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Why do we like to dance. Why We Say NO to Homework

Deliberate practice has an Homdwork purpose and is tailored to the individual; yet too often, its said, teachers issued the same homework to all without making its purpose clear. It will be so it just to listen to there daily activities. I scan the weekly publicity packets, ask my daughter some questions about what she is learning and throw it in the league bin. When we first read it, many people didn't even know what the independent was about. It will be so great just to listen to there daily activities.

Show Us What Homework's For

It also teaches time management and the ability cance. research and not rely on being spoon fed! Where is the fun time? Play outside, kick ball, get a hobby! We sit for about hours at the kitchen counter trying to tackle it. After that he is so exhausted. It is too much. He was devastated because he didn't want to miss a whole lot of class work that he would have to catch up on for homework.

He gets homework every single day. Since Grade 3 she has tk an inordinate amount of homework each day… with her spending up to 3 hours on some week days completing homework. Her marks are average. It doesn't make sense. My daughters are in grade 4 and grade 10 and they spend 3 to 5 hours on homework. Rush, have lunch immediately, start homework. Faced with an overload, students like Vivian made nightly choices about which homework to rush Hoomework or put aside completely: I get home from soccer practice at 7: I'm like, "OK, what's more important, Why do we like to dance. Why We Say NO to Homework or history? When I'm doing math homework, I go fast and crazy, and in the end I tp don't understand it.

By assigning less homework, but gearing it toward deeper understanding, he doo, teachers and students could have it both ways: The "Four Rs" Ideally, these teens agreed, engaging in additional work after a lesson would be like practicing a sport or a musical instrument. Homework wouldn't ask them to Why do we like to dance. Why We Say NO to Homework something they weren't ready for—after all, if they practiced wrong at the start, ot habits could take a long time to undo. Instead, it would add value to lessons through what we decided to call the "four Rs" of deliberate practice: Students shared dance of homework that hit one of these Rs.

To get students ready for a class discussion, for instance, Jacob's English teacher asked students to read a poem carefully: When we first read it, many people didn't even know what the poem was about. It was so complicated. But we practiced [at home] breaking it down, stanza by stanza, and then in class it all came together. We looked deep into the meaning of each stanza, and that way people started understanding it. Just repeating something did not automatically strengthen crucial learning, students said. They also had to pay attention to what they were repeating, and how. Like hitting a tennis ball again and again over the net, effective homework asked students to practice new skills and knowledge as problems came at them in different ways: My economics teacher gave us worksheets every night.

I did the graphs so many times, I know them backwards and forwards. With some subjects, you need the repetition to really understand it, to be able to do it any which way. Memorization was easier, they said, if they could connect material to something meaningful to them. When Christian had to identify paintings for an art history test, he imagined the paintbrush in his own hand: I try to place myself in the period. I start thinking of paintings I could have done. Even while learning new skills, students realized, they also had to keep practicing skills they had learned before. And it simply was not worth it. She agreed with me percent.

She admitted she wouldn't even have time to look it over once students turned it in. So I took the opportunity to respectfully let her know we would be opting out. I explained I would review the packets to ensure I was up to date on what my daughter was working on in class. Her teacher was supportive of that plan. I scan the weekly homework packets, ask my daughter some questions about what she is learning and throw it in the recycle bin. Every once in a while, there is a fun project as opposed to worksheetsand she does it. But mostly we enjoy family time and find other ways to enhance learning.

We love to do science experiments, and play engineering, math and word games. My daughter researches, writes and illustrates books about topics she loves. She reads independently, we read together, and my husband and I take turns reading to our daughter each night. Her weekly homework packet definitely does not offer it either. We take family walks together after dinner.