In the
Washington Post, there is an article by Jay Matthews, “Students won’t learn? GoVisit their parents." The article starts with the difficulties teachers have in
high poverty school districts getting their students to complete homework, and
reports on a program in which teachers are trained to visit the homes. The teachers
are paid for the visits and the schools are reporting increased scores in reading
and math. Sounds good?
I know nothing
about this program except what I just read, so my comments are based on limited
information. But I have some thoughts about this program’s success and invite
the author to comment if he likes.
It seems that
the central aspects of this program may have little to do with home visits per
se, but more to do with training and empowering teachers. On the training
front, the teachers have been taught to interact with parents in a different
way, one that involves listening under conditions of respect. On the empowering
front, the teachers are given tools to counteract frustrations they feel about
their work, as they face pain and despair without clear solutions.
Even if this
approach has merit, there are problems with it. First, it involves one-time or
possibly sporadic contact with parents, whereas teachers see students every day,
which I think is where their power really lies. Second, it may be hard to reach
every parent. Even if some show improvement, we don’t really know how many
visits were completed and how many children were affected by this approach.
Third, there is the intrinsic question of authority over the home vs. authority
over the school. In the end, it is the parents’ role, not the school’s, to make
decisions about how to run the home. I think it is great that teachers are
being taught to listen. I’d like to hear what they do if the parent says, for
whatever reason, that homework is disruptive and cannot get done.
Taking the
notions of training and empowerment, I have my own ideas about what would
really work, and that involves: Teacher training on homework rather than
on parental visits, and empowerment through homework reduction.
The sad fact is
that homework, despite its widespread use, is poorly taught (virtually not
taught at all) to educators as a teaching technique. I am not aware of any
school of education that has a course for teachers called “Homework.” A review
of teacher development, continuing education courses will show a virtual
absence of courses on homework. I’m a psychologist, not an educator. If you
came to my office, most likely, I would offer you a psychotherapy session or
administer a psychological test. You can rest assured that over 35 years ago
when I was in school, I had lots of courses on counseling, psychotherapy, and
psychological testing. I have access to numerous continuing education courses
as a practicing professional on those topic. You assume your accountant studied
accounting, and your lawyer studied the law, when they were in school. You
would be shocked to learn that teachers don’t study homework. At the least, it
is critical for teachers to receive education on the theory, research and
practice of giving homework.
The other issue
is empowerment. Teachers in high poverty school districts understandably feel
frustrated. The fact that they are trained in an action (visiting the parents) and
are experiencing some success is important. But why place their bets on visits
to parents, when engagement with children may be their true trump card? If you
read stories of turnaround, high poverty school districts (I have), the central
elements are always the same: a visionary principal, an energized teaching staff,
and a sense of excitement created for the children in school, during school
hours. I have never seen mentioned in any story of a school district like this,
homework.
All the training
and energy that has been placed in the home visit program could be redirected in
positive ways, if teachers gave up the sacred cow of homework. They have over 6
hours a day with the children, and do themselves a great disservice spending any
of it fretting over the half hour assignment they wish got done at home.
There’s a mantra
that is used in addictions treatment that has great applicability to all
aspects of life. There is serenity in accepting what is out of your control, power
in acting on what you can truly do, and wisdom in understanding where the
differences lie. Our teachers are extremely misguided banking their success on
behaviors outside of their control (what happens in the home), when they have
in their hands important and direct relationships with children, in which they
can share their true love of learning.
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.