Homework, Part 2: Time and Place

Homework is preparing kids academically, but it also serves a very important role for the development of executive functioning.  Executive functioning is a key task of the frontal lobe of the brain and one of the most important functions for our children to develop in order to function as an adult.  It’s the center of planning ahead, estimating time, making decisions, prioritizing tasks, problem solving, and organizing things and thoughts.  It comes naturally to a fraction of kids, but most will need to practice it. Aside from any academic value, homework provides one of the best opportunities for executive function development.

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Remembering that they have it, figuring out when to do it, how much time they need to set aside, evaluating later whether they set the right amount of time aside, figuring out the environment they need to work on it independently, what to do when they don’t know the assignment, what to do when they can’t complete the assignment, and figuring out how to get the assignments back to school and turned in are huge parts of the homework process.

As parents, how do we help them practice all of this without actually doing it for them?  We have to help create the time and space (Do they know the schedule in the evening?  Do they know the schedule for the week?) for the homework to get done, but ALSO to evaluate and problem solve the variety of obstacles that will inevitably get in the way. Instead of telling them when to do their homework, you can talk about the schedule and ask them when they want to insert homework into that schedule.

We can help them evaluate if their plans are actually working or not.  Did they get it done when they thought they would?  Was that the best time to try to do it?  If they don’t know what their homework is, challenge them to figure out how to find the assignment.  If they are likely to leave it at home, challenge them to think through alternate plans and use one (pack backpack the night before, email it to themselves, set it by the front door, put it all the way in the car).  If it’s still not getting done, your child may need to lose some privilege of making these decisions for themselves (or the privilege of having other fun activities in their schedule), but your goal should always be to wean your way out of the process as soon as you can, maybe letting academic and home-based consequences do your work for you eventually.

Working backwards from adulthood/college, if they are not going to live with you, they have to figure the above out. They will need their frontal lobe for a successful life… whether they have Shakespeare to read or not.

Kara Douglass
Head of School