I would like to draw attention to an article, Teacher on cursive:Worth its weight in gold, on teaching cursive handwriting in schools. I found
the article through ASCD’s SmartBrief daily email, a good source for up-to-date
information on what’s going on in education. I strongly agree with the need to
teach cursive handwriting but go one step further and that is to argue that kids
who have difficulty with handwriting must have homework relief, at least until they
master the skill. Homework relief is not mentioned in this article, but handwriting
is central to understanding The Homework Trap.
In my book, The Homework Trap: How to Save the Sanity ofParents, Students and Teachers, I talk about under-the-radar learning disorders
as the reason why some children do well in school but cannot get their homework
done. I focus on two specific areas where children have trouble: working memory
and processing speed. Under the notion of processing speed comes handwriting,
and it is difficulties with handwriting that are largely responsible for some children
being unable to get their work done, at least in any reasonable amount of time.
It’s for that reason that I advocate for time containers. Otherwise, the demand
that children go on working and writing beyond what they can do is not just
misguided, but abusive in ways.
I’m certainly in favor of teaching children cursive writing,
and remediating the problem when handwriting gets in the way. Perhaps, the
homework deficient child will become homework proficient when he learns to write
more quickly. Perhaps that child will never learn to write well, but will
develop keyboarding skills and go on to be proficient using the technologies
of today. But whatever the outcome, we need to understand that there are only
so many hours in a day. I leave it to educators to decide on how to balance the
time needed to teach math, reading, science, history, and handwriting, just as
long as they know there is a limit to the time with which they have to work,
school and homework time combined.
Without these time boundaries, the outcome is inevitable. If we continue to push beyond reasonable limits, children will display “bad behaviors,” and we will misinterpret those behaviors as the reason for the homework problems, not the result of homework pressures. We will continue to distract teachers, school administrators, and child study teams from their primary mission to educate our children, by having them deal with the behavioral problems they create through the homework system. This will serve to frustrate educators more, and even cost us good teachers who choose to leave the field. And the solution is simple. Give these kids homework relief.
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