Out of the many challenges posed on life at school and home, homework has contributed a significantly huge amount. Its effects come with a lot of stress and pressure.
According to research by the Stanford Graduate School of Education, more than 56 percent of 4,300 students assigned their primary source of stress to homework. The other fraction of these students accounted for their experiences of increased anxiety, exhaustion, loss of sleep, and weight loss to assignments from school.
After considering several reviews and arguments, ACS Egham eventually decided to do away with the traditional homework for students in the four to seven years age category.
Over time, educational debates have taken place across many countries of the world to evaluate the potential benefits of homework for students. Many of these countries have also considered different approaches to planning homework to achieve an ideal state of wellbeing for both children, parents, or guardians.
To achieve this goal, our team of teachers and researchers put up a project to address this topic. The findings of this project showed that personalizing the homework context for each student helps to improve its effectiveness. Based on this conclusion, we have decided to effect some corresponding changes.
Traditional Homework
Traditional homework, also referred to as busy homework, only contributes a little to the enhancement of a student’s learning since it is assigned to a class of students. This type of homework is based on the assumption that all students in a class are at equal maturity level and can concentrate and express capabilities for learning at the same rate.
However, we know that individuals in a particular group or class do not function with equal abilities. More often than not, it’s been discovered that students generally find homework tedious because they consider some english assignments insurmountable.
The number of hours children spend on homework each day already consumes a lot of time. They would rather spend with family, or better still, spend refreshing their minds doing extra-curricular activities.
Children in the lower age categories should be helped to convert their times each day after school into recreational plays or games. These activities can help develop their creative abilities.
After a careful reflection on these homework issues, we have reconstructed the traditional busywork by adopting an individual approach that builds on the existing classwork that students learn at school. This new approach affords input from both parents and students so that homework can have more meaning and value for its time.
Conclusion
In this new homework approach, Egham teachers and parents both have access to educational topics for upcoming academic terms. The home is the best place to learn these topics and subjects thoroughly.
Some of these topics can be explored over dinner discussions or even during driveway journeys. Also, extra-curricular activities can be included in such new approaches, and these activities could involve museum visits and other art exhibition centers.