she often does homework after school

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She does homework every day vs She does her homework every day vs She does the homework every day

Can I use the first example?

She does homework every day She does her homework every day She does the homework every day

Or is the object her required?

• determiners

• 1 This is actually a good question (+1) though it seems pretty simple. As I think many examples, the pronouns before the word seem to be quite natural (and so mandatory?). –  Maulik V Commented Aug 22, 2016 at 11:21
• Something to think about (I think these examples may help you to think of your example sentences differently because you may have acquired homework when you were younger and may conceptualize it more or less the way you conceptualize it in your first language, which may be the cause of your confusion): I drink water every day. I drink my water every day. I think the water every day. –  Damkerng T. Commented Aug 22, 2016 at 13:50

5 Answers 5

All your examples are grammatically correct.

I haven't collected statistics but I'd guess "her homework" is most commonly used. You could certainly say that "her" is not required, as the reader is unlikely to suppose that she does someone else's homework.

I have an intuitive feel that "she does homework every day" sounds like it's saying that she has a lot of homework, that the emphasis is on the idea that she's doing it every day. But "she does her homework every day" sounds more like it's emphasizing that she is living up to her responsibilities. But I'd be hard-pressed to give a logical argument for that interpretation. Maybe "her" makes it more personal, she's doing the homework assigned to her? While simply "homework" puts the emphasis on the work itself?

"The homework" would indicate that it is some specific homework. You wouldn't use it to refer to homework in general. Like you mean say, "She does the homework from her biology class". Or, "Did you do the homework the teacher assigned yesterday?" But you wouldn't say, "She does the homework every day" to refer to doing homework in general.

• Thank you. But what if the sentences are in Present Continuous so it wouldn't be general. What if mum asks a child, for example: Mary, what are you doing? Mary: I'm doing homework. Mary: I'm doing my homework. Mary: I'm doing the homework. Are all sentences correct? –  masterkomp Commented Aug 22, 2016 at 14:12
• 10 @masterkomp The first two would be correct and mean pretty much the same thing. "The homework" would be very unlikely, unless some specific homework had previously ben discussed. –  Jay Commented Aug 22, 2016 at 14:46
• I think this answer completely nailed it. –  shawnt00 Commented Aug 22, 2016 at 19:26
• I respectfully disagree about “the homework”; it makes sense if she's in a class that assigns a predictable dose of homework every day. –  Anton Sherwood Commented Aug 23, 2016 at 10:02
• @AntonSherwood But then you'd be talking about specific homework and not general homework, the homework for that one class. –  Jay Commented Aug 23, 2016 at 13:18

or is the object her required?

I wouldn't call her an object, but rather a pronoun that modifies the object homework . It's not required for grammatical correctness, but in practice the version with the pronoun has a connotation of all of the subject's homework, while the version without is more indefinite.

She does homework every day.

At least in American usage, one would generally take this to mean that she spends time working on homework, but doesn't necessarily complete all the work.

She does her homework every day.

This generally means that she does all the homework assigned to her, or at least everything she needs to have done for the next day. The possessive pronoun "her" specifies which homework you're talking about, and the implication is that you mean all of it. If your mother asks you if you've done your homework and you say "yes," you'll be in trouble if she finds out later that you only completed half of it.

She does the homework every day.

The article the here makes this version relate to some specific homework, like that for a specific class. For example: She succeeds in math class because she does the homework every day.

It's worth pointing out that doing your homework often relates to being prepared even for people who aren't students, and in that case you generally mean that the subject is (or isn't) fully prepared, so the possessive pronoun is often used, or an adjective is used to clarify the meaning. Some examples:

To avoid losing money, do your homework before investing in a new company.

She knew he was lying because she did her homework before the deposition.

Do some homework before buying a house: check prices of recent sales, school quality, etc.

They have different meanings.

This means that every day she does at least some homework. It neither says nor implies that she completes her homework (because it doesn't specify what homework it's talking about). It's also perfectly consistent with her doing other people's homework. (For example, she might be a nanny who, among other tasks, helps with homework every day.)

This means she does the homework that has been assigned to her, as opposed to doing other people's homework or helping others with their homework. It also strongly implies that she completes her assignments, and doesn't just work on them for a bit. (Because "does" implies completing and "her homework" implies all of her homework.)

This means there's some homework that both the speaker and listener are referring to, and she does that particular homework. For example, "Mary is assigned math homework regularly. She does the homework every day." Which would mean she does that math homework. It would be confusing to use this when the listener would not know what homework you are talking about.

They are all correct but can create slightly different implications. Some examples:

She does homework every day, can't the teacher give them a break?

She does her homework every day, she's such a great student.

She does the homework every day while her sister writes the book reports.

• What if mum asks a child, for example: Mary, what are you doing? Mary: I'm doing homework. Mary: I'm doing my homework. Mary: I'm doing the homework. Are all sentences correct? –  masterkomp Commented Aug 22, 2016 at 13:47
• Sure, Mary's answer is fine. –  DTRT Commented Aug 22, 2016 at 13:48
• Are all sentences correct? Is there any difference between these sentences, especially between two first sentences? I mean Mary's sentences. –  masterkomp Commented Aug 22, 2016 at 13:50
• Sorry, I don't understand the question. My answer is about the differences. –  DTRT Commented Aug 22, 2016 at 13:51
• I'm asking about my sentences about Mary :) –  masterkomp Commented Aug 22, 2016 at 13:53

Both sentences are correct, I personally like more the first one "She does homework everyday" - the shorter the better. Nonetheless if what you are looking for is to be more precise, the second one would be more detailed but in any case both are clear.

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Adverbs of Frequency Sentence Placement

Use these adverbs to tell how often something occurs or did occur

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Adverbs of frequency tell us how often something happens/is the case, happened/was the case, will happen/will be the case, etc.

There are lots of them. Here are some examples:

• always - Peter is always getting into trouble.
• usually - They usually get their work done on time.
• frequently - My sister frequently goes shopping in Seattle.
• rarely - They rarely ask questions about the homework.

Most Common Adverbs of Frequency

The most common adverbs of frequency in English in order from most often to least often:

• always - He always does his homework.
• usually - They usually complete the work on time.
• often - I often watch movies online.
• sometimes - Jack sometimes comes over for dinner. 
• occasionally - She occasionally asks a question.
• rarely - They rarely have any homework.
• never - I never complain at work. 

Where Do They Appear in the Sentence?

Word order can be confusing with adverbs of frequency. Here are different rules for placement in sentences.

1. In a Sentence With One Verb

If the sentence has one verb in it (e.g. no auxiliary verb) we usually put the adverb in the middle of the sentence, i.e. after the subject and before the verb:

subject / adverb / verb / predicate

• Tom usually goes to work by car.
• Mary often asks me for help. 

2. Usually After the Verb "Be"

The adverb usually comes after the verb "be":

subject / verb / adverb / predicate

• Tom is often late.
• Anne isn't usually sick.
• Peter isn't always right.

This is not the case if we put the adverb at the beginning or end of the sentence for emphasis .

This rule also does not apply to short answers:

• Is she usually on time?
• Tell her not to be late.
• Yes, she usually is.
• She never is.

The rule is broken in other cases too, e.g.

Conversation 1

• Speaker A: What are you doing here? Shouldn't you be at school?
• Speaker B: I normally am at school at this time, but my teacher is ill. 

Conversation 2

• Speaker A: You're late again!
• Speaker B: usually am late on Mondays because the traffic is so bad.

Conversation 3

• Speaker A: Tom is late again!
• Speaker B: Tom usually is late. 

3. In a Sentence With More Than One Verb

If the sentence has more than one verb in it (e.g. auxiliary verb ) we usually put the adverb after the first part of the verb:

subject / helping verb or modal / adverb / main verb / predicate

• I can never remember his name.
• Anne doesn't usually smoke.
• The children have often complained about the playground facilities.

In sentences with "have to" the adverb is in position A:

subject / adverb / have to / main verb / predicate

• We often have to wait for the bus.
• She never has to do any housework.
• They sometimes have to stay after class. 

4. When Using for Emphasis

For emphasis, we can put the adverb at the beginning or end of the sentence.

At the end is unusual - we usually only put it there when we have forgotten to put it in earlier.

adverb / subject / main verb / predicate

• Sometimes we go to school by bus.
• Often he waits for her after class.
• Usually, Peter arrives early for work.

subject / main verb / predicate / adverb

• We go to school by bus sometimes.
• They like to watch TV often.
• Jennifer buys a new car rarely.

Exceptions:

"Always" can't go at the beginning or end of the sentence.

"Never", "seldom", "rarely" can't go at the end of a sentence. They only go at the beginning of a sentence in "polemic statements". Then they have to be followed by the word order for questions:

• Never has there been a better time to overcome our differences.
• Rarely do we have an opportunity like this.
• Seldom had the orchestra given a worse performance. 

5. In Question Form

When using adverbs of frequency in the question form, put the adverb before the main verb.

auxiliary verb / subject / adverb / main verb / predicate

• Do you often go to the cinema?
• Did he sometimes leave the classroom?
• Do they usually come late to class?

"Never", "seldom", "rarely" and other adverbs of frequency with a negative sense are not usually used in the question form.

6. In the Negative Form

When using adverbs of frequency in the negative form, put the adverb before the main verb.

subject / helping verb / adverb / main verb / predicate

• They don't often go to the cinema.
• She doesn't usually wait for an answer.
• Peter doesn't normally want to come with us. 

"Never", "seldom", "rarely" and other adverbs of frequency with a negative sense are not usually used in the negative form.

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More than two hours of homework may be counterproductive, research suggests.

A Stanford education researcher found that too much homework can negatively affect kids, especially their lives away from school, where family, friends and activities matter.   "Our findings on the effects of homework challenge the traditional assumption that homework is inherently good," wrote Denise Pope , a senior lecturer at the Stanford Graduate School of Education and a co-author of a study published in the Journal of Experimental Education .   The researchers used survey data to examine perceptions about homework, student well-being and behavioral engagement in a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California communities. Along with the survey data, Pope and her colleagues used open-ended answers to explore the students' views on homework.   Median household income exceeded $90,000 in these communities, and 93 percent of the students went on to college, either two-year or four-year.   Students in these schools average about 3.1 hours of homework each night.   "The findings address how current homework practices in privileged, high-performing schools sustain students' advantage in competitive climates yet hinder learning, full engagement and well-being," Pope wrote.   Pope and her colleagues found that too much homework can diminish its effectiveness and even be counterproductive. They cite prior research indicating that homework benefits plateau at about two hours per night, and that 90 minutes to two and a half hours is optimal for high school.   Their study found that too much homework is associated with:   • Greater stress : 56 percent of the students considered homework a primary source of stress, according to the survey data. Forty-three percent viewed tests as a primary stressor, while 33 percent put the pressure to get good grades in that category. Less than 1 percent of the students said homework was not a stressor.   • Reductions in health : In their open-ended answers, many students said their homework load led to sleep deprivation and other health problems. The researchers asked students whether they experienced health issues such as headaches, exhaustion, sleep deprivation, weight loss and stomach problems.   • Less time for friends, family and extracurricular pursuits : Both the survey data and student responses indicate that spending too much time on homework meant that students were "not meeting their developmental needs or cultivating other critical life skills," according to the researchers. Students were more likely to drop activities, not see friends or family, and not pursue hobbies they enjoy.   A balancing act   The results offer empirical evidence that many students struggle to find balance between homework, extracurricular activities and social time, the researchers said. Many students felt forced or obligated to choose homework over developing other talents or skills.   Also, there was no relationship between the time spent on homework and how much the student enjoyed it. The research quoted students as saying they often do homework they see as "pointless" or "mindless" in order to keep their grades up.   "This kind of busy work, by its very nature, discourages learning and instead promotes doing homework simply to get points," said Pope, who is also a co-founder of Challenge Success , a nonprofit organization affiliated with the GSE that conducts research and works with schools and parents to improve students' educational experiences..   Pope said the research calls into question the value of assigning large amounts of homework in high-performing schools. Homework should not be simply assigned as a routine practice, she said.   "Rather, any homework assigned should have a purpose and benefit, and it should be designed to cultivate learning and development," wrote Pope.   High-performing paradox   In places where students attend high-performing schools, too much homework can reduce their time to foster skills in the area of personal responsibility, the researchers concluded. "Young people are spending more time alone," they wrote, "which means less time for family and fewer opportunities to engage in their communities."   Student perspectives   The researchers say that while their open-ended or "self-reporting" methodology to gauge student concerns about homework may have limitations – some might regard it as an opportunity for "typical adolescent complaining" – it was important to learn firsthand what the students believe.   The paper was co-authored by Mollie Galloway from Lewis and Clark College and Jerusha Conner from Villanova University.

Clifton B. Parker is a writer at the Stanford News Service .

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Does Homework Really Help Students Learn?

A conversation with a Wheelock researcher, a BU student, and a fourth-grade teacher

“Quality homework is engaging and relevant to kids’ lives,” says Wheelock’s Janine Bempechat. “It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.” Photo by iStock/Glenn Cook Photography

Do your homework.

If only it were that simple.

Educators have debated the merits of homework since the late 19th century. In recent years, amid concerns of some parents and teachers that children are being stressed out by too much homework, things have only gotten more fraught.

“Homework is complicated,” says developmental psychologist Janine Bempechat, a Wheelock College of Education & Human Development clinical professor. The author of the essay “ The Case for (Quality) Homework—Why It Improves Learning and How Parents Can Help ” in the winter 2019 issue of Education Next , Bempechat has studied how the debate about homework is influencing teacher preparation, parent and student beliefs about learning, and school policies.

She worries especially about socioeconomically disadvantaged students from low-performing schools who, according to research by Bempechat and others, get little or no homework.

BU Today  sat down with Bempechat and Erin Bruce (Wheelock’17,’18), a new fourth-grade teacher at a suburban Boston school, and future teacher freshman Emma Ardizzone (Wheelock) to talk about what quality homework looks like, how it can help children learn, and how schools can equip teachers to design it, evaluate it, and facilitate parents’ role in it.

BU Today: Parents and educators who are against homework in elementary school say there is no research definitively linking it to academic performance for kids in the early grades. You’ve said that they’re missing the point.

Bempechat : I think teachers assign homework in elementary school as a way to help kids develop skills they’ll need when they’re older—to begin to instill a sense of responsibility and to learn planning and organizational skills. That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success. If we greatly reduce or eliminate homework in elementary school, we deprive kids and parents of opportunities to instill these important learning habits and skills.

We do know that beginning in late middle school, and continuing through high school, there is a strong and positive correlation between homework completion and academic success.

That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success.

You talk about the importance of quality homework. What is that?

Quality homework is engaging and relevant to kids’ lives. It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.

What are your concerns about homework and low-income children?

The argument that some people make—that homework “punishes the poor” because lower-income parents may not be as well-equipped as affluent parents to help their children with homework—is very troubling to me. There are no parents who don’t care about their children’s learning. Parents don’t actually have to help with homework completion in order for kids to do well. They can help in other ways—by helping children organize a study space, providing snacks, being there as a support, helping children work in groups with siblings or friends.

Isn’t the discussion about getting rid of homework happening mostly in affluent communities?

Yes, and the stories we hear of kids being stressed out from too much homework—four or five hours of homework a night—are real. That’s problematic for physical and mental health and overall well-being. But the research shows that higher-income students get a lot more homework than lower-income kids.

Teachers may not have as high expectations for lower-income children. Schools should bear responsibility for providing supports for kids to be able to get their homework done—after-school clubs, community support, peer group support. It does kids a disservice when our expectations are lower for them.

The conversation around homework is to some extent a social class and social justice issue. If we eliminate homework for all children because affluent children have too much, we’re really doing a disservice to low-income children. They need the challenge, and every student can rise to the challenge with enough supports in place.

What did you learn by studying how education schools are preparing future teachers to handle homework?

My colleague, Margarita Jimenez-Silva, at the University of California, Davis, School of Education, and I interviewed faculty members at education schools, as well as supervising teachers, to find out how students are being prepared. And it seemed that they weren’t. There didn’t seem to be any readings on the research, or conversations on what high-quality homework is and how to design it.

Erin, what kind of training did you get in handling homework?

Bruce : I had phenomenal professors at Wheelock, but homework just didn’t come up. I did lots of student teaching. I’ve been in classrooms where the teachers didn’t assign any homework, and I’ve been in rooms where they assigned hours of homework a night. But I never even considered homework as something that was my decision. I just thought it was something I’d pull out of a book and it’d be done.

I started giving homework on the first night of school this year. My first assignment was to go home and draw a picture of the room where you do your homework. I want to know if it’s at a table and if there are chairs around it and if mom’s cooking dinner while you’re doing homework.

The second night I asked them to talk to a grown-up about how are you going to be able to get your homework done during the week. The kids really enjoyed it. There’s a running joke that I’m teaching life skills.

Friday nights, I read all my kids’ responses to me on their homework from the week and it’s wonderful. They pour their hearts out. It’s like we’re having a conversation on my couch Friday night.

It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Bempechat : I can’t imagine that most new teachers would have the intuition Erin had in designing homework the way she did.

Ardizzone : Conversations with kids about homework, feeling you’re being listened to—that’s such a big part of wanting to do homework….I grew up in Westchester County. It was a pretty demanding school district. My junior year English teacher—I loved her—she would give us feedback, have meetings with all of us. She’d say, “If you have any questions, if you have anything you want to talk about, you can talk to me, here are my office hours.” It felt like she actually cared.

Bempechat : It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Ardizzone : But can’t it lead to parents being overbearing and too involved in their children’s lives as students?

Bempechat : There’s good help and there’s bad help. The bad help is what you’re describing—when parents hover inappropriately, when they micromanage, when they see their children confused and struggling and tell them what to do.

Good help is when parents recognize there’s a struggle going on and instead ask informative questions: “Where do you think you went wrong?” They give hints, or pointers, rather than saying, “You missed this,” or “You didn’t read that.”

Bruce : I hope something comes of this. I hope BU or Wheelock can think of some way to make this a more pressing issue. As a first-year teacher, it was not something I even thought about on the first day of school—until a kid raised his hand and said, “Do we have homework?” It would have been wonderful if I’d had a plan from day one.

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There are 81 comments on Does Homework Really Help Students Learn?

Insightful! The values about homework in elementary schools are well aligned with my intuition as a parent.

when i finish my work i do my homework and i sometimes forget what to do because i did not get enough sleep

same omg it does not help me it is stressful and if I have it in more than one class I hate it.

Same I think my parent wants to help me but, she doesn’t care if I get bad grades so I just try my best and my grades are great.

I think that last question about Good help from parents is not know to all parents, we do as our parents did or how we best think it can be done, so maybe coaching parents or giving them resources on how to help with homework would be very beneficial for the parent on how to help and for the teacher to have consistency and improve homework results, and of course for the child. I do see how homework helps reaffirm the knowledge obtained in the classroom, I also have the ability to see progress and it is a time I share with my kids

The answer to the headline question is a no-brainer – a more pressing problem is why there is a difference in how students from different cultures succeed. Perfect example is the student population at BU – why is there a majority population of Asian students and only about 3% black students at BU? In fact at some universities there are law suits by Asians to stop discrimination and quotas against admitting Asian students because the real truth is that as a group they are demonstrating better qualifications for admittance, while at the same time there are quotas and reduced requirements for black students to boost their portion of the student population because as a group they do more poorly in meeting admissions standards – and it is not about the Benjamins. The real problem is that in our PC society no one has the gazuntas to explore this issue as it may reveal that all people are not created equal after all. Or is it just environmental cultural differences??????

I get you have a concern about the issue but that is not even what the point of this article is about. If you have an issue please take this to the site we have and only post your opinion about the actual topic

This is not at all what the article is talking about.

This literally has nothing to do with the article brought up. You should really take your opinions somewhere else before you speak about something that doesn’t make sense.

we have the same name

so they have the same name what of it?

lol you tell her

totally agree

What does that have to do with homework, that is not what the article talks about AT ALL.

Yes, I think homework plays an important role in the development of student life. Through homework, students have to face challenges on a daily basis and they try to solve them quickly.I am an intense online tutor at 24x7homeworkhelp and I give homework to my students at that level in which they handle it easily.

More than two-thirds of students said they used alcohol and drugs, primarily marijuana, to cope with stress.

You know what’s funny? I got this assignment to write an argument for homework about homework and this article was really helpful and understandable, and I also agree with this article’s point of view.

I also got the same task as you! I was looking for some good resources and I found this! I really found this article useful and easy to understand, just like you! ^^

i think that homework is the best thing that a child can have on the school because it help them with their thinking and memory.

I am a child myself and i think homework is a terrific pass time because i can’t play video games during the week. It also helps me set goals.

Homework is not harmful ,but it will if there is too much

I feel like, from a minors point of view that we shouldn’t get homework. Not only is the homework stressful, but it takes us away from relaxing and being social. For example, me and my friends was supposed to hang at the mall last week but we had to postpone it since we all had some sort of work to do. Our minds shouldn’t be focused on finishing an assignment that in realty, doesn’t matter. I completely understand that we should have homework. I have to write a paper on the unimportance of homework so thanks.

homework isn’t that bad

Are you a student? if not then i don’t really think you know how much and how severe todays homework really is

i am a student and i do not enjoy homework because i practice my sport 4 out of the five days we have school for 4 hours and that’s not even counting the commute time or the fact i still have to shower and eat dinner when i get home. its draining!

i totally agree with you. these people are such boomers

why just why

they do make a really good point, i think that there should be a limit though. hours and hours of homework can be really stressful, and the extra work isn’t making a difference to our learning, but i do believe homework should be optional and extra credit. that would make it for students to not have the leaning stress of a assignment and if you have a low grade you you can catch up.

Studies show that homework improves student achievement in terms of improved grades, test results, and the likelihood to attend college. Research published in the High School Journal indicates that students who spent between 31 and 90 minutes each day on homework “scored about 40 points higher on the SAT-Mathematics subtest than their peers, who reported spending no time on homework each day, on average.” On both standardized tests and grades, students in classes that were assigned homework outperformed 69% of students who didn’t have homework. A majority of studies on homework’s impact – 64% in one meta-study and 72% in another – showed that take home assignments were effective at improving academic achievement. Research by the Institute for the Study of Labor (IZA) concluded that increased homework led to better GPAs and higher probability of college attendance for high school boys. In fact, boys who attended college did more than three hours of additional homework per week in high school.

So how are your measuring student achievement? That’s the real question. The argument that doing homework is simply a tool for teaching responsibility isn’t enough for me. We can teach responsibility in a number of ways. Also the poor argument that parents don’t need to help with homework, and that students can do it on their own, is wishful thinking at best. It completely ignores neurodiverse students. Students in poverty aren’t magically going to find a space to do homework, a friend’s or siblings to help them do it, and snacks to eat. I feel like the author of this piece has never set foot in a classroom of students.

THIS. This article is pathetic coming from a university. So intellectually dishonest, refusing to address the havoc of capitalism and poverty plays on academic success in life. How can they in one sentence use poor kids in an argument and never once address that poor children have access to damn near 0 of the resources affluent kids have? Draw me a picture and let’s talk about feelings lmao what a joke is that gonna put food in their belly so they can have the calories to burn in order to use their brain to study? What about quiet their 7 other siblings that they share a single bedroom with for hours? Is it gonna force the single mom to magically be at home and at work at the same time to cook food while you study and be there to throw an encouraging word?

Also the “parents don’t need to be a parent and be able to guide their kid at all academically they just need to exist in the next room” is wild. Its one thing if a parent straight up is not equipped but to say kids can just figured it out is…. wow coming from an educator What’s next the teacher doesn’t need to teach cause the kid can just follow the packet and figure it out?

Well then get a tutor right? Oh wait you are poor only affluent kids can afford a tutor for their hours of homework a day were they on average have none of the worries a poor child does. Does this address that poor children are more likely to also suffer abuse and mental illness? Like mentioned what about kids that can’t learn or comprehend the forced standardized way? Just let em fail? These children regularly are not in “special education”(some of those are a joke in their own and full of neglect and abuse) programs cause most aren’t even acknowledged as having disabilities or disorders.

But yes all and all those pesky poor kids just aren’t being worked hard enough lol pretty sure poor children’s existence just in childhood is more work, stress, and responsibility alone than an affluent child’s entire life cycle. Love they never once talked about the quality of education in the classroom being so bad between the poor and affluent it can qualify as segregation, just basically blamed poor people for being lazy, good job capitalism for failing us once again!

why the hell?

you should feel bad for saying this, this article can be helpful for people who has to write a essay about it

This is more of a political rant than it is about homework

I know a teacher who has told his students their homework is to find something they are interested in, pursue it and then come share what they learn. The student responses are quite compelling. One girl taught herself German so she could talk to her grandfather. One boy did a research project on Nelson Mandela because the teacher had mentioned him in class. Another boy, a both on the autism spectrum, fixed his family’s computer. The list goes on. This is fourth grade. I think students are highly motivated to learn, when we step aside and encourage them.

The whole point of homework is to give the students a chance to use the material that they have been presented with in class. If they never have the opportunity to use that information, and discover that it is actually useful, it will be in one ear and out the other. As a science teacher, it is critical that the students are challenged to use the material they have been presented with, which gives them the opportunity to actually think about it rather than regurgitate “facts”. Well designed homework forces the student to think conceptually, as opposed to regurgitation, which is never a pretty sight

Wonderful discussion. and yes, homework helps in learning and building skills in students.

not true it just causes kids to stress

Homework can be both beneficial and unuseful, if you will. There are students who are gifted in all subjects in school and ones with disabilities. Why should the students who are gifted get the lucky break, whereas the people who have disabilities suffer? The people who were born with this “gift” go through school with ease whereas people with disabilities struggle with the work given to them. I speak from experience because I am one of those students: the ones with disabilities. Homework doesn’t benefit “us”, it only tears us down and put us in an abyss of confusion and stress and hopelessness because we can’t learn as fast as others. Or we can’t handle the amount of work given whereas the gifted students go through it with ease. It just brings us down and makes us feel lost; because no mater what, it feels like we are destined to fail. It feels like we weren’t “cut out” for success.

homework does help

here is the thing though, if a child is shoved in the face with a whole ton of homework that isn’t really even considered homework it is assignments, it’s not helpful. the teacher should make homework more of a fun learning experience rather than something that is dreaded

This article was wonderful, I am going to ask my teachers about extra, or at all giving homework.

I agree. Especially when you have homework before an exam. Which is distasteful as you’ll need that time to study. It doesn’t make any sense, nor does us doing homework really matters as It’s just facts thrown at us.

Homework is too severe and is just too much for students, schools need to decrease the amount of homework. When teachers assign homework they forget that the students have other classes that give them the same amount of homework each day. Students need to work on social skills and life skills.

I disagree.

Beyond achievement, proponents of homework argue that it can have many other beneficial effects. They claim it can help students develop good study habits so they are ready to grow as their cognitive capacities mature. It can help students recognize that learning can occur at home as well as at school. Homework can foster independent learning and responsible character traits. And it can give parents an opportunity to see what’s going on at school and let them express positive attitudes toward achievement.

Homework is helpful because homework helps us by teaching us how to learn a specific topic.

As a student myself, I can say that I have almost never gotten the full 9 hours of recommended sleep time, because of homework. (Now I’m writing an essay on it in the middle of the night D=)

I am a 10 year old kid doing a report about “Is homework good or bad” for homework before i was going to do homework is bad but the sources from this site changed my mind!

Homeowkr is god for stusenrs

I agree with hunter because homework can be so stressful especially with this whole covid thing no one has time for homework and every one just wants to get back to there normal lives it is especially stressful when you go on a 2 week vaca 3 weeks into the new school year and and then less then a week after you come back from the vaca you are out for over a month because of covid and you have no way to get the assignment done and turned in

As great as homework is said to be in the is article, I feel like the viewpoint of the students was left out. Every where I go on the internet researching about this topic it almost always has interviews from teachers, professors, and the like. However isn’t that a little biased? Of course teachers are going to be for homework, they’re not the ones that have to stay up past midnight completing the homework from not just one class, but all of them. I just feel like this site is one-sided and you should include what the students of today think of spending four hours every night completing 6-8 classes worth of work.

Are we talking about homework or practice? Those are two very different things and can result in different outcomes.

Homework is a graded assignment. I do not know of research showing the benefits of graded assignments going home.

Practice; however, can be extremely beneficial, especially if there is some sort of feedback (not a grade but feedback). That feedback can come from the teacher, another student or even an automated grading program.

As a former band director, I assigned daily practice. I never once thought it would be appropriate for me to require the students to turn in a recording of their practice for me to grade. Instead, I had in-class assignments/assessments that were graded and directly related to the practice assigned.

I would really like to read articles on “homework” that truly distinguish between the two.

oof i feel bad good luck!

thank you guys for the artical because I have to finish an assingment. yes i did cite it but just thanks

thx for the article guys.

Homework is good

I think homework is helpful AND harmful. Sometimes u can’t get sleep bc of homework but it helps u practice for school too so idk.

I agree with this Article. And does anyone know when this was published. I would like to know.

It was published FEb 19, 2019.

Studies have shown that homework improved student achievement in terms of improved grades, test results, and the likelihood to attend college.

i think homework can help kids but at the same time not help kids

This article is so out of touch with majority of homes it would be laughable if it wasn’t so incredibly sad.

There is no value to homework all it does is add stress to already stressed homes. Parents or adults magically having the time or energy to shepherd kids through homework is dome sort of 1950’s fantasy.

What lala land do these teachers live in?

Homework gives noting to the kid

Homework is Bad

homework is bad.

why do kids even have homework?

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In response to the question "What does she do after school?", which is right? She does her homework/She is doing her homework.

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Ages & Stages

Developing Good Homework Habits Some children get right down to work without much encouragement. Others need help making the transition from playing to a homework frame of mind. Sometimes providing a ten-minute warning is all it takes to help a child get ready mentally as well as to move to the place she intends to work. There is no universally right time to do homework. In some families, children do best if they tackle their homework shortly after returning home from school in the mid afternoon; other youngsters may do best if they devote the after-school hours to unwinding and playing, leaving their homework until the evening, when they may feel a renewed sense of vigor. Let your child have some say in the decision making. Homework can often become a source of conflict between parent and child—"Johnny, why can't you just do your homework with­out arguing about it?"—but if you agree on a regular time and place, you can eliminate two of the most frequent causes of homework-related dissension. Some parents have found that their children respond poorly to a dictated study time (such as four o'clock every afternoon). Instead, youngsters are given guidelines ("No video games until your homework is done"). Find out what works best for both your child and the family as a whole. Once this is de­termined, stick with it. Some youngsters prefer that a parent sit with them as they do their home­work. You may find this an acceptable request, particularly if you have your own reading or paperwork to complete. However, do not actually do the homework for your child. She may need some assistance getting focused and started and organizing her approach to the assignment. Occasionally, you may need to ex­plain a math problem; in those cases, let your child try a couple of problems first before offering to help. But if she routinely requires your active participation to get her everyday homework done, then talk to her teacher. Your child may need stronger direction in the classroom so that she is able to complete the assign­ments on her own or with less parental involvement. One area where children may need parental help is in organizing how much work will have to be done daily to finish a long assignment, such as a term paper or a science project. If your child or her teacher asks you to review her homework, you may want to look it over before she takes it to school the next morning. Usually it is best if homework remains the exclusive domain of the child and the teacher. However, your input may vary depending on the teacher's philosophy and the purpose of homework. If the teacher is using homework to check your child's understand­ing of the material—thus giving the teacher an idea of what needs to be empha­sized in subsequent classroom teaching sessions—your suggestions for changes and improvements on your child's paper could prove misleading. On the other hand, if the teacher assigns homework to give your child practice in a particular subject area and to reinforce what has already been taught in class, then your participation can be valuable. Some teachers use homework to help children develop self-discipline and organizational and study skills. Be sure to praise your youngster for her efforts and success in doing her homework well. In general, support your child in her homework, but do not act as a taskmas­ter. Provide her with a quiet place, supplies, encouragement, and occasional help—but it is her job to do the work. Homework is your youngster's respon­sibility, not yours. As the weeks pass, keep in touch with your child's teacher regarding home­work assignments. If your youngster is having ongoing problems—difficulty understanding what the assignments are and how to complete them—or if she breezes through them as though they were no challenge at all, let the teacher know. The teacher may adjust the assignments so they are more in sync with your youngster's capabilities. Whether or not your child has homework on a particular night, consider reading aloud with her after school or at night. This type of shared experience can help interest your child in reading, as well as give you some personal time with her. Also, on days when your child does not have any assigned home­work, this shared reading time will reinforce the habit of a work time each evening. To further nurture your child's love of reading, set a good example by spend­ing time reading on your own, and by taking your youngster to the library and/or bookstore to select books she would like to read. Some families turn off the TV each night for at least thirty minutes, and everyone spends the time reading. As children get older, one to two hours may be a more desirable length of time each day to set aside for reading and other constructive activities. As important as it is for your child to develop good study habits, play is also important for healthy social, emotional, and physical growth and develop­ment. While encouraging your child to complete her assignments or do some additional reading, keep in mind that she has already had a lengthy and per haps tiring day of learning at school and needs some free time. Help her find the play activities that best fit her temperament and personality—whether it is organized school sports or music lessons, free-play situations (riding her bike, playing with friends), or a combination of these. Our Mission What’s the Right Amount of Homework? Decades of research show that homework has some benefits, especially for students in middle and high school—but there are risks to assigning too much. Many teachers and parents believe that homework helps students build study skills and review concepts learned in class. Others see homework as disruptive and unnecessary, leading to burnout and turning kids off to school. Decades of research show that the issue is more nuanced and complex than most people think: Homework is beneficial, but only to a degree. Students in high school gain the most, while younger kids benefit much less. The National PTA and the National Education Association support the “ 10-minute homework guideline ”—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students’ needs, not the amount of time spent on it. The guideline doesn’t account for students who may need to spend more—or less—time on assignments. In class, teachers can make adjustments to support struggling students, but at home, an assignment that takes one student 30 minutes to complete may take another twice as much time—often for reasons beyond their control. And homework can widen the achievement gap, putting students from low-income households and students with learning disabilities at a disadvantage. However, the 10-minute guideline is useful in setting a limit: When kids spend too much time on homework, there are real consequences to consider. Small Benefits for Elementary Students As young children begin school, the focus should be on cultivating a love of learning, and assigning too much homework can undermine that goal. And young students often don’t have the study skills to benefit fully from homework, so it may be a poor use of time (Cooper, 1989 ; Cooper et al., 2006 ; Marzano & Pickering, 2007 ). A more effective activity may be nightly reading, especially if parents are involved. The benefits of reading are clear: If students aren’t proficient readers by the end of third grade, they’re less likely to succeed academically and graduate from high school (Fiester, 2013 ). For second-grade teacher Jacqueline Fiorentino, the minor benefits of homework did not outweigh the potential drawback of turning young children against school at an early age, so she experimented with dropping mandatory homework. “Something surprising happened: They started doing more work at home,” Fiorentino writes . “This inspiring group of 8-year-olds used their newfound free time to explore subjects and topics of interest to them.” She encouraged her students to read at home and offered optional homework to extend classroom lessons and help them review material. Moderate Benefits for Middle School Students As students mature and develop the study skills necessary to delve deeply into a topic—and to retain what they learn—they also benefit more from homework. Nightly assignments can help prepare them for scholarly work, and research shows that homework can have moderate benefits for middle school students (Cooper et al., 2006 ). Recent research also shows that online math homework, which can be designed to adapt to students’ levels of understanding, can significantly boost test scores (Roschelle et al., 2016 ). There are risks to assigning too much, however: A 2015 study found that when middle school students were assigned more than 90 to 100 minutes of daily homework, their math and science test scores began to decline (Fernández-Alonso, Suárez-Álvarez, & Muñiz, 2015 ). Crossing that upper limit can drain student motivation and focus. The researchers recommend that “homework should present a certain level of challenge or difficulty, without being so challenging that it discourages effort.” Teachers should avoid low-effort, repetitive assignments, and assign homework “with the aim of instilling work habits and promoting autonomous, self-directed learning.” In other words, it’s the quality of homework that matters, not the quantity. Brian Sztabnik, a veteran middle and high school English teacher, suggests that teachers take a step back and ask themselves these five questions : How long will it take to complete? Have all learners been considered? Will an assignment encourage future success? Will an assignment place material in a context the classroom cannot? Does an assignment offer support when a teacher is not there? More Benefits for High School Students, but Risks as Well By the time they reach high school, students should be well on their way to becoming independent learners, so homework does provide a boost to learning at this age, as long as it isn’t overwhelming (Cooper et al., 2006 ; Marzano & Pickering, 2007 ). When students spend too much time on homework—more than two hours each night—it takes up valuable time to rest and spend time with family and friends. A 2013 study found that high school students can experience serious mental and physical health problems, from higher stress levels to sleep deprivation, when assigned too much homework (Galloway, Conner, & Pope, 2013 ). Homework in high school should always relate to the lesson and be doable without any assistance, and feedback should be clear and explicit. Teachers should also keep in mind that not all students have equal opportunities to finish their homework at home, so incomplete homework may not be a true reflection of their learning—it may be more a result of issues they face outside of school. They may be hindered by issues such as lack of a quiet space at home, resources such as a computer or broadband connectivity, or parental support (OECD, 2014 ). In such cases, giving low homework scores may be unfair. Since the quantities of time discussed here are totals, teachers in middle and high school should be aware of how much homework other teachers are assigning. It may seem reasonable to assign 30 minutes of daily homework, but across six subjects, that’s three hours—far above a reasonable amount even for a high school senior. Psychologist Maurice Elias sees this as a common mistake: Individual teachers create homework policies that in aggregate can overwhelm students. He suggests that teachers work together to develop a school-wide homework policy and make it a key topic of back-to-school night and the first parent-teacher conferences of the school year. Parents Play a Key Role Homework can be a powerful tool to help parents become more involved in their child’s learning (Walker et al., 2004 ). It can provide insights into a child’s strengths and interests, and can also encourage conversations about a child’s life at school. If a parent has positive attitudes toward homework, their children are more likely to share those same values, promoting academic success. But it’s also possible for parents to be overbearing, putting too much emphasis on test scores or grades, which can be disruptive for children (Madjar, Shklar, & Moshe, 2015 ). Parents should avoid being overly intrusive or controlling—students report feeling less motivated to learn when they don’t have enough space and autonomy to do their homework (Orkin, May, & Wolf, 2017 ; Patall, Cooper, & Robinson, 2008 ; Silinskas & Kikas, 2017 ). So while homework can encourage parents to be more involved with their kids, it’s important to not make it a source of conflict. she sometimes does her homework vs she sometimes do her homework She sometimes does her homework vs she sometimes do her homework. Check any text for mistakes in above text box. Grammar Check your text. Looking on the internet deeply has found these results: she sometimes does her homework  is the most popular phrase on the web.  15 results on the web 11,060 results on the web More popular! . . . . . . after school and do . . . . after school and do . . . . . . Related Comparison She would rather eat her foot or Than her sweet potatoes ? she does her job or they do their job? she does her job or she is doing her job? she do homework or she does homework? she does her job or she id doing her job? he do homework or he does homework? Important Links Please wait.... Because differences are our greatest strength Why some kids fall apart after school By Amanda Morin Expert reviewed by Bob Cunningham, EdM At a glance It’s common for kids to fall apart when they come home from school. Home may feel like a safe place to let it all out. Kids can learn coping skills to deal with school stress. It’s not uncommon: A child goes to school in a good mood, seems perfectly fine all day, and then comes home and falls apart. Yelling, whining, crying — it’s like a totally different child. Why do kids who had an OK day at school unravel when they get home? Often, the reason is simple. Kids are wiped out, and home can be a safe place to lose it. Learn more about why kids fall apart after school. What can cause afterschool outbursts Being in school all day — whether in-person or virtual — is tiring for many kids. For some, it’s completely exhausting.  Kids spend the whole day trying to sit still, focus, answer questions, and do classwork. Plus there are rules and routines to keep in mind. And they have to try to get along with the other kids. Kids don’t always have the self-control and coping skills to manage this stress. Some pick up these skills just by watching other people model them. But many kids — especially those who learn and think differently — need to be taught.  They may be more sensitive than others to school demands. Or they may be struggling with math, reading, or writing. By the end of the day, they don’t have any energy left to keep a lid on their feelings. And they may not even know they’re overwhelmed. This situation isn’t all bad. It’s good when kids feel safe to express themselves at home. They trust that the people there will love them and help them learn to calm down no matter how they act. How parents, caregivers, and teachers can help To avoid blowing up after school, kids need to be able to express their feelings when they’re feeling them, not just at home. They need strategies to calm themselves when they get upset. Parents and teachers can work together to help kids build these skills. But before teachers can help, they need to know what’s happening at home. That means parents and caregivers need to connect and explain what they’re seeing.  Parents and caregivers: Take notes on what you’re seeing at home to share with the teacher. Learn how to pick up on patterns in your child’s behavior .  For teachers: Take a closer look to see if the student is struggling in any areas, even if you’re not seeing signs of stress. Be aware of any bullying or teasing that’s going on. If outbursts happen often or get worse, parents can talk with their child’s doctor. Health care providers can help figure out what’s behind the behavior and offer steps to take. Managing afterschool outbursts It’s not easy to see kids get upset or angry. Here are ways to help kids cope with overwhelming feelings at the end of the day. Give an afterschool snack. Some kids get “hangry,” or cranky when they’re hungry. It can help to have a snack and a drink ready for afterschool, or to eat on the way home. Sit in silence. Leave the questions about school for later. Most kids need some time to chill out before talking about their day. Rethink the homework routine. Going straight from school into homework is hard. Playing or just doing nothing first lets them regroup. Sometimes, outbursts can pick up steam and become more intense. Get tips for managing meltdowns and tantrums . Key takeaways Kids may not yet know how to express their feelings when they feel them. Simple self-soothing techniques can help kids calm themselves down. Parents and teachers can teach kids self-control and coping skills. Explore related topics Exercise on Simple Present - Present Progressive Complete the story. Use Simple Present and Present Progressive. It (be) early in the morning. Sally (get) out of bed, (open) the window and (go) into the bathroom. Then she (have) breakfast. After breakfast, Sally usually (cycle) to school. After school, she (go) back home. Sally usually (eat) her lunch at home. In the afternoons, she first (do) her homework and then she (meet) her friends in the park. What (do / she) now? She (play) the guitar. Her friends (listen) and some of them (sing) along. When Sally (come) home in the evening, she (have) dinner and then she (watch) TV. She (go) to bed at about 8 o'clock every day. Homework Inequality: The Value of Having a Parent Around After School When it comes to schoolwork, there is a chasm separating students with parents who have predictable work schedules and those whose parents don’t. At 4 p.m., when Veronica Marentes gets off work, she rushes to pick up her 4-year-old from daycare and her 12-year-old from school. If she’s late for the little one, she risks being charged a dollar for every minute she’s tardy. If she’s slow to pick up the older one, who waits for her in his school’s library, his homework will suffer because there’s no one there to make sure he completes his assignments. Still, Marentes is often late to pick up her sons, because her manager sometimes asks her to do extra tasks at the end of her shift. As a single mother, these changes add to other stresses in her life. She works 35 hours a week, receives no child support, and lives with her three children in a garage that she rents. Marentes, who came to America from Mexico roughly 12 years ago, now says she’s angry with McDonald’s because the franchise “doesn’t respect their own schedule—it affects my son a lot, when he doesn’t know when I am coming to pick him up.” (McDonald’s did not respond to a request for comment.) Recently, one of his assignments asked him to make a model the solar system, with small, painted balls as the planets. But when her boss changed her schedule at the last minute, she came home late from work and wasn’t able to help him get the materials he needed for the project. Lately, his grades have been getting worse because he’s been missing assignments. Much has been written lately about homework: There’s too much of it; it’s stressing out parents, kids, and teachers; the time it takes is overwhelming. Many of the critiques of homework focus on how valuable it actually is: Do rote teaching-to-the-test worksheets truly improve students’ understanding? But far less discussed is how some children do their homework without the luxury of parental attention and assistance, or even just quiet time at home to complete assignments. There is not nearly as much being said about how increasing amounts of homework unduly affect poor families and exacerbate inequality. Recommended Reading The Case for Nagging Kids About Their Homework The Six Main Arcs in Storytelling, as Identified by an A.I. How an 18th-Century Philosopher Helped Solve My Midlife Crisis According to a recent OECD study , higher-income 15-year-olds tended to do more homework than lower-income 15-year-olds in almost all of the 38 countries surveyed, and kids who were doing more homework also tended to get higher test scores. Parents inevitably play a role in managing their kids’ schoolwork, but many find themselves stretched. According to a 2015 Pew Research Center study , close to half of parents with school-age children say they wish they could be more involved in their kids’ education, but aren’t able to be. Many complain that they don’t have the time to keep tabs on their children’s assignments, and that wealthier families with stay-at-home parents or nannies are more likely to. On top of that, parents, especially wealthier ones, frequently hire tutors to help their children along. But for many working-class parents, especially those with on-call or non-traditional schedules, today’s homework load can be impossible to manage. Journalists and academics already refer to a “homework gap”—a divide between families who have computers and access to the internet at home, and those who do not. But there is also a chasm separating students with parents who control their own work schedules and those whose parents don’t. A 2014 report from the Washington Center for Equitable Growth noted that nonstandard work schedules affected children’s cognitive development and success. Unpredictable work schedules like Marentes’s and others govern the lives of 17 percent of American workers, according to the left-leaning Economic Policy Institute . As Joshua Freeman, a professor of history at the City University of New York Graduate Center, puts it, “only a tiny number of Americans now have a normal five-day, 40-hour workweek.” Many companies ask their employees to make themselves available at the last minute, with little regard for how such scheduling affects their workers’ family lives. As a result, their kids’ science projects are less likely get done properly, and their math worksheets may never be surveyed by parents’ eyes. Parents who push back against schedules that don’t give them enough time with their kids often find that their employers are resistant. When Nique Williams started working at a Target in Emeryville, California, she says she told her employer that she need a “very strict” daily schedule, from 10 in the morning to 2 in the afternoon, so that she could drop off and pick up her 5-year-old, Nyla, from school every day. Williams, who is 27, and her partner, who works for Greyhound cleaning buses, couldn’t afford a car until recently, so at the time Williams could only work those hours because they would allow her to catch two buses to travel between Nyla’s school and her job. In return for those weekday hours, she says she told her manager, she could work whenever she was needed on weekends. Soon, though, Williams says, she was asked to work later and later, which in turn hurt Nyla’s performance in school. While the demands of kindergarten can seem light, Williams herself has a learning disability, as do her partner and Nyla. This requires Nyla and her mother to put in extra effort to keep up with schoolwork, and it will only get harder as Nyla gets older and her homework grows more challenging. Williams told me that in the end, she lost her job for refusing to work the schedules she was presented with. Anya Svanoe, an Oakland-based organizer for the Alliance of Californians for Community Empowerment believes that Target let go of Williams, along with other workers, because the chain was displeased that their employees’ schedules were, in Svanoe’s words, “dictated by childcare needs.” It’s flexible scheduling that only goes one way, Svanoe says: in the employer’s direction. (Target declined to comment on Williams’s employment beyond clarifying that she was a seasonal hire.) That’s why, alongside vocal campaigns for states and cities to raise the minimum wages, another movement focused not on pay, but time and hours, is gaining traction . While some companies—J. Crew, Urban Outfitters, and the Gap—have recently ended computerized, on-call scheduling and a proposed federal bill and pending bills in seven states would require that employers take measures to stabilize their workers’ schedules, erratically scheduled jobs remain widespread. Last-minute scheduling and extreme hours represent a reversal of gains won decades ago by the labor movement, according to Freeman. “One of the workers’ central demands back then were shorter and more predictable hours,” he says. The Fair Labor Standards Act of 1938 imposed overtime rules and helped regularize hours. Unions built on that success, but, Freeman says, “One of the big changes from the 1970s onward has been the breakdown of the old-fashioned hours and the defined workweek.” Freeman, though, is optimistic, believing that the movement for a better-defined workweek will follow the relative success of the fights for family leave and a higher minimum wage. Nique Williams now makes less per hour as a teller at a credit union than she did at Target. But she says she loves her job. It’s within walking distance of her house and her new boss has been understanding of her parental obligations, especially when it comes to Nyla’s education. Williams has accepted a pay cut—her job at Target paid nearly $15 an hour—for the stability that allows her to focus more on her daughter’s homework after school. “Nyla is my number-one priority,” she says. This story was produced with support from Capital & Main and the Economic Hardship Reporting Project . Does Homework Serve a Purpose? Finding the right balance between schoolwork and home life.. Posted November 5, 2018 | Reviewed by Ekua Hagan Homework — a dreaded word that means more work and less play. The mere thought of doing additional work after a seven-hour day (that begins extremely early) can be gruesome. Not to mention, many teens have other commitments after the school day ends. According to the U.S. Census Bureau, nearly 57 percent of children between the ages of 6 and 17 years old participate in at least one after-school extracurricular activity. And that’s a good thing because youth extracurricular involvement comes with benefits such as boosting academic performance, reducing risky behaviors (i.e., drug use and drinking), promoting physical health, and providing a safe structured environment. However, tag these extracurricular activities onto the end of a school day and you’ll find that many teens don’t get home until it's dark outside. What about the teen who works a 15- to 20-hour job on top of an extracurricular activity? The US Department of Labor reports that one in five high school students have a part-time job, and those jobs too can come with added benefits. Teens who work often learn the value of a hard-earned dollar. They learn how to manage their money, learn to problem solve, and most importantly, they learn how to work with people. Plus, a job in high school is a great way to add valuable experience to a resume. With so many after school opportunities available for teens, it can be extremely difficult for them to balance homework with their other commitments. Oftentimes, active kids simply don’t have enough time in a day to get all that’s asked of them finished. When it comes homework, in all my years of working in the public school system, I have never seen a student jump for joy when homework was assigned. Of course, there are some who were anxious to complete the assignment, but that was more to get it off their busy plate. Which brings us to the essential question — does homework serve a purpose? There are those who stand firm and back the claim that homework does serve a purpose . They often cite that homework helps prepare students for standardized tests, that it helps supplement and reinforce what’s being taught in class, and that it helps teach fundamental skills such as time management , organization, task completion, as well as responsibility (extracurricular activities and work experience can also teach those fundamental skills). Another argument for homework is that having students complete work independently shows that they can demonstrate mastery of the material without the assistance of a teacher. Additionally, there have been numerous studies supporting homework, like a recent study that shows using online systems to assign math homework has been linked to a statistically significant boost in test scores. So, there you have it: Homework has a lot of perks and one of those involves higher test scores, particularly in math. But don’t form your opinion just yet. Although many people rally for and support homework, there is another school of thought that homework should be decreased, or better yet, abolished. Those who join this group often cite studies linking academic stress to health risks. For example, one study in the Journal of Educational Psychology showed that when middle school students were assigned more than 90 to 100 minutes of daily homework, their math and science test scores began to decline. The Journal of Experimental Education published research indicating that when high school students were assigned too much homework, they were more susceptible to serious mental and physical health problems, high-stress levels, and sleep deprivation. Stanford University also did a study that showed more than a couple of hours of homework a night was counterproductive. Think about it — teens spend an entire day at school, followed by extracurricular activities and possibly work, and then they get to end their day with two to three hours of homework. Now that’s a long day! No wonder so many of our teens are sleep-deprived and addicted to caffeine? On average most teens only get about 7.4 hours of sleep per night but according to the American Academy of Pediatrics , they need 8 to 10 hours. Regardless of where you stand on the homework debate, a few things are certain: If homework is given, it should be a tool that’s used to enhance learning. Also, teachers should take into account the financial requirements of assignments, electronic accessibility, and they should be familiar with student needs as well as their other commitments. For example, not all students have equal opportunities to finish their homework, so incomplete work may not be a true reflection of their ability—it may be the result of other issues they face outside of school. Many of today's teens are taking college-level courses as early as the ninth and tenth grades. With the push of programs such as Advanced Placement, International Baccalaureate, Early College Programs, and Dual Enrollment, today’s teens are carrying academic loads that surpass past generations. The result of this push for rigor can lead to high levels of stress, exhaustion, sleep deprivation, depression , anxiety , and early burnout . Too many teens are already running on empty. With more than half of teens reporting school and homework as a primary source of their stress, it’s evident that academic pressure is becoming a burden. On the flip side, not all students spend a lot of time doing homework. What takes one student an hour to complete may take another three hours. Too often educators don’t take this into account when assigning homework. According to the University of Phoenix College of Education teacher survey, high school students can get assigned up to 17.5 hours of homework each week. To top it off, a Today article reported that teachers often underestimate the amount of homework they assign by as much as 50%. Now that’s a huge miscalculation, and our nation's youth have to suffer the consequences of those errors. There are definitely pros and cons to doing homework. I think the bigger question that educators need to address is, “what’s the purpose of the assignment?” Is it merely a way to show parents and administration what's going on in the class? Is it a means to help keep students' grades afloat by giving a grade for completion or is the assignment being graded for accuracy? Does the assignment enhance and supplement the learning experience? Furthermore, is it meaningful or busywork? The homework debate will likely continue until we take a good, hard look at our current policies and practices. What side of the line do you stand on when it comes to homework? Perhaps you’re somewhere in the middle? Please weigh in with your thoughts. I am always eager to hear students’ voices in this discussion. If you are a student, please share what’s on your plate and how much time you spend doing homework each night. Challenge Success White Paper: http://www.challengesuccess.org/wp-content/uploads/2015/07/ChallengeSuc… Cooper, H., et al. (meta analysis): https://www.jstor.org/stable/3700582?seq=1#page_scan_tab_contents Marzano, R., et al.: http://www.marzanocenter.com/2013/01/17/have-you-done-your-homework-on-… NEA (National Education Association): http://www.nea.org/tools/16938.htm Pope, Brown, and Miles (2015), Overloaded and Underprepared. (Brief synopsis here: https://www.learningandthebrain.com/blog/overloaded-and-underprepared-s… ) Raychelle Cassada Lohman n , M.S., LPC, is the author of The Anger Workbook for Teens . Find Counselling Find a Support Group Find Online Therapy United Kingdom Asperger's Bipolar Disorder Chronic Pain Eating Disorders Passive Aggression Personality Goal Setting Positive Psychology Stopping Smoking Low Sexual Desire Relationships Child Development Self Tests NEW Therapy Center Diagnosis Dictionary Types of Therapy Sticking up for yourself is no easy task. But there are concrete skills you can use to hone your assertiveness and advocate for yourself. Emotional Intelligence Gaslighting Affective Forecasting Neuroscience I always_______my homework after school D. am doing Select your answer:           Next Quiz > Other quiz: The meeting has been put ______ until Thursday. Which word means changes in an individual’s characteristics or traits throughout the individual’s life? B. development C. behavior D. advantage How to use : Read the question carefully, then select one of the answers button. GrammarQuiz.Net - Improve your knowledge of English grammar, the best way to kill your free time. 355 IMAGES Teenager Doing after School Homework Stock Photo Schoolgirl Doing Homework After School Stock Image The After School Routine She always Does Her Homework. a Little Girl Doing Her Homework. Stock doing homework after school She always Does Her Homework. a Little Girl Doing Her Homework. Stock VIDEO Getting to burn all my homework after school is all done Doing homework after school. #preppyyyy #homework #ihateschool When the teachers pet choices to do homework after school Can I Successfully Homeschool While Working Full-Time? This is how she does homework 😂 #shorts When you realize you have homework after school COMMENTS Adverbs of frequency He never forgets his homework. No times! We usually put the adverb before the verb. She always does her homework after school. I usually have cereal for breakfast. If the verb is to be, we put the adverb after the verb. They are usually on holiday in July. He is sometimes late for school. To ask a question, use often or how often. She does homework every day vs She does her homework every day vs She For example: She succeeds in math class because she does the homework every day. It's worth pointing out that doing your homework often relates to being prepared even for people who aren't students, and in that case you generally mean that the subject is (or isn't) fully prepared, so the possessive pronoun is often used, or an adjective is used ... Adverbs of Frequency Sentence Placement The most common adverbs of frequency in English in order from most often to least often: always - He always does his homework. usually - They usually complete the work on time. often - I often watch movies online. sometimes - Jack sometimes comes over for dinner. occasionally - She occasionally asks a question. Adverbs of frequency with present simple Adverbs of frequency. Expressions of frequency. Learn how to use adverbs if frequency with present simple. This is an English grammar lesson for beginners or elementary students (level A1 CEFR). In this lesson, you will find three English grammar exercises with answers. There is also a grammar explanation with grammar rules and grammar charts. PDF Adverbs of frequency ANSWERS a. I do my homework after school. Every day! never / always / usually b. He goes swimming. He can't swim! never / sometimes / always c. We have pizza for dinner. Just once a week! always / sometimes / usually d. They watch TV in English. They love it! never / sometimes / usually e. I talk to strangers. It'sa really bad idea! sometimes ... More than two hours of homework may be counterproductive, research Pope and her colleagues found that too much homework can diminish its effectiveness and even be counterproductive. They cite prior research indicating that homework benefits plateau at about two hours per night, and that 90 minutes to two and a half hours is optimal for high school. Their study found that too much homework is associated with: Does Homework Really Help Students Learn? Bempechat: I can't imagine that most new teachers would have the intuition Erin had in designing homework the way she did.. Ardizzone: Conversations with kids about homework, feeling you're being listened to—that's such a big part of wanting to do homework….I grew up in Westchester County.It was a pretty demanding school district. My junior year English teacher—I loved her—she ... Does Homework Serve a Purpose? Homework — a dreaded word that means more work and less play. The mere thought of doing additional work after a seven-hour day (that begins extremely early) can be gruesome. Not to mention, many ... PDF 1. True or False. e. usually friends She in plays with park her the She usually plays in the park with her friends. 4. Interview! Children ask questions to a friend and then complete the information e.g. My friend sometimes does her homework before school. My friend never has cereal for breakfast. In response to the question "What does she do after school?", which is She does her homework If the question is asking about something in general, for instance: What does she do after school? The answer would be: She does her homework. - so here we're saying that, in general, every day after school she does her homework. We could use the answer She is doing her homework to a question asking what she is doing right now. Developing Good Homework Habits Help your child develop good homework habits. That means designating a reg­ular location and time to work on daily assignments. She does not necessarily need a desk in her room; the kitchen table can work just as well. No matter what place you choose, it needs to be well lit and quiet, without the distrac­tions of the television set, other ... What's the Right Amount of Homework? As young children begin school, the focus should be on cultivating a love of learning, and assigning too much homework can undermine that goal. And young students often don't have the study skills to benefit fully from homework, so it may be a poor use of time (Cooper, 1989; Cooper et al., 2006; Marzano & Pickering, 2007). A more effective ... Homework Problems & ADHD? Homework problems prevent students with ADHD from reaching their full academic potential and from displaying their true ability. Unfortunately, homework problems also tend to be a leading cause of conflict and disagreement between parents and their children with ADHD. They often argue about what work teachers assigned, when work is due, and how ... she sometimes does her homework vs she sometimes do her homework Dana was hoping she could find someplace to do her homework. I help him with his homework sometimes. She used to come here sometimes after school and do her homework. She would have done her homework. My daughter needs some help with her homework. Helping my little sister with her homework. Just make sure Callie does her homework. I thought it ... Why some kids fall apart after school It's common for kids to fall apart when they come home from school. Home may feel like a safe place to let it all out. Kids can learn coping skills to deal with school stress. It's not uncommon: A child goes to school in a good mood, seems perfectly fine all day, and then comes home and falls apart. Yelling, whining, crying — it's like ... Exercise on Simple Present Use Simple Present and Present Progressive. It (be) early in the morning. Sally (get) out of bed, (open) the window and (go) into the bathroom. Then she (have) breakfast. After breakfast, Sally usually (cycle) to school. After school, she (go) back home. Sally usually (eat) her lunch at home. In the afternoons, she first (do) her homework and ... Does Homework Serve a Purpose? Homework — a dreaded word that means more work and less play. The mere thought of doing additional work after a seven-hour day (that begins extremely early) can be gruesome. Not to mention, many ... Homework Inequality: The Value of Having a Parent Around After School June 6, 2016. At 4 p.m., when Veronica Marentes gets off work, she rushes to pick up her 4-year-old from daycare and her 12-year-old from school. If she's late for the little one, she risks ... Does Homework Serve a Purpose? Homework — a dreaded word that means more work and less play. The mere thought of doing additional work after a seven-hour day (that begins extremely early) can be gruesome. Not to mention, many ... I always_______my homework after school A. does B. am ... D. advantage. How to use : Read the question carefully, then select one of the answers button. About grammarquiz.net. GrammarQuiz.Net - Improve your knowledge of English grammar, the best way to kill your free time. I always_______my homework after school A. does B. am C. do D. am doing - Simple Present vs Present Continuous Quiz. She / often / school / after / homerwork / does She / often / school / after / homerwork / does compteta la oracion en ingles Ver respuestas Publicidad Publicidad juligc06 juligc06 Respuesta: She often does homework after school. Publicidad Publicidad spingtra spingtra Respuesta: ella a menudo hace el trabajo después de la escuela. Explicación: espero que te sirva. Publicidad assignment essay homework paper phd report resume review speech thesis