The Coyote Howl: July 2012

Sunday, July 22, 2012

Homework

There are many thoughts about homework. How much, what type, should it be graded? And the debates go on and on. Even the researchers can't give definitive answers when it comes to elementary age children. Below are two links to articles that review research about homework in elementary school. I encourage you to read these articles to arm yourself with knowledge on the subject before you assign homework or attempt to talk with parents about it.

http://www.ascd.org/publications/educational-leadership/mar07/vol64/num06/The-Case-For-and-Against-Homework.aspx

http://www.greatschools.org/students/homework-help/1938-what-research-says-about-homework.gs?page=all

As we get ready for the school year, I want you to be very thoughtful about how your grade level constructs its homework policy. I believe that homework has its place within a few simple guidelines. I believe homework is an opportunity to deepen understanding of academics, develop a love of learning, build study skills, and create excellent relationships with parents. Before we meet as grade levels, I want you to reflect on your own beliefs about homework. Here are a few of mine.

Homework should be consistent in all classes within a grade level
Homework should be clearly communicated to parents
Homework should take a reasonable amount of time (both articles explore this)
Homework should be well-planned and not just whatever is not completed in class
If assigned, homework should not be optional - if it's assigned it must be done
I don't believe that homework necessarily needs to be graded, but I believe it must be addressed in some meaningful way if scholars are going to take it seriously

Look at homework as an opportunity to hook kids and parents to get them on board with what you're doing in class. Get them excited about school through homework. When we meet as grade levels, be prepared to talk about what you think about homework. Let's make Walker Creek a place where scholars and parents love their homework.

My Education Belief Statements

I believe that people perform at their best when their life has balance. I believe that people are motivated by purposeful work and compelling vision. I believe that the quality of the teacher is the most important variable in a child’s academic success. I believe that excellent classroom management is essential to academic success. I believe that we are obligated as educators to create meaningful and purposeful experiences for students. I believe that strong work ethic, initiative, and self-discipline can be learned. I believe that continued success in any endeavor depends on the ability to learn new things. I believe that we have more to learn from each other than any other formal means of professional development. I believe that students are constantly watching us; that they learn more from what we do than what we say

My Philosophy of Discipline

Understand your beliefs and the culture of the school: Know what you want your scholars to do or not do. Establish clear expectations for yourself first and then for your scholars. If your expectations are ambiguous, behavior will be erratic. Be clear and follow through with your beliefs and expectations. Be consistent!

Disciplining a scholar is always an opportunity to teach and build the teacher/scholar relationship: Never assume a scholar knows what appropriate behavior is or isn’t; teach it. The mark of a truly great teacher is the ability to connect and work with scholars who often exhibit obnoxious or disruptive behavior. Loving challenging kids is a skill that can be learned when you invest in the relationship.

Teacher/parent relationships have tremendous influence on your ability to teach responsibility and self control: Make positive contact with your parents early in the year. Your chance of success will increase dramatically if you have already established a relationship of trust and respect.

Never discipline out of anger or reaction: If a scholar sees you blow up, you’ve lost – game over.

Discipline Referrals: Think carefully before writing a referral. The more you handle in the classroom, the more authority you maintain, and the stronger your relationship with your scholars will be. However, some incidents need official documentation, and campus administration needs to be aware of these incidents. If in doubt – ask an administrator or colleague. Getting an objective opinion about a situation is always a good idea if you are not sure which way to go.

The best discipline is prevention: Establish and consistently practice routines and procedures. When you value and model routines and procedures, your scholars will follow your lead. Supervision – If we want our scholars to develop character, responsibility, and integrity, we sometimes have to give them freedom to make decisions. Balance freedom with supervision. Scholars who are unattended too long will find ways to entertain themselves. The areas where supervision is most important.

Playground: many discipline issues stem from playground disputes. Be aware of what your scholars are doing and who they are with.

Hallways: scholars should have excellent hallway routines that are respectful of the school and the learning of other scholars.

Bathrooms: Why scholars pick the bathroom as a quality place to play, I do not know; but they do. Some scholars need many reminders about appropriate bathroom behavior.

Schedule: Dropping off and picking up scholars on time eliminates many potential problems. Respect the clock.

More Eyes = Fewer Problems

The Coyote Howl

Sunday, July 22, 2012

Homework

Walker Creek Elementary

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