Different researches proved that homework can be both a negative and a positive feature in the educational life of children. This paper presents different cases for both sides. Although all of these evidences and contentions appear to be valid and acceptable, yet the teacher is still the best judge as to whether or not the students get the benefit of homework.
Point # 1. Very catchy among the contentions is the belief of educators and researchers that homework robs children of childhood, nevertheless, play havoc with family life and asphyxiate the students’ natural curiosity. Furthermore, learning becomes a mind-numbling grind, rather than an engaging adventure.
I believe that this statement probably sprung from situations where the homework assignment was impossible and irresponsible. The homework provided to the students to do at home should support, strengthen and even extend what the students have learned in the classroom. Other than this purpose, I should say, that indeed too much of the irresponsible homework given to student rob them of their childhood. But more often, they do not.
The belief of homework bringing havoc to family life is a painful and baseless statement. This statement is true only among families suffering from irresponsible parenthood. In fact, homework should bring the family together, a scenario where the parents put down everything they do for the time being, just to show their children that they care about their education.
Furthermore, the idea of homework killing the students’ curiosity is also far off. The homework, I believe, is a potent way to lay the groundwork for curiosity. With these premises, the teacher is once more challenged to plan for the homework assignments that are meaningful enough to be finished in an age-appropriate period of time.
The proponents of the idea that homework possess dictatorial nature that undercuts responsibility, generates family conflict, and takes away time for creative play and natural learning must have evidences that have been played too much. In fact, it is evidently too much to be credible.
Point # 2. Another belief worthy of mentioning in this paper is the idea of improving classroom learning by assigning more homework rather than by pursuing more costly alternatives such as lowering class size or hiring more experienced teachers. This is indeed resounding, as homework are a way to encourage students to learn independently, and develop in their young minds and habits the sense of responsibility. Aiming at this purpose, the teacher is considered the key to providing appropriate homework that would develop their sense of responsibility.
It is with in light that parents are also encouraged to spend quality time with their children in helping them with they assigned home task. The positive attitude that the parents show at home toward their children’s school work cannot in anyway cause division or trauma in their family life.
Furthermore, evidenced also showed that homework indeed instills responsibility. Homework, such as reading a novel, memorizing vocabulary or writing research paper, are best done at home, and show the nature of independent learning, even a self-guided or a parent-inspired one.
Point # 3. Coming from a student, an idea about not having homework lets them find their own motivation to learn. This is a maxim so profound that it would inspire the teachers to see that all of the students across the country would be self-motivated. This is actually impossible to achieve. For in reality, no matter how plain or grandiose, simple or challenging, intellectual or manual are the homework given to the students, the students would still need the support, the guidance, and the expertise of the adults in doing both their class and home works.
But as profound as it is, much more sublime, not giving the students their homework in faith of self-motivation alone is as dangerous as it is negligent.
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