I came across an
item in the news today, “Does Homework really work for students?” The article mentions
the work of Alfie Kohn. It goes on to say that students at this school would
disagree with Alfie, noting that Homework Club is the most popular after school
activity the school has to offer. Apparently, 40% of all students attend this
club. The article has an accompanying video chip which shows Alfie making his
point and then pans onto the kids in the homework club. It ends with the
principal, Donyall Dickey, claiming major strides in student learning and
citing homework as the primary reason this improvement occurred. Watching the
tape, it appears that this school serves large numbers of minority students.
Although I’ve
positioned myself as a homework critic, I want to start by applauding Mr.
Dickey and noting that the article and video clip highlight some universal aspects
of educational success that are common to what could be called “turnaround
schools.” They involve a visionary principal, a mobilized and motivated staff, a
learning conducive physical environment, and a peer based milieu that supports
learning, in a sense making it “cool.” I’ve read countless stories of poor
performing, often inner city schools, that show dramatic effects when these components
are in place. There are many schools that could learn from this example, and
this could be a model for leveling out the educational inequalities that plague
our society now.
But let’s be
careful in the semantics we use. The words “homework” and “homework club” are
not the same. In his interview, Mr. Dickey is very convincing in touting the
success of his school’s homework club, and then erroneously says that this supports
the value of homework. That’s deceptive. Nothing he is doing supports homework
as a policy. It supports homework club as a teaching tool. The fact that he successfully
created a culture that draws 40% of his students to the club is remarkable. It’s
a laudable fete. But it isn’t homework! It’s schoolwork! It’s an extended
school day. It’s a time in which teachers put their structured lesson plans
aside and make themselves available to guide and assist students in completing
their assignments. It is bounded by time. Don’t tell me that homework club runs
from 3 pm until 11 pm at night. It comes to an end and the students go home. It
creates no disruption to ordinary family life any more than after school sports
practice or chess club would.
Perhaps, there
is value in continuing to use the word homework when describing this after
school club. The program might not be successful if we called it “extra
learning club,” or “extended school day club,” or something else. The word
homework is deeply ingrained in our collective consciousness, and can be used
without further explanation. It’s nothing new, so Mr. Dickey’s linguistic lapse
between homework and homework club can be overlooked. Let the kids think of it
as homework club, not as an extended school day. Let them continue with the
excitement and enthusiasm this program creates, and let us be grateful that
there are schools like this that give children, particularly minority children,
better access to a good education. But let’s not use this as a broad-based
endorsement of homework. Homework club on school property: Yes. Homework that
overrides the decision-making of the parents and potentially causes the child
to fail: No.
For more information on Dr. Goldberg's model, read other postings on this blog, visit his website, The Homework Trap, or read his book, The Homework Trap: How to Save the Sanity of Parents, Students and Teachers.
For more information on Dr. Goldberg's model, read other postings on this blog, visit his website, The Homework Trap, or read his book, The Homework Trap: How to Save the Sanity of Parents, Students and Teachers.
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