Homework has been a normal part of the daily educational activities of students across many different learning institutions. It is not a hidden fact that a great deal of assessing the learned skills and knowledge of students are gauged through homework. Thus, it is of utmost importance for both teachers and students alike to treat homework not only with a considerable length of time and attention but also with a certain amount of critical thinking. But even though there are those who claim that homework has its positive purposes, Alfie Kohn thinks otherwise. Yet, if you wish to order custom essay – you can easity do so at our academic web site.
In his article “Rethinking Homework,” Kohn argues that there is “is absolutely no evidence of any academic benefit from assigning homework in elementary or middle school” and that “the correlation is weak” between the question of “whether children do homework” (or how much they do) and its purported measures for the supposed achievement of students in learning (Kohn). In essence, Kohn espouses the idea that there is little or no benefit in giving students homework precisely because it does the opposite of promoting the learning process as a meaningful experience, of making the student lose interest instead of stimulating the sensibilities of the learner.
Kohn further argues that “over the last quarter-century the burden has increased most for the youngest children, for whom the evidence of positive effects isn’t just dubious; it’s nonexistent.” If this is indeed the case, then there is a compelling reason to abandon the task of giving students homework because it does not deliver any quantifiable result, nor does it give any benefit for students at all. In fact, Kohn appears to focus on this non-existence of the benefits of homework in order to mount the most direct attacks to the proliferation of homework in numerous academic institutions. The counter-argument for the core argument of Kohn may rest on the establishment of any real and measurable achievement derived from homework. Ordering custom writing is a choice for smart and advanced students. Unfortunately, Kohn firmly believes that there is not real statistical information to corroborate the argument that homework does indeed reinforce the learning experience of students.
In fact, Kohn further states that “the correlation is weak and tends to disappear when more sophisticated statistical measures are applied” (2007), thus debating the point that the clamoring for the benefits of homework is an illusion. Indeed, our academic institutions should not settle for methods that do not essentially provide the students with the necessary tools for learning. If the academic institutions continue to make use of homework as a fundamental indicator of the acquired learning of students, there might soon come a time when the graduates of these institutions fill the work force, creating a work force abundant with graduates who have not essentially acquired the learning they need apart from not having the capacity to measure what they have learned.
Brian Gill and Steven Schlossman argue that “schools began to vie for more and more homework at earlier stages” after 1986 (Gill and Schlossman, p. 27). This essentially indicates that there has been an increase in the appropriation of homework among the younger batch of students across numerous schools. It can thus be said that there is a corresponding clamor for giving the load of tasks to students at earlier and earlier stages, thus giving one the impression that there is a sort of ‘vacuum’ in the learning process wherein a huge amount of learning experience should be filled in order to compensate for the growing number of students. However, even if there is a presumed ‘vacuum’ in the learning process among the hierarchy of students in terms of age, one cannot easily embrace the application of homework to younger and younger students in order to curb this ‘vacuum’.
As a response to the mounting of homework on the shoulders of the younger generation, Kohn thus asserts that parents and teachers alike should “support from administrators who are willing to challenge the conventional wisdom.” This may come in many different forms instead of the conventional use of homework. In a nutshell, Kohn proposes that both educators and parents should take a large chunk of the role in educating themselves all the more instead of pinning the responsibilities on the part of the younger generation. Further, Kohn asserts that “standardized homework fallacies” should be given more thinking, in the sense that it should be remolded according to the actual challenges that beset the entire learning institution, and that the amount of homework should be reduced and reduced all the more.
In essence, Kohn emphasizes the importance or the essence of homework in the context of student improvement; categorizing the homework as best in classrooms “if shared and not just checked” (Kohn). Grading assignments denote that a student may actually make his or her assignment for the sake of academic compliance alone, while the verity of “learning” is reprimanded. He further stresses that instead of grading the assignments of student in a model standard, students should be given the chance to explain what they have done and explore with one another—brainstorming would be a suitable term—in such way, they shall be able to enlighten one another with the diverse impact of a certain homework and then find means to develop. Thus, feel free to order custom essay as soon as possible with 100% confidentiality guaranteed. All these tantamount to the idea of experimenting and “raising the bar” to a more “likable” manner may eventually open a larger opportunity for students to change their approach to the whole idea of homework and apparently result in a warmer classroom environment.