Homework, one of the most frequently used words in the student language, has generally been accepted as a necessary evil. But in recent years the concept of “rethinking homework” has become a prominent element in schools.
This year, South Lakes formed a homework committee to discuss the philosophies and habits that teachers employ when assigning students after hours work and what can be changed.
“We were hearing negative feedback from stressed out students regarding homework, particularly from those in IB,” said committee organizer and assistant principal Chad Lehman. “We also watched Race to Nowhere last year and that made us think about the toll homework has on students trying to achieve very highly.”
It is very true that IB requires a higher level of rigor, but what does that really mean?
“Every teacher thinks that their class is the most important and that’s not true,” said senior IB student Elise Cross. “They expect you to be perfect and it’s impossible.”
Should taking advanced courses automatically require that one sacrifice healthy sleeping habits to compensate for an extreme work load? Should a young scholar have to choose between “life” and the “International Baccalaureate program?”
Among the topics discussed by the committee, two key questions were: how much homework should be assigned and should it be assigned over holiday breaks or weekends.
“I think the question is how do we maintain a high level of academic rigor, but at the same time be reasonable with the amount of homework and time we ask students to commit outside of school,” said Lehman.
It is quite accurate to say that homework must be personalized as learners at this school all have differing schedules and amounts of time on a daily basis.
“It depends on what classes you are taking,” said senior Frank Simo. “I’m not an IB diploma candidate so I don’t have a lot ot homework.”
Numerous students see no use of homework.
“I don’t see how homework could be practical later in life,” said junior Vinny Venkat.
According to a committee learning supplement, “Rethinking Homework” by Cathy Vatterott, “Homework needs to be personalized to fit the specific needs of individual students. Some students have less time available, some students have less supervision, and some students will need more sleep or downtime than others.”
Time is indeed a toll that homework demands that students pay. On various occasions, one at a higher academic level is met with the choice to either complete an assignment or ignore it and have some “down time.”
“I would like to have a life and I many times have to choose life over homework,” said junior Sam Ezersky.
Though teachers play a role in the stress levels of their students, there are other factors that create this constant pressure that multiple students endure.
“Homework is really only a piece that teachers have direct control over, but many students feel pressure with school and much of that is not made by teachers,” said Lehman.
Parents also play a huge role in the mental states of their hard working sons and daughters. Students encounter great pressure from parents and other family.
The way to solve this issue is not to villainize teachers or homework. Different classes naturally require varying workloads, but there must be consideration on both sides of the spectrum.
“The goal of this committee is not to eliminate homework, we are not saying that it is a bad thing,” said Lehman. “We just want it to be effective and reasonable.”
When knowledge seekers apply for classes, they realize that some level of work will be required. Homework can be beneficial, but it is also a primary source of stress in the lives of young adults who want to be succesful. It is essential that the homework committee decides what outside work is effective and neccasary and what work is useless and is simply a time filler.
