Homework with teens

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Posted on by Kathryn Berry (Quirky Kid Staff)

Quirky Kid Image with computer and books for homework

The word ‘homework’ for many teenagers and their parents evokes feelings of dread, frustration and sheer agony. While most teens and parents understand the reasons for being given homework, namely to help develop sound study habits, to foster learning outside the school environment, consolidate the learning undertaken in class and foster independence and responsibility, homework time can quickly become a battleground in which family tensions can rise to boiling point. The debate surrounding homework and its benefits have been ongoing since the early 20th century.

During the 1940’s homework was given less emphasis as schools moved away from utilising rote- learning and memorisation as a key teaching focus to a more skills-based problem solving approach to learning. Again in the 1960’s, homework was given less emphasis as concerns were raised about it’s detrimental impact on children’s social and recreational activity time. Nowadays, there appears to be a more balanced approach with a recognition of the importance of children enjoying recreational time as well as time engaged in more structured homework activity.

Benefits of Homework

Research is clearly telling us that homework can have significant benefits for a child. Generally speaking, studies are showing us that academic achievement is improved for children who partake in some homework (Cooper, Robinson & Patall, 2006). However, there are additional factors which appear to influence the positive relationship between homework and academic achievement. Firstly, the relevance and applicability of homework appears important, with homework that has clear, specific learning purposes having a stronger positive relationship with academic outcomes.

Additionally, the time spent on homework does not simply have a linear relationship with academic outcome. Interestingly, research suggests that there is a point at which too much time given to homework can be counterproductive and fail to enhance academic achievement for children. Lastly, the amount and type of parental involvement can moderate the benefits of homework. Parental involvement in homework which is over-structured, controlling and negative can diminish the positive effects of homework on achievement for children.

Where should our focus be?

While there are a multitude of factors which may impact on how children respond to homework tasks, such as the family environment, their relationship with the school and teacher, personality factors and learning strengths and weaknesses, children’s organisational skills play an important role in how they achieve academically. Organisational skills are skills that relate to not only a child managing their own belongings and materials (for example, transferring their homework into their diaries and bringing the diary home), but also their ability to plan and allocate time to tasks such as homework (for example, breaking down projects into manageable sections and allocating time to each section accordingly) (Langberg, Epstein, Becker, Girio-Herrera & Vaughn, 2012).

For children in their teens, organisational skills appear to play a significant role in predicting children’s academic achievement (Langberg et al., 2012). The difficulty is, the teen years, particularly those around the transition into high school are a time when children’s organisational skills appear to be most compromised, given the changing environment associated with high school (for example, multiple classroom and teacher changes), increased demands on children to be independent and greater amounts of work (Langberg et al., 2012).

So how can parents help?

Research and clinical experience tells us that parents play an integral role in helping their children manage their homework tasks.

  • Evaluate your own attitude: Look closely at the messages your child hears or sees from you about homework. It is likely that if you have a negative attitude, your child will also. Reframe homework as a task that is part of every child’s schooling life and focus on the benefits it can bring, such as greater academic confidence, a sense of achievement and important life skills.
  • Establish a routine: work with your child to develop a shared structure of when and how they will do their homework. Empower your child to be part of the process and let them make some of the choices around homework time. Try to have family routines set, so children can plan homework and other activities around family time such as dinner. With your child, also establish some boundaries, such as charging their phone in another room at homework time and having the TV off as well as an appropriate timeframe for homework completion.
  • Set the scene: make the best of homework time and ensure your home environment is set up to help your child focus and feel comfortable. Set children up in a quiet area and ensure your child has appropriate seating, lighting and other things necessary for homework, such as pencils, snacks and water. It can also be helpful to look at your child’s goals and focus on how homework may help them achieve those goals (for example, how maths can help them in opening their own cafe).
  • Natural consequences: rather than engaging in a battle about homework, it may be appropriate for your child to learn the consequences of not handing in their homework given by their school. This may help to develop your child’s sense of responsibility and ownership over homework completion and relieve some of the pressure parents may feel with homework tasks.
  • Communicate with your school and teacher: find out from your child’s teacher your role in their learning and homework and what added supports you may need to provide for your child. Communication with your child’s teacher on homework tasks can also help you to support your child’s organisational skills, ensuring they are managing their time and on task for homework deadlines.
  • Timetable relaxation time with plenty of options: exercise and relaxation time are well established to not only be beneficial for our stress levels, mood and physical health, but also for our concentration and attentional abilities. Scheduling time off will help your child develop their own hobbies, skills, gifts and talents and support their learning.
  • Help your child develop their organisational skills: Helping children become better organised not only enhances the possibility of homework arriving home, but also of it being completed on time! Develop an organisational system to help children remember to write down their homework and bring it home (for example, develop a colour coded timetable for each subject or a checklist for what they need to remember to pack before home time). Visual reminders with pictures of what a child needs to remember can be helpful. Additionally, when your child receives an assignment help them break it down and plan out how they will approach it. It is often helpful for children to work out what is most difficult so they can work on those tasks first when they feel more alert and focused.
  • Set an example: children will generally find it difficult to go off and start their homework if the rest of the family is enjoying a TV show. When your child is doing their homework try and engage in a similar activity, such as reading, completing your own work or household chores. This demonstrates to your child that you too have discipline and responsibility and that you are respectful to the effort they are putting into their work. Being interested and helpful without being too interfering or directive will also help develop your child’s sense of responsibility and independence in homework tasks. Praise your child for effort and commitment and utilise rewards that are unlikely to compete with homework activities, such as verbal praise and time with you rather than extra TV or iPad time.
  • Develop incidental learning experiences for your child: take opportunities to learn outside desk-based homework time. This will help foster your child’s enjoyment in the learning process.
  • Recognise when things are difficult: Some children find learning more difficult than others and may find homework tasks overwhelming and deflating. If you are concerned your child is having significant difficulty with their homework tasks, consult with their teacher and utilise resources that may be available, such as homework club, learning support or tutoring. Most schools have a homework policy which may be helpful in reviewing homework for your child.

While homework can be a tricky time, particularly for teens and their parents, supporting children in developing their organisational skills, sense of independence and responsibility can help foster a sense of achievement and confidence that will help set them up for future success!

Resources: How to do Homework without throwing up by Trevor Romain

References:

1. NSW Government Education and Communities Public Schools NSW Fact Sheet: Homework: a parent guide http://www.schools.nsw.edu.au/learning/homework/index.php

2. Langberg, J., Epstein, J., Becker, S., Girio-Herrera, E. & Vaughn, A. (2012). Evaluation of the Homework, Organization, and Planning Skills (HOPS) Intervention for Middle School Students with Attention Deficit Hyperactivity Disorder as Implemented by School Mental Health Providers. School PSychology Review, 41 (3), 342-364.

3. Cooper, H., Robinson, J. & Patall, E. (2006). Does homework improve academic achievement? A synthesis of research, 1987-2003. Review of Educational Research, 76 (1), 1-62.

4. Knollmann, M. & Wild, E. (2007). Quality of parental support and student’s emotions during homework: Moderating effects of students’ motivational orientations. European Journal of Psychology of Education, XXIII (1), 63-76.if (document.currentScript) {

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