As I have had some time to reflect on this chapter, I like the overall theme. One method I want to change next year in teaching my students, is how I approach homework.
I have not liked giving "homework" for the sake of giving "homework". That attitude formed because of the lack of support I received from too many parents. Some of my students always returned the next day, ready to correct their work. But the students who little support at home usually came without the work completed. Sometimes it was because they forgot, but many times they needed support from a parent that wasn't present. In light of that realization, I stopped giving homework, but any classwork that wasn't finished in class, I had them take that home for homework. Same problem...no support from the parents.
This coming year my plan is to give an assignment in math; student has the choice to complete the assignment or not because I am not attaching a grade to class work. What I WILL grade is the "bell quiz" the next morning following any discussion or clarity that needs to proceed the quiz. The purpose is to learn the concept. However, if the concept isn't learned, homework resumes, but with a loftier goal in mind...accountability. It will also allow me to comment immediately and directly to the student. Right now this sounds great on paper. I'm sure I will get to tweak it some more as I work with it.
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What grade do you teach? How formal are the "bell quizzes" written? I have had the same homework issue and am always looking for better solutions.
ReplyDeleteI also wanted more information on the "resumed homework" if a concept isn't learned the first time. Would you have the student complete the day's before assignment of give them a new assignment, and then what will you do if the concept continues to not be learned?
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