The more I think about it, the more the culprit in
parent-teacher conflicts over homework seems to me to be the schools of
education. I wrote my book with the idea that it would be short and easily
read, specifically with the hope that it could be used as a tool by the parent
to give to the teacher and form the foundation for a productive dialogue over
the child’s homework problems. I know parents who have brought other books on
homework to their teachers in advocating for their children before mine came
into print. But why is that necessary? I’ve been a psychologist for thirty five
years and I’ve almost never been handed a book on psychotherapy or
psychological testing to help me understand my field. Occasionally, I’ve had a
client who has mentioned something that person heard in the news, or read, but
rarely had that person felt a need to educate me in the field. I had an
intensive education in the theory, research, and practice of the main things I
do in my field – therapy and testing – in graduate school. I try to keep up with
developments in my field, but I certainly don’t read every book. But that
intense foundation from my graduate education has formed the foundation for the
work I do now, and for my overall capacity to understand and conceptualize
issues in my field. Where’s the course on “Homework.” I know teachers are
educated in their field. They learn how to teach. They learn how to manage the
class. I like kids but I’d be nervous about going in front of a group of
children, day after day. I have never been trained to be a teacher. The said
fact is that teachers are trained to teach, but they are not trained to give
out homework. They don’t learn about homework until they enter student teaching
at which point they model the behavior of an experienced teacher. But neither
has been given the foundation they need to use homework as a tool, and that is
what compel s parents to have to bring to them information about the problems with
homework. For an activity that can garner a zero (a super F with 2 ½ times more
negative weight than a 60, an ordinary failing grade) that factors in up to 25
percent of the students final grade, I would expect them to have more education
on the topic and the technique.
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