On the “no homework” policy
THE proposed “no homework policy” which prohibits teachers from assigning academic work to be completed by students outside of regular school hours has been met with varied reactions from people in the academe and those outside it. Those particularly not enthusiastic about it argue homework is pointless because students do their learning in school. Working students who need to joggle their time between school and work struggle and resist homework because they find it physically and mentally taxing.
Alternatively, the “no homework” policy merited backlash from those who realize the benefits derived from homework. Among the reasons they support the work that comes home from school are that homework 1) fosters strong study habits and 2) secures a hometo-school connection and 3 )promotes a sense of responsibility and diligence among our learners, teaching them the values of hard work and industry.
My perspective on the matter is that the measure is good if it aims to limit the homework to a reasonable quantity on school days and by eliminating the same during weekends. The absolute “no homework” policy is not good; either is excessive homework. Excessive homework does not equate to quality learning. Pressure does have negative effects on how others think hence, tons of homework can sometimes be counterproductive.
As a parent and teacher, I understand why some kids disdain homework. Who would not cry over homework after having already spent a full strenuous day in the classroom followed by an extremely long commute home? Who would enjoy homework if it’s obviously just busy work? Admit it or not, a lot of homework are far from important practice. These are burdensome for children and parents because they can cause the decline of family time and even undermines learning interest.
Homework to be relevant should serve to reinforce the knowledge and skills that were covered during the day. It is time teachers also examine what kind of homework they give kids. Rather than a “no homework” policy, I go with the suggestion that DepEd should review and modify existing policies regarding homework to ensure that they meet productive goals. Homework should have clear educational objectives, and certainly should not pose undue physical and financial burdens on students and their families. Those standards can be achieved, however, without resorting to banning homework entirely, and still ensure that our youth are adequately prepared to take on the challenges of a competitive world.