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3 Reasons Why Homework Should Be Banned

5 Main Reasons Why Homework Should Be Banned: Professional View

Most students hate homework with a passion and agree it should be banned. Yet, there are ethical elements making people think twice about giving students assignments to complete at home. Even from a professional view there are reasons why banning homework would make sense. Parents, students and educators may agree to an extent that such assignments may not be as effective. Why so? There are school districts that already have a ban and claim things have gotten easier. Here are 5 main reasons by myhomeworkdone.com site why such assignments should be banned.

  1. Students spend several hours during the day doing school work. The rest of the day should belong to them. Many adults can relate to this as they remember their time as a student in elementary or high school. Students spend several hours a day learning, reading and writing. When the school day is over you are ready to move on and do something to help you unwind.
  2. Homework can make things challenging for students juggling busy schedules with afterschool activities and part-time jobs. Nowadays, students are expected to multitask. This can be a good thing in encouraging students to be active and productive. But, some students are burned out by the end of the school day. They still have other responsibilities to tend to that homework could make more complicated.
  3. Students, teachers and parents agree it is a waste of time. Many people feel it is almost pointless to have students completing homework when they have been in class most of the day doing the same thing. Such assignments may be more beneficial to students that need extra credit or need to improve their grades.
  4. Homework may have students completing assignments incorrectly. Doing assignments in class is convenient and necessary when learning something new. You can ask classmates or your teacher to help you when you need assistance. At home, a student could be completing content incorrectly, but if their parent is not able to assist them they have to wait until they return to school to get the help they need.
  5. Few believe how homework is given should be revised depending on subject matter. Some subjects people believe should be done in school and in class with peers to help students understand the concept better. For others they feel reading just 30 minutes daily is enough to do at home.

A TIMSS (Trends in Math and Science Study) survey, conducted in 2007, revealed that fourth grader students in countries that set below average levels of homework were more academically successful in math and science than those in countries that set above average levels. In Japan – ranked second in the results table – only three percent of students reported a particularly heavy workload of over three hours a night while a staggering 20 percent of Dutch students – whose scores were in the international top 10 – claimed to do no homework whatsoever. This is in stark contrast to countries like Greece and Thailand, where higher workloads have done nothing to rectify lower scores.

 

These results are not alone in debunking the myth that homework in any way benefits the academic performance of elementary students. So why, we should ask, are policymakers and educators so hell-bent on enforcing it? In his 2006 publication The Homework Myth, prolific author and outspoken critic of the current educational system Alfie Kohn set out a well argued and evidentially attested thesis saying that the purpose of homework is twofold. Firstly it’s meant to instill an air of competitiveness in children, not only within the physical classroom, but, because of the quantitatively driven approach of policy experts, within the global classroom – against China, Singapore and Finland, for example. Secondly, homework is used as a weapon to combat adults’ inherent mistrust of children, keeping them busy so they don’t run riot. This latter suggestion may baffle belief, but a concerned parent’s response to the suggestion that homework be banned (‘we have to have homework… otherwise the kids won’t have structure and they will just come home and fool around’) attests to its current orthodoxy.

Conclusion

The thing about homework is that is doesn’t work. As shown by numerous studies, it brings no educational benefits, acts as a root cause of conflict between children, parents and teachers and has detrimental mental and physical effects on children that, by the fact that they’re avoidable, are absolutely inexcusable. Children are not the only ones to fear the evils of homework though. Teachers, under increasing amounts of pressure to meet targets, cover curricula and achieve grades, are incentivized to set more and more of it and grade more and more of it; something that wouldn’t be so bad if we weren’t so aware of its utter pointlessness.

 

The most important problem, however, is that homework is more closely associated with punishment than with pleasure. Made to be completed during time that should be spent engaging in creative, playful and recreational pursuits, homework doesn’t even have the courtesy to be enjoyable by nature – as is completely apparent from my students’ faces when I fulfill my duties to the school in setting it for them. And such truth is not surprising when you consider that for homework to be enjoyable, it would have to be everything it’s not: optional instead of mandatory, creative rather than prescribed and objectively appreciated instead of subjectively assessed. Improvement to our children’s education, until we redefine what our definition of education really is, can only be achieved through one thing, its removal.

 

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