Homework, Part 1

Homework is perhaps one of the most dreaded concepts for most kids (and many of their parents). There is a lot of research out there about the effectiveness of homework and it’s pretty mixed, but I believe that it’s mixed because not all homework assignments are equally valuable, and different kids learn with different rhythms (some absorbing everything during the day and shutting down at night and others needing to revisit concepts and practice later when it’s quiet).  

At TFS we believe that homework has a place, but it is not a measurement of how academic a program is or how successful a student will be.  Here are a few of our guidelines.

1. Homework does NOT need to start early.
Young children have such absorbent minds, if they are stimulated, they are soaking it up.  They also have concrete minds, so they need materials to accompany most conceptual work.  Until they have truly internalized abstract concepts (around 3rd/4th grade) they shouldn’t be doing work that isn’t concrete.  Their “homework” is to read with you, play, create, and engage in concrete chores and work at home.  Many schools have started giving homework as early as preschool, but research shows that kids who have such homework don’t perform any differently on developmental benchmarks than kids who had no homework.  Anecdotally, many of them just grow to hate school and hate “learning.”

2Homework should be purposeful.
We do not believe busy work is good for anyone, especially when it takes away from downtime, jobs, or other enrichment activities kids may have after school.  Once we start giving homework, it should be providing students with practice as they develop a particular skill, preparation for class, such as reading ahead of time, or projects and papers that are too lengthy to finish within the class time.

3. Length of time varies.
We don’t want anyone spending every waking minute doing homework, so we try to curb the amount of work to 40-60 minutes in 4th, 5th, and 6th grade, and 30 minutes per class on average in Upper School, but this will vary. Students who get more accomplished during the school day will have less than kids who need downtime and play time during the school day.  Kids who work slower will spend more time on homework than kids who work quickly. As they get older and homework is more project-based, students will have nights without work between units, and then nights with more work as a deadline approaches (much like the professional work place).

On balance though, we believe that seven hours of school plus some extra work many nights to practice or prepare or complete a project (for our abstract thinkers) is plenty of work for a student to achieve and excel in college and beyond.  We’re aiming for a sweet spot between pushing them outside their comfort zone and burning them out in their stress zones.  Fill the extra time with other wonderful activities for their brains (like boredom and chores!) and time with you (even if you parent adolescents!).

Kara Douglass
Head of School