EQUIP

HOMEWORK
Queensland the Smart State


Statement of intent

Each school has a homework policy, developed in consultation with the school community.

Homework provides students with opportunities to consolidate their classroom learning, pattern behaviour for lifelong learning beyond the classroom and involve family members in their learning. The setting of homework takes into account the need for students to have a balanced lifestyle. This includes sufficient time for family, recreation, cultural pursuits and employment where appropriate.

Homework that enhances student learning:
• is purposeful and relevant to students needs
• is appropriate to the phase of learning (early, middle and senior)
• is appropriate to the capability of the student
• develops the student’s independence as a learner
• is varied, challenging and clearly related to class work
• allows for student commitment to recreational, employment, family and cultural activities.

Using varied and challenging homework appropriate to students’ learning needs
Homework can engage students in independent learning to complement work undertaken in class through:
• revision and critical re. ection to consolidate learning (practising for mastery)
• applying knowledge and skills in new contexts (a topic of interest, an authentic local issue)
• pursuing knowledge individually and imaginatively (investigating, researching, writing, designing, making)
• preparing for forthcoming classroom learning (collecting relevant materials, items, information).

Implementing the school homework policy

a. In developing the school homework policy, Principals may consider Part 4 Section 22, of the Education (General Provisions) Regulation 2000 regarding Detention of Students for not completing homework.
http://www.legislation.qld.gov.au/LEGISLTN/CURRENT/E/EducGenProvR00.pdf

b. Regular monitoring and collaboration amongst teachers will ensure consistent and effective implementation of the school homework policy.


Responsibilities
Principals:
• Develop a school homework policy, in consultation with their school community, particularly the Parents and Citizens’ Association.
• Distribute the school homework policy to staff, students, and parents and caregivers, particularly at the time of student enrolment.
• Ensure the homework policy is effectively implemented throughout the school.
• Include an up-to-date school homework policy as part of their annual school reporting.

Teachers:
Teachers can help students establish a routine of regular, independent study by:
• ensuring their school’s homework policy is implemented
• setting homework on a regular basis
• clearly communicating the purpose, bene.ts and expectations of all homework.
• checking homework regularly and provide timely and useful feedback.
• using homework that is varied, challenging and directly related to class work and appropriate to students’ learning needs.
• explicitly teaching strategies to develop organisational and time-management skills and providing opportunities to practice these strategies through homework
• giving consideration to other academic and personal development activities (school based or other) that students could be engaged in when setting homework
• discussing with parents and caregivers any developing problems concerning their child’s homework and suggesting strategies to assist with their homework.

Students:
Students can take responsibility for their own learning by:
• being aware of the school’s homework policy
• discussing with their parents or caregivers homework expectations
• accepting responsibility for the completion of homework tasks within set time frames
• following up on comments made by teachers
• seeking assistance when dif.culties arise
• organising their time to manage home obligations, participation in physical activity and sports, recreational and cultural activities and part-time employment.

The role of parents and caregivers with homework
Through their Parents and Citizens’ Association, parents can have a key role in the development of a school’s homework policy.

Parents and caregivers can help their children by:
• reading to them, talking with them and involving them in tasks at home including shopping, playing games and physical activity
• helping them to complete tasks by discussing key questions or directing them to resources
• encouraging them to organise their time and take responsibility for their learning
• encouraging them to read and to take an interest in and discuss current local, national and international events
• helping them to balance the amount of time spent completing homework, watching television, playing computer games, playing sport and engaging in other recreational activities
• contacting the relevant teacher to discuss any concerns about the nature of homework and their children’s approach to the homework.

Considering students’ other commitments when setting homework

In determining homework, it is important to acknowledge that students may be engaging in many different activities outside of school. These include a range of physical activities and sports, recreational and cultural pursuits. Older students may also have part-time employment. Some students have responsibilities as caregivers.

Homework appropriate to particular phases of learning
The following is to operate as a guide in determining the amount of set homework that students might be expected to undertake. It is of course open to parents to consult with a student’s teacher about additional materials or practice exercises with which parents can assist their children at home.

In the Early Phase of Learning (Prep to Year 3) many activities at home or in play can assist children to develop literacy, numeracy and problem-solving skills.

Homework tasks may include:
- daily reading to, with, and by parents/caregivers or other family members
- linking concepts with familiar activities such as shopping, preparation of food, local environment and family outings
- conversations about what is happening at school
- preparation for oral presentations
- opportunities to write for meaningful purposes.

In the Prep Year, generally students will not be set homework.
In Years 1, 2 and 3, set homework could be up to but generally not more than 1 hour per week.

In the Middle Phase (Year 4 to Year 9) some homework can be completed daily or over a weekly or fortnightly period and may:
- include daily independent reading
- be coordinated across different subject areas
- include extension of class work, projects and research.

Homework in Year 4 and Year 5 could be up to but generally not more than 2-3 hours per week.

Homework in Year 6 and Year 7 could be up to but generally not more than 3-4 hours per week.

In Year 8 and Year 9 students should be given more responsibility for their own learning.

They can be required to engage in independent learning to complement work undertaken in class.

Homework in Year 8 and Year 9 could be up to but generally not more than 5 hours per week.

In the Senior Phase (Years 10, 11 and 12) the amount of time devoted to homework and independent study will vary according to the student’s learning needs and individual program of learning, determined through their Senior Education and Training (SET) Plan.
While teachers may provide students with additional work relevant to their learning which the student may undertake at home, young people during this phase should generally be independent learners exercising their own judgment as to the out-of-hours time they devote to their studies. Of course, care should be taken to ensure that a balance is maintained between the various demands of study, sporting, recreational, cultural or part-time employment activities.

posted by AcrosticGuy @ 7:07 AM 0 comments

PROMOTING SUCCESSFUL STUDY HABITS

Q: Many parents want to help their children with schoolwork – especially after seeing a disappointing report card – but don't know how. What would you suggest?

Dr. Bavaria: First of all, parents have got to be involved in the children's education, all the time. Communication is the key. It's important that parents and teachers communicate with each other so that report card time isn't a surprise. Report cards are never a surprise to kids. They shouldn't be a surprise to parents either.Parents also need to communicate with their children. Talk about school every day, and don't ask questions that can be answered in one word. Know who their friends are, whom they ate lunch with today, what the day's assignments are.

Q: Beyond communication, are there practical ways for parents to get involved?

Dr. Bavaria: There are certain study habits kids need to know, and we have to teach them. For example, we adults need to help them learn about time management.As kids get older, they get long-range assignments. Parents can show children how to finish these assignments by breaking them down into manageable "chunks." Put a schedule on the bulletin board, and on each day when one of these "chunks" is completed, give the child a little reward — like staying up an extra 15 minutes, or going out for an ice cream. Not only will this help the child become a better time manager and get the project done on time, it will also save the parent from the nightmare of having the child announce on Sunday night that there's a science fair project due Monday morning. It's up to us adults to give kids the routines they need be successful in these projects. They don't know how to do it themselves.

Q: What should the rules be for doing homework?
Dr. Bavaria: No two kids learn alike. One might come home from school ready to go right to her room to get her homework done and be free for the rest of the night. Another might need to expend some energy before he buckles down to do his homework, so he might need some time to run outside and play, be with friends, ride his bicycle. Every child needs to have a homework routine, but those routines will not all be exactly alike.Parents need to recognize that there are different learning styles. I've seen some kids who do homework with the radio on, the TV on, talking to friends… I don't know how they do it, but they do. The key is the report card grade. If the child has a lot of distractions and is bringing home unsatisfactory grades, then it's time for the parents to step in and say, "We're trying a different way of doing homework."Parents can also help make homework time more productive by giving kids the tools they need to be organized and efficient. There should be a place where the child does homework every day, so that all the equipment, all the materials are right there at the child's fingertips.

Q: What if a child says there is no homework that night?
Dr. Bavaria: Parents can give pop quizzes. If a kid says, "I don't have any homework tonight," then say, "Alright, we're going to have a spelling quiz now. There's no homework-free night in this house, so if the teacher doesn't give homework, I'm going to give homework."You can do pop inspections, too. Do periodic random checks of the backpack. You'll be amazed at what you find! Also, periodic random checks of notebooks and personal planners.

Q: Personal planners, for school children?
Dr. Bavaria: Yes, writing down assignments and when they're due is a simple way to teach the child about responsibilities. The 4th grade is a good time for the child to start using a personal planner. They may not admit it, but kids know they need help organizing. When you show them how to operate at peak efficiency, they learn faster and have more free time to do other things.Another way to help them plan ahead is for parent and child to decide every night what will be needed tomorrow for school and put all that stuff right by the front door, so as they're going out all they have to do is pick it up. In some homes, I've seen a little box for each kid by the front door.

Q: Any other ways to improve study habits?
Dr. Bavaria: Pair up classmates as Study Buddies. Every night, these two call each other and talk about what the assignment is, talking no more than 10 minutes. Nobody has an excuse to say "I didn't understand what the assignment was." Study buddies can also get together to study for tests by going over their notes and other materials. They'll do better on tests, and it will increase their confidence. This is a way to use their sociability to their advantage. They can learn from each other.

Q: How can a parent tell if a child is having trouble at school?
Dr. Bavaria: There are some warning signs that parents should learn to recognize. A downward change in grades, obviously. A change in attitude about school – a child who used to love going to school and suddenly doesn't, that's a warning sign. Watch for a change in appearance, in clothes or cleanliness. When long-time friends are no longer in the picture, that's a warning sign, and so is increased isolation from family members.

Q: If there's a problem, what should parents do?
Dr. Bavaria: Parents' involvement is the best antidote to distress in the child's life. When parents see signs of trouble, they should go right to the school and talk to teachers – especially any favorite teachers – and the guidance counselor, who is specially trained to look out for the social and emotional well-being of a child. Others at the school who might be able to help are any adults with whom the child has a relationship – cafeteria worker, coach, schoolbus driver, school nurse, yearbook advisor. Parents can also speak with their minister or rabbi, or a pediatrician if there might be a health problem.

Q: What if a child simply isn't interested in school?
Dr. Bavaria: It's important for parents to keep their children "stretched." Unfortunately, a lot of children fall through the cracks because they're more talented academically than what they are being asked to do in the classroom. There are kids who are bored at school, bored at home. This is a great, wonderful and scary world and there's no reason to be bored, ever. Shame on us adults if we don't show the kid that there are lots of ways to keep his or her mind active. We need to recognize where a kid's talents are and encourage those talents, praise those talents, give confidence in those talents.

Dr. Bavaria is available for interviews. To schedule a time, please contact Wendy O'Dell Magus at (410) 843-8928


Richard E. Bavaria, Ph.D., is the vice president of education for Sylvan Learning Center and directs all academic programs for the learning center network. With more than 35 years of education experience, Dr. Bavaria began his career as a high school English teacher and progressed to executive director for the for the Baltimore County, Maryland, Public School System’s department of curriculum and instruction where he oversaw the development of all instructional programs for the 22nd largest public school system in the United States. Dr. Bavaria holds a master of liberal arts degree from The Johns Hopkins University and a doctorate in English curriculum and instruction from the University of Maryland. He serves on the Education Advisory Board of Villa Julie College, a four-year liberal arts college, and the board of directors of The Grace and St. Peter’s School, an independent elementary school in Baltimore, Maryland. He is an associate of the Association of Supervision and Curriculum Development and was the recipient of the 2002 Distinguished Alumnus Award of Towson University’s College of Liberal Arts.

posted by AcrosticGuy @ 8:33 PM 0 comments

Principal key to better schools
Editorials

It's obvious there is no secret formula for a successful school, or every school would be one. But after decades of education reform, we do know one crucial component: a smart, strong, savvy principal.

You don't find an educator like that - nobody is born with all those skills - you build one.
It's funny how revolutionary that simple thought is in the world of education. Decades ago, nobody gave much thought to building skills and knowledge into the principal. If you were hired as a principal, you were given the keys to the building, were the boss of it and had the answers.
Now schools of education are more concerned that beginning principals start with good questions. What does the data say about how students are performing in this school? How does an individual teacher adjust his teaching to different learning styles? Does the schedule and the physical arrangement promote learning or inhibit it?

Those questions differ greatly from 'How many detentions do we give for smoking in the bathroom?' For today's principal, student achievement - not discipline or managing a building - is Job One.

But to prepare principals for that truly dramatic shift in focus, colleges of education have had to keep up. Research by the Stanford Educational Leadership Institute and the Wallace Foundation zeroes in on effective principal preparation programs.

The good ones - and we've got a number locally - teach principals to recognize and promote successful teaching and learning, use data to improve instruction and lead change in a collaborative way. Simply put, they go straight into the heads of students. In the University of Cincinnati's educational leadership program, principal candidates learn how the young brain works and what kind of physical environments promote learning. "They learn," said department chair Kent Seidel, "how to put student learning at the center of everything."

But successful principals not only need more information, they need to be able to put it together and apply it to problems, which is what they'll be doing for the majority of their day. Xavier University uses former principals as faculty members to emphasize real-life experiences and applications. "I tell prospective principals it's about a way of thinking, 'What would I do if. . . ?'" said Jim Boothe, chair of XU's education department.

The College of Mount St. Joseph will begin its principal certification program next year, incorporating two nationally-recognized approaches in its requirements. It will require candidates to undertake an internship - along with mentoring, a key to grooming young principals - and it will divide their time among public schools, private schools and a small business owner. It's a brilliant combination of academic training and practical management skills.

Building better schools requires building better principals - challenging and truly essential work that colleges of education must be engaged in.

http://news.enquirer.com/apps/pbcs.dll/article?AID=/20060514/EDIT01/605140343/-1/all

posted by AcrosticGuy @ 12:40 PM 0 comments

Classroom Management refers to the procedures and routines that are used to keep the daily business of the classroom running smoothly.

Be consistent. Be consistent. Be consistent.

Time on task refers to the amount of time a student is actually engaged in learning. Engagement rate is the number of minutes the student is actively participating in teacher directed lessons and activities. Time on task is not observing a student merely working (could be working on personal activity like drawing), rather continous work on a teacher directed task without interruption. Research in real classrooms that were considered a "good class" points to the fact that up to one-third of students were off task during assigned seatwork at any given minute. The rate jumped to two-thirds if the teacher sat down.
Techniques to Request teacher's help:*hand signal: student signals with different number of fingers*toilet tissue tube: student signals with tube coloredgreen on one half- I'm fine red on the other half-I need help*styrofoam cup: student signals with the position of the cup-upside down indicating help!*index card: student signals with a message on an index card (folded like a tent)*textbook: student signals with an upright textbook

posted by AcrosticGuy @ 5:56 AM 0 comments