How Much Homework Help Is too Much?
Significance of Negative Checkmarks on Report Cards
New Types of Grade Configuration

By Peggy Gisler and Marge Eberts

How Much Homework Help Is too Much?
Question: My fifth-grader has never found school to be easy. In the past, he has kept his head above water because I have worked with him a lot. This year, my son’s teacher doesn’t want parents to help with homework. He can’t always handle it on his own, so I’ve had to explain some of the work to him.

My son was so afraid that the teacher would think that I’m helping him with his homework that he asked me to write a note. The teacher did not believe the note. Why does she want to stop parents from helping their kids? — Frustrated

Answer: The question always is: How much parental help with homework is appropriate? Apparently, this teacher thinks none — definitely not a typical answer. The teacher also seems to think that you are providing too much help. You, on the other hand, think your son needs the help you are giving.

Before you go and talk to the teacher about exactly what your role should be in helping your child, you need to be aware that there is such a thing as too much parental help with homework. It can rob children of learning how to learn on their own. It can make children feel stupid — incapable of doing the work. It can make children too dependent on parental help.

An active teaching role for parents is most appropriate in the early grades for students experiencing difficulty. On the other hand, we fully realize that some help from you might be absolutely essential in helping your son succeed in school.

Right now, your son is caught in the middle between you and the teacher. This is a bad place for him to be. You need to explain to the teacher why your son needs some explanation in order to do homework assignments. And she needs to explain why she doesn’t want you or other parents to help their children with homework.

Unfortunately, you might not have an easy meeting with this teacher, as the teacher did not believe your note. You might wish to have another person present at this meeting so both you and the teacher can have a successful exchange of views and reach the best decision for your son. It is important to establish if your son needs extra help and who will provide it.

 

Significance of Negative Checkmarks on Report Cards
Question: My second-grade son's recent report card had excellent grades. I was very pleased until I noticed all the negative checkmarks under "habits and attitudes." Apparently he is doing unsatisfactorily in "works well independently," "begins work on time" and "works neatly." Should I be concerned? – Problem or Not

Answer: The only way to know for sure whether there is a significant problem is to talk to your child's teacher. Good work habits are definitely important at every grade level. Find out what is being done at school to improve these habits.

You can also help your child acquire better work habits at home. Start each homework session for a while by having your child read the directions to you, study the examples, and then explain what needs to be done. This will help him learn how to get started on an assignment. Watch him do an item or two and then leave his side for him to work independently. If he asks for help, guide him toward figuring out what needs to be done and then leave him again to work independently. Gaining confidence in his ability to work independently should carry over to school.

 

New Types of Grade Configuration
Question: Has any research been done on the pros and cons of the instructional model where schools housing only grades K through 3 are paired with schools housing only grades 4 through 6? There is talk in our district of restructuring the schools in this manner. – Questioning

Answer: Traditional grade spans are changing. Some school districts are moving to having primary and intermediate schools. The most typical configuration appears to be K-3. You’ll also find K-2 and pre-k through 2 or 3. There is not a lot of research on the benefits of any of these primary/intermediate school configurations.

Some of the pros for having separate primary and intermediate schools are: increased parental involvement, more collaboration between teachers, more teacher stability, having children attend neighborhood schools, and being able to design schools that match the needs for each age group. The biggest pro, however, is that primary schools can focus strongly on the development of the basic skills that the children will need for future success in school. When primary and intermediate schools are paired, the staffs can collaborate and build upon the curriculum at both schools. And at times, costs are reduced through the sharing of administrators.

The primary reason for not having separate schools at this level is they increase the number of transitions students will have between schools. Researchers have found that such transitions can be stressful for students. Plus, one study found a significant loss in achievement during the transition year which wasn’t always made up. Another con to this school configuration is less interaction between age groups.

Parents should send questions to dearteacher@dearteacher.com or ask them on the columnists’ Web site at www.dearteacher.com

©Compass Syndicate Corporation, 2009Distributed by King Features Syndicate

 

Enjoyed this article? Share it with a friend!