| -- End Ad Box ---> | | | | the home lives of the children and sometimes that of |
| Is homework wreaking havoc in your home? If the | | | | the family as well. Besides the obvious down side, this |
| answer is YES, then finding the real causes behind the | | | | may be harmful to children's intellectual development. |
| homework problems, and taking steps to resolve them, | | | | Their brains are developing and they need to use all |
| will improve both school success and family harmony. | | | | parts, and good quality play provides opportunities to |
| How do we know? Homework is the single biggest | | | | use the "far corners" of the brain that might otherwise |
| issue affecting home life, according to many of the | | | | remain fallow. So, it turns out that children need to play. |
| parents who bring their children to us at STRONG | | | | Surprisingly, brain research indicates that occasional |
| Learning Centers®. | | | | boredom is good, too, as it forces children to think of |
| Here are the ten most common causes of homework | | | | things to do that is, to use their brains to create. |
| problems, along with suggestions to help you resolve | | | | So if homework time seems to have taken over your |
| them. | | | | home, work out a schedule with your child so that he |
| 1. THE HOMEWORK IS TOO DIFFICULT. | | | | doesn't have to lie in order to play. |
| If the homework is continuously too difficult, with | | | | 6. TOO MUCH PARENT INVOLVEMENT. |
| everything that entails, then a child will try to avoid it. | | | | Some parents are overly involved in their child's |
| Look into the cause. Begin by having a conversation | | | | homework. Here are the three most common types, all |
| with the teacher. If the problem is class-wide, hopefully | | | | of whom tend to drive their children toward lying and |
| the teacher will evaluate and adjust the nature of his | | | | deception. If any of these describe you, then work to |
| or her homework assignments. If the problem is limited | | | | change your behavior. |
| to your child, she may require additional help from the | | | | A. The "perfectionist parents." Perfectionists demand |
| teacher after school, from you, from a sibling, from a | | | | picture-perfect-homework. Their children hate to let |
| teenager you hire, or from a tutor. If this fails to resolve | | | | them see their homework papers out of fear that they |
| the issue, then a reevaluation of the type of class, or | | | | will judge the work unworthy, tear it up, and make |
| course level, or teaching vs. learning style, or school | | | | them do it again. Besides being tedious and time |
| may be in order. | | | | demanding, in these extreme cases it is downright |
| On the other hand, the cause of the problem may be | | | | disrespectful of the child. |
| a disability: physical, learning and/or attentional. Your | | | | B. The "helicopter parents." These parents hover over |
| child may have difficulty in such areas as: hearing, | | | | their children, making sure that every "t" is crossed and |
| seeing, reading, processing language, or writing, or she | | | | every "i" is dotted. They think they're being helpful, but |
| may have ADD or ADHD. If the problem is one of | | | | here's the problem: By not giving their children any |
| these, sometimes it is easy to resolve. For example, | | | | breathing room, they are delivering the tacit message |
| corrective glasses can easily resolve some seeing | | | | that their children are not capable of doing the work |
| issues and behavioral therapy and/or possibly | | | | themselves. Not only does this harm their self-esteem, |
| medication might help AD/HD, the newer term for the | | | | but it also denies them the opportunity of taking |
| disorder. In many cases, consulting teachers, | | | | responsibility for their own work. |
| counselors, or specialists in the appropriate field, might | | | | C. The "Pandora parents." The children of Pandora |
| be in order. | | | | parents tend to deny the existence of any homework |
| Note: If you suspect AD/HD, a valuable resource is | | | | they don't understand because asking Mom or Dad |
| CHADD (Children and Adults with Attention-Deficit | | | | even the simplest question is tantamount to opening |
| Hyperactivity Disorder organization). For information on | | | | Pandora's box. Their well-meaning parents can't |
| the learning disability (LD) issue in general, contact the | | | | contain their enthusiasm and turn what would ordinary |
| Learning Disabilities Association of America (LDA). | | | | require a short answer into a long-winded treatise on |
| 2. THE HOMEWORK IS TOO CONFUSING. | | | | some esoteric detail. |
| When children chronically complain that assignments or | | | | 7. THE CHILD IS UNMOTIVATED. |
| directions are confusing, they are likely to become | | | | Most children don't want to do homework. But while |
| frustrated and/or anxious, eventually avoiding such | | | | they may put up quite a fuss, somehow they manage |
| assignments. Parents usually respond to these children | | | | to get the work done. If they don't, motivation may not |
| by asking, "Weren't you listening?" Or "Just read the | | | | be the problem; they may appear unmotivated, but this |
| directions!" The children were listening or reading, but | | | | may be a convincing protective screen they've set up |
| they may not have been able to process the | | | | to mask a larger issue. |
| information. | | | | For example, many children appear unmotivated when |
| In this case, the cause may be reading comprehension | | | | in fact they avoid homework to protect their egos. |
| and/or language processing problems. You may need | | | | How's that? Because these children erroneously |
| to seek the help of teachers or a learning specialist to | | | | equate failure with stupidity. Their logic is as follows: If |
| help your child learn strategies she can use to | | | | they try and fail, it is a reflection of their intelligence. If |
| overcome or compensate for her disability. For | | | | they don't try and fail, it is not a reflection of their |
| example, she may need to put the words into pictures | | | | intelligence; it is due to lack of motivation or |
| or graphic organizers. Children who become confused | | | | irresponsibility. These labels they can live with; the label |
| due to problems with language processing, do better | | | | "stupid," they can't! |
| when they can see things visually. | | | | 8. TOO MUCH HOMEWORK. |
| And, regardless of who is working with them, be sure | | | | Many kids simply cannot keep up with the projects, |
| they remain actively involved. Children (and adults too) | | | | tests, quizzes, reading and other assignments they are |
| are notorious for shaking their heads "yes" when | | | | given. |
| asked "Do you understand?" even when they don't | | | | Here is a general guide for the typical amount of time |
| understand. Sometimes they are just yessing you and | | | | children should be expected to spend on homework |
| sometimes they think they understand. However, when | | | | each school day. Grades K-2, about 10-20 minutes. |
| you ask them to explain or discuss what you were | | | | Grades 3-6, about 30-60 minutes. Grades 7-12 will |
| just talking about, they realize that they really | | | | vary considerably, depending on subjects, projects due, |
| don’t understand. | | | | tests, etc., but a reasonable average is about two |
| If neither of these areas are the cause of the problem, | | | | hours, with more on weekends, as needed, for major |
| then you may need to investigate why your child | | | | projects and exams. |
| continues to complain. If it turns out it is simply a ploy to | | | | If your child spends considerably more than this on |
| get you to do the work with him, then you need to | | | | homework, look into the cause. Begin by having a |
| address the reason for that behavior. But wait | | | | conversation with the teacher. If the problem is |
| — before you get annoyed, remember what it | | | | class-wide, hopefully the teacher will make |
| was like for you when you were a child. Homework | | | | adjustments. If the problem is limited to your child |
| isn't always fun, and sometimes it's nice to have a little | | | | because your child works slowly, or has other issues |
| company. Your child may simply want your company | | | | discussed in this section, talk to his teacher and see |
| during homework time. Wow! How's that for the | | | | what can be done to modify his assignments. |
| ultimate compliment? | | | | 9. IT'S TOO NOISY. |
| 3. THE HOMEWORK IS TOO LOW-QUALITY OR | | | | Many kids complain that they can't concentrate at |
| TOO BORING. | | | | home. Their siblings are running around, TVs and music |
| Sometimes homework assignments are low-quality | | | | systems are blaring, someone's on the phone, people |
| boring busywork and children will avoid them simply | | | | are fighting, the dog is barking, the baby is crying. I don't |
| because they don't want to do them. Unfortunately, | | | | know about you, but I need quiet to do work that |
| one of life's little lessons that children need to learn is | | | | requires thinking. Closed bedroom doors don't help |
| that sometimes we simply have to do boring things. If, | | | | much, as the muffled sounds of chaos always |
| however, every assignment appears to be dull, too | | | | manage to get through. |
| easy, or too low-quality, you may need to talk to your | | | | Here is an idealistic solution. Even if it can't be carried |
| child's teacher to determine the purpose of the | | | | out fully, at least it is something to aim for. As a family, |
| assignments. Many teachers do not realize how some | | | | consider designating a block of time as quiet time. |
| of the assignments are coming across to the children; | | | | Normal living continues, but more quietly than usual. Kids |
| chances are they will appreciate the feedback and | | | | can use the time to do homework; parents can read, |
| adjust the work as appropriate. | | | | balance the checkbook, and write e-mails; those who |
| 4. THE CHILD IS DISORGANIZED. | | | | have time to watch television can do so with |
| He brings home the book and forgets the assignment. | | | | headphones or the sound turned low. Sometimes quiet |
| He brings home the assignment and forgets the book. | | | | sounds pretty good, doesn't it? |
| Or he forgets the assignment and the book. Does this | | | | 10. THE CHILD IS TOO ALONE. |
| sound familiar? If so, it sounds like you've got yourself | | | | Some children are lonely when required to do |
| a disorganized child. The same is true for children who | | | | homework in their rooms, and don't work efficiently in |
| can’t judge time or can't manage their time. | | | | that setting. Some need continuous support and |
| They may have the best intentions to get the | | | | direction. That is, they need someone to help them |
| homework done, but somehow it gets lost in their | | | | stay on task or to provide a little assistance when |
| time-maze. | | | | they get stuck. If required to work alone in their rooms, |
| It is so difficult for disorganized children to get their | | | | these are the kids who emerge three hours later with |
| homework done that some of them would rather lie, | | | | little or nothing accomplished. Both groups of children |
| insisting that there is no homework, than be criticized | | | | tend to prefer doing homework on the kitchen table. |
| and punished. If poor organizational skills seems to be | | | | This way they have people around them, either for |
| the issue, there are many books and articles that offer | | | | support or company. |
| great strategies to help the disorganized child. See, for | | | | So, if homework causes chaos in your home, look into |
| example, pp 123-127 in Why Bad Grades Happen to | | | | the reasons. Once you find them, and do what you |
| Good Kids. | | | | need to resolve the problems, you'll be back on the |
| 5. THE HOMEWORK IS TOO INTRUSIVE. | | | | road to school success and family harmony. |
| It's a fact; homework cuts into playtime. So what's the | | | | (Originally published at the Strong Learning website and |
| problem? The problem is that in some cases | | | | reprinted with permission of the authors, Linda Bress |
| homework time creeps up to the point of consuming | | | | Silbert, Ph.D. and Alvin J. Silbert, Ed.D. |