homework benefits teachers

Most teachers assign homework to reinforce what was presented in class or to prepare students for new material. Less commonly, homework is assigned to extend student learning to different contexts or to integrate learning by applying multiple skills around a project.

Parents don’t actually have to help with homework completion in order for kids to do well. They can help in other ways—by helping children organize a study space, providing snacks, being there as a support, helping children work in groups with siblings or friends.

Cooper (2007) suggests that teachers should consider the broad benefits of homework. Three of the benefits he highlights are long-term academic bene-fits, such as better study habits and skills; nonacademic benefits, such as greater self-direction, greater self-discipline, better time management, and more inde -

Overall, we know that if future teachers and practicing educators were prepared to design homework assignments to meet specific purposes—including but not limited to interactive activities—more students would benefit from the important experience of doing their homework.

Homework tends to be a polarizing topic. While many teachers advocate for its complete elimination, others argue that it provides students with the extra practice they need to solidify their learning and teach them work habits—like managing time and meeting deadlines—that have lifelong benefits.

For as long as kids have been whining about doing their homework, parents and education reformers have complained that homework's benefits are dubious. Meanwhile many teachers argue that take-home lessons are key to helping students learn.

In part two of our series on whether homework is effective, we look to experts who've analyzed dozens of homework studies -- and identified numerous benefits.

While discussing the benefits of designing homework with the purpose of practicing the content learned, teachers at both school levels agreed on the fact that homework may be a useful tool for students to diagnose their own learning achievements while working independently.

Teachers need to design homework that even struggling students want to do because it is interesting. Just about all students at any age level react positively to good assignments and will tell...

Studies that reported simple homework–achievement correlations revealed evidence that a stronger correlation existed (a) in Grades 7–12 than in K–6 and (b) when students rather than parents reported time on homework.