Homework is no substitute for effective classroom teachers

Quantity doesn’t mean quality, especially when it comes to homework, and children are better off with effective teachers in the classroom, Greg Whitby argues.

In an ideal world, homework would be a labour of love that allows students to focus on key aspects of their learning, extend their curiosity, develop critical thinking and solidify concepts learnt in the classroom.

The reality is that for many children and their parents, homework has become some sort of hard labour.

One parent told me last week that they spent several hours on a Sunday night attempting to simplify and decode a poorly written assessment task designed for their child in Year 7.

Another said that homework often ended in tears because their child would rather spend the time playing outdoors.

Sadly this is all too familiar.

For many parents, complex homework tasks often end in tears. Picture: Supplied

Some parents, especially those balancing work and family, are questioning if homework is worth the time.

Parents tend to equate homework with good learning — the more homework, the better the outcomes.

However, quantity doesn’t necessarily equate to quality, especially in education. We shouldn’t think that more homework or technology or even funding will automatically result in better learning outcomes.

The decision by some primary schools to drop homework is a hot topic.

Our reliance on homework along with the exponential growth of coaching schools makes me wonder what is happening, or not happening, in classrooms.

Research has shown that homework does not contribute to learning when there is no direct engagement by teachers. Picture: Supplied

We seem to be continually adding to and topping up students’ workloads yet we are still dissatisfied with the outcomes and still falling behind the rest of the world in key subjects.

Schools should be applauded for making decisions based on current educational research and not on repeating past practices.

Research has shown that homework does not contribute to learning when there is no direct engagement by teachers.

Sending students home with complex tasks or problems to solve is more likely to undermine their confidence as learners and reinforce incorrect approaches.

No amount of homework, parental intervention or private coaching can replace the work of effective teachers. Picture: Supplied

We would not need coaching schools or hours devoted to homework if what was happening in classrooms was effective for all learners.

Change always brings uncertainty, which is why it is vital for schools to explain to parents decisions like dropping homework.

No amount of homework, parental intervention or private coaching can replace the work of effective teachers.

Good learning and teaching is about maximising learning, not alienating learners.

Greg Whitby is the executive director of schools for the Catholic Diocese of Parramatta. Follow him on Twitter @gregwhitby