Students become independent: When students do their homework without the help of a teacher or friend, this makes them self-reliant and confident. Students learn responsibility: When students do their homework daily, they understand that completing their homework is their responsibility. This makes them more responsible as a person. Students get ready for next day class: Homework allows students to do some self-study, clear their doubts and this makes them ready for the next class. Students learn to use resources: Students learn to use resources like libraries, the internet, etc., to find the information in order to complete their homework. Allow students to explore subjects: Classrooms are all about listening to the teachers. However, homework allows students to understand the subjects better and explore their interests. Allow parents to involve in studies of their child: Homework allows parents to know what their child is learning and get involve with the child in his/her studies. Improves academic performance: Learning in classrooms is not sufficient to score good grades in academics.
Opinions are split over whether homework is good or bad for students. Many voices advocate that homework benefits are extraordinary and that there are no cons to it. Others disagree and believe the homework is not helping students at all. And, of course, there are also people who see the positives of homework but also acknowledge some of its cons. The truth is that homework is beneficial to students. However, it is best if students learn to love working on their homework and not do it just because they risk getting bad grades otherwise. And the teachers are the people who should inspire students to do their homework out of love for the class instead of out of fear. So, let’s take a look at some of the most notable benefits of working on assignments at home - and to some of the cons as well. Homework has been a part of the class ever since schools were established and “do my homework” is the most common question among students.
In contrast to the shifts in public attitudes, surveys suggest that the amount of time students spend on homework has been relatively stable. Data from the National Assessment of Educational Progress suggests that in both 1984 and 1994, about one-third of nine-year-olds and one-quarter of thirteen-and seventeen-year-olds reported being assigned no homework at all, with an additional 5 percent to 10 percent admitting they did not do homework that was assigned. About one-half of nine-year-olds, one-third of thirteen-year-olds, and one-quarter of seventeen-year-olds said they did less than an hour of homework each night. In 1994 about 12 percent of nine-year-olds, 28 percent of thirteen-year-olds, and 26 percent of seventeen-year-olds said they did one to two hours of homework each night. These percentages were all within one point of the 1984 survey results. A national survey of parents conducted by the polling agency Public Agenda, in October, 2000, revealed that 64 percent of parents felt their child was getting "about the right amount" of homework, 25 percent felt their child was getting "too little" homework, and only 10 percent felt "too much homework" was being assigned.
Homework also can serve purposes that do not relate directly to instruction. Homework can be used to (1) establish communication between parents and children; (2) fulfill directives from school administrators; (3) punish students; and (4) inform parents about what is going on in school. Most homework assignments have elements of several different purposes. Homework has been a part of student's lives since the beginning of formal schooling in the United States. However, the practice has been alternately accepted and rejected by educators and parents. When the twentieth century began, the mind was viewed as a muscle that could be strengthened through mental exercise. Since this exercise could be done at home, homework was viewed favorably. During the 1940s, the emphasis in education shifted from drill to problem solving. Homework fell out of favor because it was closely associated with the repetition of material. The launch of the satellite Sputnik by the Soviet Union in the mid-1950s reversed this thinking.
When we find ourselves unhappy with some practice or policy, we're encouraged to focus on incidental aspects of what's going on, to ask questions about the details of implementation -- how something will get done, or by whom, or on what schedule -- but not whether it should be done at all. The more that we attend to secondary concerns, the more the primary issues -- the overarching structures and underlying premises -- are strengthened. Parents have already been conditioned to accept most of what is done to their children at school, for example, and so their critical energies are confined to the periphery. Sometimes I entertain myself by speculating about how ingrained this pattern really is. If a school administrator were to announce that, starting next week, students will be made to stand outside in the rain and memorize the phone book, I suspect we parents would promptly speak up . Yellow Pages will be included. Or perhaps we'd want to know how much of their grade this activity will count for.
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