Over 130 studies have been conducted and published, and the findings vary. The great debate over the value of homework has raged on for over a century. This would be clearer for students to follow and would address many of the issues mentioned above. needed a common approach to homework so that the experience of homework in the faculty was identical for all classes. This created further inconsistencies, confusing the students and adding to the apathy towards homework for some. Furthermore, although I was setting plenty of homework, I often forgot to collect it in or did so later than intended. This would also vary between year groups. In my own teaching I would have periods where I set lots of home work and other periods when I didn’t. I also felt that inconsistency in practice between teachers, even within Faculties, led to inconsistent homework setting. Teachers that I spoke with stated that setting homework was often laborious and had become a box-ticking exercise that had lost its purposefulness. Who, in my experience, are often less inclined to complete homework. This created an apathy towards homework in the students, especially boys. Most students I spoke to didn’t see the value in the homework set and some felt it was pointless. This led to classroom teachers having to follow up with detentions, so that in the end, homework ended up creating more work for the staff and less benefit for the students. The biggest problem I found with homework was the poor completion rate. This project was completed as part of a focus on developing leadership skills, with a practical challenge to take a lead on a particular issue within the Faculty
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