
box, imagine it’s in a picture)
• Use a relaxation or calming strategy
• Model encouraging self-talk (It’s a false
alarm; I’m safe;I can cope; It will go away
soon; I can get help if I need it).
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Make a Plan
– What do I need to do?
– How will I do it?
– What might get in my way?
– What strengths do I have that can help?
– What can I say to myself to help?
– What can I do if I get anxious?
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Explicitly Teach Self-talk
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Problem: Math anxiety
Thoughts
I can’t do it!
I might get
stuck
I won’t finish
It’ll take forever
Feelings
Paralyzed
Overwhelmed
Restless
Worried
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Behavior
Daydream
Walk around
Chat with friend
Shut down
Solution: Future template
Thoughts
I’ve tried these
problems
before, I can
do it again…
If I get stuck, I
can ask for
help..
It’s OK if I
make a
mistake.
Feelings
Calmer
Less worried
Fog has lifted
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Behavior
Take deep
breath
Get out helpful
materials
Look over
problems – do
easy ones first
Ask for help if
stuck.
Worst Case Scenario
• Probability of
Feared Outcome?
• Impact of Feared
Outcome:
• 1/20 Fail.
• So, I won’t get into
…
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Responding to Helplessness
• Tasks have to match capabilities
• Tasks have to be broken down into small
steps
• Scaffold the experience – model, guide,
practice
• Tap into strengths and interests
– What does s/he want to learn about?
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Responding to Anger
• Identify common triggers
• Use an angry scale
• Encourage expressing feelings in words or
pictures
• Use a calming strategy
(counting, deep breathing, giving away the
feelings)
• Go for a walk; walk away
• Think about a solution
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Firing Up the Frontal Lobes
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Ask a factual question
Be curious about the situation
Quantify the feeling
Collaborate – we can find a solution together
Get some distance from the feeling
Widen or narrow the focus – time and space
Change perspective – what would you say to
a close friend?
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Stress Less About Homework
• Enjoy your children and appreciate who
they are
• Keep homework in perspective
• Homework doesn’t define who your child is
or what the future holds
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