homework check in

Smart Classroom Management

A Simple, Effective Homework Plan For Teachers: Part 1

So for the next two weeks I’m going to outline a homework plan–four strategies this week, four the next–aimed at making homework a simple yet effective process.

Let’s get started.

Homework Strategies 1-4

The key to homework success is to eliminate all the obstacles—and excuses—that get in the way of students getting it done.

Add leverage and some delicately placed peer pressure to the mix, and not getting homework back from every student will be a rare occurrence.

Here is how to do it.

1. Assign what students already know.

Most teachers struggle with homework because they misunderstand the narrow purpose of homework, which is to practice what has already been learned. Meaning, you should only assign homework your students fully understand and are able to do by themselves.

Therefore, the skills needed to complete the evening’s homework must be thoroughly taught during the school day. If your students can’t prove to you that they’re able to do the work without assistance, then you shouldn’t assign it.

It isn’t fair to your students—or their parents—to have to sit at the dinner table trying to figure out what you should have taught them during the day.

2. Don’t involve parents.

Homework is an agreement between you and your students. Parents shouldn’t be involved. If parents want to sit with their child while he or she does the homework, great. But it shouldn’t be an expectation or a requirement of them. Otherwise, you hand students a ready-made excuse for not doing it.

You should tell parents at back-to-school night, “I got it covered. If ever your child doesn’t understand the homework, it’s on me. Just send me a note and I’ll take care of it.”

Holding yourself accountable is not only a reminder that your lessons need to be spot on, but parents will love you for it and be more likely to make sure homework gets done every night. And for negligent parents? It’s best for their children in particular to make homework a teacher/student-only agreement.

3. Review and then ask one important question.

Set aside a few minutes before the end of the school day to review the assigned homework. Have your students pull out the work, allow them to ask final clarifying questions, and have them check to make sure they have the materials they need.

And then ask one important question: “Is there anyone, for any reason, who will not be able to turn in their homework in the morning? I want to know now rather than find out about it in the morning.”

There are two reasons for this question.

First, the more leverage you have with students, and the more they admire and respect you , the more they’ll hate disappointing you. This alone can be a powerful incentive for students to complete homework.

Second, it’s important to eliminate every excuse so that the only answer students can give for not doing it is that they just didn’t care. This sets up the confrontation strategy you’ll be using the next morning.

4. Confront students on the spot.

One of your key routines should be entering the classroom in the morning.

As part of this routine, ask your students to place their homework in the top left-hand (or right-hand) corner of their desk before beginning a daily independent assignment—reading, bellwork , whatever it may be.

During the next five to ten minutes, walk around the room and check homework–don’t collect it. Have a copy of the answers (if applicable) with you and glance at every assignment.

You don’t have to check every answer or read every portion of the assignment. Just enough to know that it was completed as expected. If it’s math, I like to pick out three or four problems that represent the main thrust of the lesson from the day before.

It should take just seconds to check most students.

Remember, homework is the practice of something they already know how to do. Therefore, you shouldn’t find more than a small percentage of wrong answers–if any. If you see more than this, then you know your lesson was less than effective, and you’ll have to reteach

If you find an assignment that is incomplete or not completed at all, confront that student on the spot .

Call them on it.

The day before, you presented a first-class lesson and gave your students every opportunity to buzz through their homework confidently that evening. You did your part, but they didn’t do theirs. It’s an affront to the excellence you strive for as a class, and you deserve an explanation.

It doesn’t matter what he or she says in response to your pointed questions, and there is no reason to humiliate or give the student the third degree. What is important is that you make your students accountable to you, to themselves, and to their classmates.

A gentle explanation of why they don’t have their homework is a strong motivator for even the most jaded students to get their homework completed.

The personal leverage you carry–that critical trusting rapport you have with your students–combined with the always lurking peer pressure is a powerful force. Not using it is like teaching with your hands tied behind your back.

Homework Strategies 5-8

Next week we’ll cover the final four homework strategies . They’re critical to getting homework back every day in a way that is painless for you and meaningful for your students.

I hope you’ll tune in.

If you haven’t done so already, please join us. It’s free! Click here and begin receiving classroom management articles like this one in your email box every week.

21 thoughts on “A Simple, Effective Homework Plan For Teachers: Part 1”

Good stuff, Michael. A lot of teachers I train and coach are surprised (and skeptical) at first when I make the same point you make about NOT involving parents. But it’s right on based on my experience as a teacher, instructional coach, and administrator the past 17 years. More important, it’s validated by Martin Haberman’s 40 years of research on what separates “star” teachers from “quitter/failure” teachers ( http://www.habermanfoundation.org/Book.aspx?sm=c1 )

I love the articles about “homework”. in the past I feel that it is difficuty for collecting homework. I will try your plan next year.

I think you’ll be happy with it, Sendy!

How do you confront students who do not have their homework completed?

You state in your book to let consequences do their job and to never confront students, only tell them the rule broken and consequence.

I want to make sure I do not go against that rule, but also hold students accountable for not completing their work. What should I say to them?

They are two different things. Homework is not part of your classroom management plan.

Hi Michael,

I’m a first-year middle school teacher at a private school with very small class sizes (eight to fourteen students per class). While I love this homework policy, I feel discouraged about confronting middle schoolers publicly regarding incomplete homework. My motive would never be to humiliate my students, yet I can name a few who would go home thinking their lives were over if I did confront them in front of their peers. Do you have any ideas of how to best go about incomplete homework confrontation with middle school students?

The idea isn’t in any way to humiliate students, but to hold them accountable for doing their homework. Parts one and two represent my best recommendation.:)

I believe that Homework is a vital part of students learning.

I’m still a student–in a classroom management class. So I have no experience with this, but I’m having to plan a procedure for my class. What about teacher sitting at desk and calling student one at a time to bring folder while everyone is doing bellwork or whatever their procedure is? That way 1) it would be a long walk for the ones who didn’t do the work :), and 2) it would be more private. What are your thoughts on that? Thanks. 🙂

I’m not sure I understand your question. Would you mind emailing me with more detail? I’m happy to help.

I think what you talked about is great. How do you feel about flipping a lesson? My school is pretty big on it, though I haven’t done it yet. Basically, for homework, the teacher assigns a video or some other kind of media of brand new instruction. Students teach themselves and take a mini quiz at the end to show they understand the new topic. Then the next day in the classroom, the teacher reinforces the lesson and the class period is spent practicing with the teacher present for clarification. I haven’t tried it yet because as a first year teacher I haven’t had enough time to make or find instructional videos and quizzes, and because I’m afraid half of my students will not do their homework and the next day in class I will have to waste the time of the students who did their homework and just reteach what the video taught.

Anyway, this year, I’m trying the “Oops, I forgot my homework” form for students to fill out every time they forget their homework. It keeps them accountable and helps me keep better track of who is missing what. Once they complete it, I cut off the bottom portion of the form and staple it to their assignment. I keep the top copy for my records and for parent/teacher conferences.

Here is an instant digital download of the form. It’s editable in case you need different fields.

Thanks again for your blog. I love the balance you strike between rapport and respect.

Your site is a godsend for a newbie teacher! Thank you for your clear, step-by-step, approach!

I G+ your articles to my PLN all the time.

You’re welcome, TeachNich! And thank you for sharing the articles.

Hi Michael, I’m going into my first year and some people have told me to try and get parents involved as much as I can – even home visits and things like that. But my gut says that negligent parents cannot be influenced by me. Still, do you see any value in having parents initial their student’s planner every night so they stay up to date on homework assignments? I could also write them notes.

Personally, no. I’ll write about this in the future, but when you hold parents accountable for what are student responsibilities, you lighten their load and miss an opportunity to improve independence.

I am teaching at a school where students constantly don’t take work home. I rarely give homework in math but when I do it is usually something small and I still have to chase at least 7 kids down to get their homework. My way of holding them accountable is to record a homework completion grade as part of their overall grade. Is this wrong to do? Do you believe homework should never be graded for a grade and just be for practice?

No, I think marking a completion grade is a good idea.

I’ve been teaching since 2014 and we need to take special care when assigning homework. If the homework assignment is too hard, is perceived as busy work, or takes too long to complete, students might tune out and resist doing it. Never send home any assignment that students cannot do. Homework should be an extension of what students have learned in class. To ensure that homework is clear and appropriate, consider the following tips for assigning homework:

Assign homework in small units. Explain the assignment clearly. Establish a routine at the beginning of the year for how homework will be assigned. Remind students of due dates periodically. And Make sure students and parents have information regarding the policy on missed and late assignments, extra credit, and available adaptations. Establish a set routine at the beginning of the year.

Thanks Nancie L Beckett

Dear Michael,

I love your approach! Do you have any ideas for homework collection for lower grades? K-3 are not so ready for independent work first thing in the morning, so I do not necessarily have time to check then; but it is vitally important to me to teach the integrity of completing work on time.

Also, I used to want parents involved in homework but my thinking has really changed, and your comments confirm it!

Hi Meredith,

I’ll be sure and write about this topic in an upcoming article (or work it into an article). 🙂

Overall, this article provides valuable insights and strategies for teachers to implement in their classrooms. I look forward to reading Part 2 and learning more about how to make homework a simple and effective process. Thanks

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Teaching approaches: First lessons

1 Teaching approaches: First lessons
2 Teaching approaches: checking-homework Challenge
3 Teaching approaches: computer assisted language learning
4 Teaching approaches: content-based teaching
5 Teaching approaches: functional approaches in EFL/ ESOL
6 Teaching approaches: task-based learning
7 Teaching approaches: the communicative classroom
8 Teaching approaches: the grammar-translation method
9 Teaching approaches: the negotiated syllabus
10 Teaching approaches: total physical response
11 Teaching approaches: translation as a language learning tool
12 Teaching approaches: using L1 in class
13 Teaching approaches: What is "suggestopedia"?
14 Teaching approaches: what is audiolingualism?
15 Teaching approaches: what is the silent way?

Teaching approaches: checking-homework Challenge

By Jane Sjoberg

No comments

These are just a few ideas of how to make the whole-class correction of homework less of a chore and more of an active challenge. The suggestions given are specifically geared to be used when correcting exercises set from a workbook or worksheet as homework but some ideas may also be used when giving feedback for tasks set in class.

Give students a chance to compare their answers in pairs. Students can then correct/ change/ complete their own answers before a whole class check. This puts students at the centre of the correction process from the start and asks them to reflect upon their own and each other’s answers with a greater degree of learner autonomy.
Take names out of a hat at random to nominate the students who are to supply answers (make sure this is done in a ‘fun’ way, explaining to students that they have an opportunity to PASS if their name is called).
Use a ball or a scrunched up ball of newspaper weighted with a thick rubber band (lightweight balls that don’t bounce are best – bouncy balls have a tendency to get lost in the darkest corners of the classroom) to throw at random around the class to see who gets to give their answer to questions. Whoever gets the ball throws it to the next student. Again, give students an opportunity to pass if necessary.
Alternate between asking for answers to be volunteered and calling on specific students to answer questions. Where the teacher is unfamiliar with the various ability groups in a class, nominating students can be a nightmare, especially if weaker or less confident learners are inadvertently asked to provide their answer to more complex questions. However, nominating is a way of ensuring the participation of those who are less likely to volunteer. Alternating between volunteers and nominated students solves this problem in part, but nominees should always be given the chance to pass if they prefer.
To ensure that all students participate in the correction process, pre-prepare a grid that includes the question numbers for the various exercises that are to be corrected. Leave a space next to each question number. At the beginning of the lesson, get students to put their name down to answer the various questions. Tell students that, even if they did not do the homework they can still try to answer a question of their choice but do not force students to put their names down. When all the students who wish to participate have put their names down for at least one question, take the list in and use it to call on the students to answer the questions in turn. This ensures that the students called upon will be answering questions they themselves feel confident about (or else questions for which they would prefer individual feedback). If this process is repeated over several lessons, it also gives the teacher a chance to see whether there are students who repeatedly prefer not to be involved in the homework correction process. These students and their individual problems regarding homework can then be dealt with on a one-to-one basis.
For fill-in-the-gaps exercises or simple one- or two-word answers present feedback in power point or on an OHP. Go through answers one by one giving time for students to check their own work. At the end of each exercise, stop and give students a chance to query, provide alternatives, or request further information regarding specific answers.
Ask the class to do a quick survey in groups ranking exercises from the most to least difficult, the most to least interesting, the most to least useful etc.. Use student feedback to decide which exercise to correct together first and then give exercises ranked by the majority as the least interesting/difficult on OHP/power point as above to speed up the correction process. This ensures that students will be more alert during the correction of what they perceived to be the most problematic areas of their homework. Homework ranking tasks also provide important feedback to the teacher who may use the data provided to check on the cause of problems areas at a later date. Students may perceive certain exercises as difficult for different reasons – length, typology, unclear instructions, vocabulary density of exercise, grammatical problems, uninteresting topic etc.. A further analysis of these issues may help the teacher to decide which exercises to set or dedicate more time to in the future. Remember to check your students’ ranking of difficult exercises after correction – what students may have originally perceived as problematic may not actually correspond to their own performance. This again may be something that can be discussed and analyzed further at a later date.
For teachers in a hurry to get correcting out of the way – simply vary the order in which exercises are corrected. This ensures that students are alert and are following the correction process.
Get students to check through answers in pairs by photocopying the key (readymade or produced by the teacher) or displaying answers on an OHP. Set aside time at the end of the lesson for individual students to discuss problem areas or organize a tutorial session where students can come and discuss problems individually with the teacher while the group works on another task/project work.
Change the time of the lesson in which homework is corrected. Most students expect homework corrections to come right at the beginning of a lesson and, let’s face it, it’s not the best or most enjoyable way to start off! Try checking homework as a way of ‘calming down’ after a boisterous group-work session or leave it till the end of the lesson. Incidentally, this also works with setting homework. Try varying the point of the lesson at which homework is set to ensure that all the students are paying attention!
Take in students’ workbooks occasionally or provide photocopies of exercises that can be handed in. Though this does add to the teacher’s workload, it is worth taking a look at how students deal with more mechanical exercises that differ from extended written work which necessarily requires individual marking and feedback. Taking a look at a workbook can provide an idea of problem areas for individual students, again with a view to diagnosing problem areas in structures/ vocabulary or assessing difficulties that may be based on other factors such as lack of interest in the topic, unclear instructions etc.. It may also allow the teacher to gain insight into how much (or how little) homework an individual student is regularly putting in. Following the teacher’s appraisal of the students’ workbooks individual tutorials may be arranged to discuss issues as appropriate.
Provide mini keys of individual exercises to distribute to pairs. Students then take it in turns to ‘play the teacher’ and check each other’s answers. Where more than two exercises need checking pairs can exchange keys and repeat the process as many times as necessary. The teacher can circulate and deal with queries as pairs are checking. However, remember to provide an opportunity for the discussion of problem areas at the end of the pair-work session or at the end of the lesson.
Most workbook exercises that need to be checked are not specifically designed to practise pronunciation. Where pronunciation exercises are set make sure that adequate time is given to teacher modelling and student production of target items. In the majority of cases, i.e. where structures, vocabulary and functions are being practised, vary the correction procedure by taking time out along the way to focus on pronunciation/ intonation issues. Even the most boring feedback sessions can be livened up by a rousing choral repetition session!
Spot check on lexis by occasionally eliciting synonyms/ antonyms/ similar expressions/ analogous idioms of items taken from the exercises being corrected. This also provides an added opportunity for those who did not do the homework to participate in the correction process and allows those who did not necessarily provide a correct answer in an exercise to regain their confidence in being able to answer extra questions. This technique is also useful for involving more competent or confident students. Spot check questions should therefore be carefully gauged to include the whole ability range. Extra questions can also include pronunciation issues by eliciting word stress, number of syllables, homophones etc. The teacher is obviously free to ask spot check questions at any point during the correction process. However, it may be worth just taking a quick look at the exercises that are to be corrected beforehand so that appropriate extra questions may be devised in advance.
Using photocopies or an OHP transparency, create a multiple choice answer key for a few exercises where three possible answers to each question are provided, only one of which is correct. Students then compare their own answers with the alternatives given. They then choose the answer that they consider correct (which may or may not correspond with their own original answer). This activity gives students a chance to rethink their own answers before the teacher finally provides the key. It also gives less confident students and those who may not have completed the task an opportunity to take part in the correction process.
Play the ‘Who wants to be a millionaire?’ game when correcting. In this case, students are placed in two teams. Students from each team are called upon alternately to provide answers to each question. Each team has a set number of ‘ask a friend’, ‘fifty-fifty’ and ‘pass’ cards which they can use at their discretion. (Numbers can be decided on the basis of how many students there are in each team. For a class of 12 students with teams of 6 players each, one card of each type should be ample. The ‘cards’ do not have to be made as such. They may be simply registered on the board for each team and rubbed off as they are used). For ‘ask-a-friend’ a student may ask another member of his/her team to provide the answer. For ‘fifty-fifty’ the teacher gives two alternative answers and the student must choose which he/she considers correct. (This may need some prior preparation, depending on the teacher’s ability to come up with sneaky alternatives!) If the student passes, the answer is given by the teacher and no points are scored. One word of warning – as this game has a strong competitive element, please make sure that an equal number of questions is given to each team and that a variety of exercises is ensured. It is a good idea to split individual exercises into two halves and give teams an equal number of questions each. If an exercise has an odd number of answers, the teacher can simply provide the answer to the first question as an example.
Finally, be upbeat about homework correction. Camp up the performance if necessary with a round of applause for correct answers. Sound effects for applause can be recorded or included in power point presentations or the students themselves can be encouraged to clap when correct answers are given. With younger students, take care that clapping does not turn to booing wrong answers, however. If this is a risk, you might consider a collective round of applause at the end of each exercise corrected. Also remember that homework feedback which involves student participation may be an intense source of satisfaction when students are able to provide the right answer but it can also be a source of embarrassment for those who are unable to do so. Make sure lots of praise and encouragement is given for answers that are even partly correct and, where possible, give positive feedback for areas that are not necessarily the focus of the exercise (such as good pronunciation in the case of grammatical errors or wrong answers in comprehension exercises).

Remember: students quickly tune in to the mood of their teacher. If the teacher presents homework correction as a valid and interesting part of the learning process it will be infectious and homework corrections need never be boring again!

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What are they:

Homework check-ins are questions designed to provide a layer of support and garner a level of insight into students’ experiences with their homework.

They help create a more constant flow of light touch points between teachers and students, and allow teachers to observe issues with the set homework before the next class, streamlining subsequent lesson plans.

Understand student progress before following lesson
Understand how students are coping with homework workload
Voice issues with comprehension when they occur
Feel supported all week

Example questions:

Follow up activities:

Analyze responses to check for general comprehension gaps or individual comprehension gaps
Address issues with homework tasks at the beginning of class the next day

When students find the assigned homework generally difficult, address the issues at the beginning of the next day, with the whole class.

Access a library of template questions

Ziplet contains over 250+ template questions you can use with your students including the ones used for this check-in. To access the full library, log in , or create your free account here .

Interested in exploring Ziplet in your school?

Get started.

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How to Check in with Students

by Jason | Apr 2, 2020 | Student Feedback , Student Support , Teaching remotely general tips , Technology tools | 5 comments

A great way to learn about your students– who, where, and how they are; what they’re struggling to understand about navigating remote learning in general, your course in particular; what interests, connects, and challenges them–is to check in regularly and ask them to share their insights.

In a face-to-face setting, this can happen, for example, with a quick check-in at the beginning of class or a “minute paper” or “exit card” at the end. For you, the purpose of these check-ins is to gain insight into student learning, which can help you make important adjustments to your course or provide key clarifications. For students, check-ins provide them a moment of reflection and an opportunity to share with you and build rapport.

The same approach can be used in a remote teaching and learning context. Below are four question sets for checking in with students and one set of “sentence starter” prompts, along with sample instructions. These questions can be used weekly, biweekly or even as a midterm student survey. Students can answer anonymously, and they can be used as part of a participation grade ( note: anonymous surveys in Canvas will tell you who completes the survey but won’t tell you who shares what ). If you offer a student survey to “mark the midpoint” of your course, discuss the results and possible course changes with your students.

At the very bottom is a file you can upload to Canvas with all the question sets (alternately, you can build a survey from scratch in Canvas and copy and paste the questions you want; an editable Word file with the questions is found here ). These are just a few possible ways to check in with students. If you have any additional ideas to share, please leave them in the comments!

Sample Instructions

Hello, I’d like to check in about our class and hope you’ll take a minute or two to share some quick insights about your learning experience this past week. In writing your answers, please be as specific as possible–this helps me identify areas for possible change or more clarification. My goal is to make adjustments as we move along, based on our collective experience in this remote teaching and learning environment. Your responses are anonymous; Canvas will only know if you completed the survey or not. However, if you would like a personal reply or need to share something specific that I should know about your learning experience, please email me directly through Canvas or at my email address. Thank you for you sharing!

Learning Experience – Option 1

What is helping you engage with others and learn in this class?
What do you find challenging about engaging with others and learning in this class?
Do you have any suggestions for how we can improve engagement and learning in this class?

Learning Experience – Option 2

What is helping you to learn in this class?
What are you doing to improve your learning in the class?
What changes are needed in this class to improve learning?
What do you need to do to improve your learning in this class?
Do you have any additional thoughts about the class you want to share?

Learning Experience – Option 3

What should we keep doing in the class?
What should we quit doing in the class?
What should we start doing in the class?

Learning Experience – Option 4

What did you get from class this week that helped you learn?
What do you still need to help you learn?

Content Learning Option

The most significant thing I learned in class this week is…
The thing I found most confusing in class this week is…
The one thing we learned this week I would like to know more about is…
A question about this week’s material I have is…

Import a Weekly Check-In Survey to your course.

– First, download the question sets above using this link (download entire Zip file) and remember where you save the file. – Next, upload to Canvas by going to Settings in your Canvas course and select “Import Course Content” (either on the right or bottom of your window) – Under “Import Content,” choose as the Content Type “Canvas Course Export Package” – Choose “Browse” and retrieve the file you downloaded above (“Student Check In Surveys.zip”) – Select “All Content” – There are no due dates yet so no need select “Adjust events and due dates” – Click Import. The check in surveys will all load into your course under “Quizzes” as unpublished content (look for “Weekly Check In – Option 1,” “Weekly Check In – Option 2” and so forth) – Open the survey you want and then edit as needed for your course (you can mix and match questions or change or add questions as you want)

I am trying to download the Midway Survey with the “using this link” link, but it takes me to a Microsoft account sign-in page where I am prompted for my username and password.

As far as I am aware, I do not have an account through UO with Microsoft.

Can this Zip file be put in a more accessible location?

Hi Chris – In order to log into Microsoft to access OneDrive, you’ll need to put in your UO email address. It should then take you to a Shibboleth login page where you enter your DuckID credentials.

Seems to be accessible for everyone right now. I was able to reach the link and download the zip from an incognito chrome browser tab 🙂 Thanks

Hi Jason. Thanks for this helpful blog post. It’s exactly what I needed.

This article mentions anonymous data collection via Canvas. I am sorry to say, but Canvas misleads both faculty and students into believing that anonymous surveys are possible via Canvas. They are not. Canvas is very misleading in this regard, and possibly creates the risk of FERPA violations any time a faculty member attempts to create an “anonymous” quiz. The Canvas Quiz set-up check box labeled “anonymous” is mislabeled. It should instead be labeled “anonymous until unchecked”, and it can be unchecked any time, including after the quiz has been closed, and you can easily see which students provided which answers.

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What’s the Right Amount of Homework?

Decades of research show that homework has some benefits, especially for students in middle and high school—but there are risks to assigning too much.

Many teachers and parents believe that homework helps students build study skills and review concepts learned in class. Others see homework as disruptive and unnecessary, leading to burnout and turning kids off to school. Decades of research show that the issue is more nuanced and complex than most people think: Homework is beneficial, but only to a degree. Students in high school gain the most, while younger kids benefit much less.

The National PTA and the National Education Association support the “ 10-minute homework guideline ”—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students’ needs, not the amount of time spent on it.

The guideline doesn’t account for students who may need to spend more—or less—time on assignments. In class, teachers can make adjustments to support struggling students, but at home, an assignment that takes one student 30 minutes to complete may take another twice as much time—often for reasons beyond their control. And homework can widen the achievement gap, putting students from low-income households and students with learning disabilities at a disadvantage.

However, the 10-minute guideline is useful in setting a limit: When kids spend too much time on homework, there are real consequences to consider.

Small Benefits for Elementary Students

As young children begin school, the focus should be on cultivating a love of learning, and assigning too much homework can undermine that goal. And young students often don’t have the study skills to benefit fully from homework, so it may be a poor use of time (Cooper, 1989 ; Cooper et al., 2006 ; Marzano & Pickering, 2007 ). A more effective activity may be nightly reading, especially if parents are involved. The benefits of reading are clear: If students aren’t proficient readers by the end of third grade, they’re less likely to succeed academically and graduate from high school (Fiester, 2013 ).

For second-grade teacher Jacqueline Fiorentino, the minor benefits of homework did not outweigh the potential drawback of turning young children against school at an early age, so she experimented with dropping mandatory homework. “Something surprising happened: They started doing more work at home,” Fiorentino writes . “This inspiring group of 8-year-olds used their newfound free time to explore subjects and topics of interest to them.” She encouraged her students to read at home and offered optional homework to extend classroom lessons and help them review material.

Moderate Benefits for Middle School Students

As students mature and develop the study skills necessary to delve deeply into a topic—and to retain what they learn—they also benefit more from homework. Nightly assignments can help prepare them for scholarly work, and research shows that homework can have moderate benefits for middle school students (Cooper et al., 2006 ). Recent research also shows that online math homework, which can be designed to adapt to students’ levels of understanding, can significantly boost test scores (Roschelle et al., 2016 ).

There are risks to assigning too much, however: A 2015 study found that when middle school students were assigned more than 90 to 100 minutes of daily homework, their math and science test scores began to decline (Fernández-Alonso, Suárez-Álvarez, & Muñiz, 2015 ). Crossing that upper limit can drain student motivation and focus. The researchers recommend that “homework should present a certain level of challenge or difficulty, without being so challenging that it discourages effort.” Teachers should avoid low-effort, repetitive assignments, and assign homework “with the aim of instilling work habits and promoting autonomous, self-directed learning.”

In other words, it’s the quality of homework that matters, not the quantity. Brian Sztabnik, a veteran middle and high school English teacher, suggests that teachers take a step back and ask themselves these five questions :

How long will it take to complete?
Have all learners been considered?
Will an assignment encourage future success?
Will an assignment place material in a context the classroom cannot?
Does an assignment offer support when a teacher is not there?

More Benefits for High School Students, but Risks as Well

By the time they reach high school, students should be well on their way to becoming independent learners, so homework does provide a boost to learning at this age, as long as it isn’t overwhelming (Cooper et al., 2006 ; Marzano & Pickering, 2007 ). When students spend too much time on homework—more than two hours each night—it takes up valuable time to rest and spend time with family and friends. A 2013 study found that high school students can experience serious mental and physical health problems, from higher stress levels to sleep deprivation, when assigned too much homework (Galloway, Conner, & Pope, 2013 ).

Homework in high school should always relate to the lesson and be doable without any assistance, and feedback should be clear and explicit.

Teachers should also keep in mind that not all students have equal opportunities to finish their homework at home, so incomplete homework may not be a true reflection of their learning—it may be more a result of issues they face outside of school. They may be hindered by issues such as lack of a quiet space at home, resources such as a computer or broadband connectivity, or parental support (OECD, 2014 ). In such cases, giving low homework scores may be unfair.

Since the quantities of time discussed here are totals, teachers in middle and high school should be aware of how much homework other teachers are assigning. It may seem reasonable to assign 30 minutes of daily homework, but across six subjects, that’s three hours—far above a reasonable amount even for a high school senior. Psychologist Maurice Elias sees this as a common mistake: Individual teachers create homework policies that in aggregate can overwhelm students. He suggests that teachers work together to develop a school-wide homework policy and make it a key topic of back-to-school night and the first parent-teacher conferences of the school year.

Parents Play a Key Role

Homework can be a powerful tool to help parents become more involved in their child’s learning (Walker et al., 2004 ). It can provide insights into a child’s strengths and interests, and can also encourage conversations about a child’s life at school. If a parent has positive attitudes toward homework, their children are more likely to share those same values, promoting academic success.

But it’s also possible for parents to be overbearing, putting too much emphasis on test scores or grades, which can be disruptive for children (Madjar, Shklar, & Moshe, 2015 ). Parents should avoid being overly intrusive or controlling—students report feeling less motivated to learn when they don’t have enough space and autonomy to do their homework (Orkin, May, & Wolf, 2017 ; Patall, Cooper, & Robinson, 2008 ; Silinskas & Kikas, 2017 ). So while homework can encourage parents to be more involved with their kids, it’s important to not make it a source of conflict.

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Sat / act prep online guides and tips, the 5 best homework help websites (free and paid).

Other High School , General Education

Listen: we know homework isn’t fun, but it is a good way to reinforce the ideas and concepts you’ve learned in class. But what if you’re really struggling with your homework assignments?

If you’ve looked online for a little extra help with your take-home assignments, you’ve probably stumbled across websites claiming to provide the homework help and answers students need to succeed . But can homework help sites really make a difference? And if so, which are the best homework help websites you can use?

Below, we answer these questions and more about homework help websites–free and paid. We’ll go over:

The basics of homework help websites
The cost of homework help websites
The five best homework websites out there
The pros and cons of using these websites for homework help
The line between “learning” and “cheating” when using online homework help
Tips for getting the most out of a homework help website

So let’s get started!

The Basics About Homework Help Websites–Free and Paid

Homework help websites are designed to help you complete your homework assignments, plain and simple.

What Makes a Homework Help Site Worth Using

Most of the best sites allow users to ask questions and then provide an answer (or multiple possible answers) and explanation in seconds. In some instances, you can even send a photo of a particular assignment or problem instead of typing the whole thing out!

Homework help sites also offer more than just help answering homework questions. Common services provided are Q&A with experts, educational videos, lectures, practice tests and quizzes, learning modules, math solving tools, and proofreading help. Homework help sites can also provide textbook solutions (i.e. answers to problems in tons of different textbooks your school might be using), one-on-one tutoring, and peer-to-peer platforms that allow you to discuss subjects you’re learning about with your fellow students.

And best of all, nearly all of them offer their services 24/7, including tutoring!

What You Should Should Look Out For

When it comes to homework help, there are lots–and we mean lots –of scam sites out there willing to prey on desperate students. Before you sign up for any service, make sure you read reviews to ensure you’re working with a legitimate company.

A word to the wise: the more a company advertises help that veers into the territory of cheating, the more likely it is to be a scam. The best homework help websites are going to help you learn the concepts you’ll need to successfully complete your homework on your own. (We’ll go over the difference between “homework help” and “cheating” a little later!)

You don't need a golden piggy bank to use homework help websites. Some provide low or no cost help for students like you!

How Expensive Are the Best Homework Help Websites?

First of all, just because a homework help site costs money doesn’t mean it’s a good service. Likewise, just because a homework help website is free doesn’t mean the help isn’t high quality. To find the best websites, you have to take a close look at the quality and types of information they provide!

When it comes to paid homework help services, the prices vary pretty widely depending on the amount of services you want to subscribe to. Subscriptions can cost anywhere from $2 to $150 dollars per month, with the most expensive services offering several hours of one-on-one tutoring with a subject expert per month.

The 5 Best Homework Help Websites

So, what is the best homework help website you can use? The answer is that it depends on what you need help with.

The best homework help websites are the ones that are reliable and help you learn the material. They don’t just provide answers to homework questions–they actually help you learn the material.

That’s why we’ve broken down our favorite websites into categories based on who they’re best for . For instance, the best website for people struggling with math might not work for someone who needs a little extra help with science, and vice versa.

Keep reading to find the best homework help website for you!

Best Free Homework Help Site: Khan Academy

Price: Free!
Best for: Practicing tough material

Not only is Khan Academy free, but it’s full of information and can be personalized to suit your needs. When you set up your account , you choose which courses you need to study, and Khan Academy sets up a personal dashboard of instructional videos, practice exercises, and quizzes –with both correct and incorrect answer explanations–so you can learn at your own pace.

As an added bonus, it covers more course topics than many other homework help sites, including several AP classes.

Runner Up: Brainly.com offers a free service that allows you to type in questions and get answers and explanations from experts. The downside is that you’re limited to two answers per question and have to watch ads.

Best Paid Homework Help Site: Chegg

Price: $14.95 to $19.95 per month
Best for: 24/7 homework assistance

This service has three main parts . The first is Chegg Study, which includes textbook solutions, Q&A with subject experts, flashcards, video explanations, a math solver, and writing help. The resources are thorough, and reviewers state that Chegg answers homework questions quickly and accurately no matter when you submit them.

Chegg also offers textbook rentals for students who need access to textbooks outside of their classroom. Finally, Chegg offers Internship and Career Advice for students who are preparing to graduate and may need a little extra help with the transition out of high school.

Another great feature Chegg provides is a selection of free articles geared towards helping with general life skills, like coping with stress and saving money. Chegg’s learning modules are comprehensive, and they feature solutions to the problems in tons of different textbooks in a wide variety of subjects.

Runner Up: Bartleby offers basically the same services as Chegg for $14.99 per month. The reason it didn’t rank as the best is based on customer reviews that say user questions aren’t answered quite as quickly on this site as on Chegg. Otherwise, this is also a solid choice!

Best Site for Math Homework Help: Photomath

Price: Free (or $59.99 per year for premium services)
Best for: Explaining solutions to math problems

This site allows you to t ake a picture of a math problem, and instantly pulls up a step-by-step solution, as well as a detailed explanation of the concept. Photomath also includes animated videos that break down mathematical concepts to help you better understand and remember them.

The basic service is free, but for an additional fee you can get extra study tools and learn additional strategies for solving common math problems.

Runner Up: KhanAcademy offers in-depth tutorials that cover complex math topics for free, but you won’t get the same tailored help (and answers!) that Photomath offers.

Best Site for English Homework Help: Princeton Review Academic Tutoring

Price: $40 to $153 per month, depending on how many hours of tutoring you want
Best for: Comprehensive and personalized reading and writing help

While sites like Grammarly and Sparknotes help you by either proofreading what you write via an algorithm or providing book summaries, Princeton Review’s tutors provide in-depth help with vocabulary, literature, essay writing and development, proofreading, and reading comprehension. And unlike other services, you’ll have the chance to work with a real person to get help.

The best part is that you can get on-demand English (and ESL) tutoring from experts 24/7. That means you can get help whenever you need it, even if you’re pulling an all-nighter!

This is by far the most expensive homework site on this list, so you’ll need to really think about what you need out of a homework help website before you commit. One added benefit is that the subscription covers over 80 other subjects, including AP classes, which can make it a good value if you need lots of help!

Best Site for STEM Homework Help: Studypool

Best for: Science homework help
Price: Varies; you’ll pay for each question you submit

When it comes to science homework help, there aren’t a ton of great resources out there. The best of the bunch is Studypool, and while it has great reviews, there are some downsides as well.

Let’s start with the good stuff. Studypool offers an interesting twist on the homework help formula. After you create a free account, you can submit your homework help questions, and tutors will submit bids to answer your questions. You’ll be able to select the tutor–and price point–that works for you, then you’ll pay to have your homework question answered. You can also pay a small fee to access notes, lectures, and other documents that top tutors have uploaded.

The downside to Studypool is that the pricing is not transparent . There’s no way to plan for how much your homework help will cost, especially if you have lots of questions! Additionally, it’s not clear how tutors are selected, so you’ll need to be cautious when you choose who you’d like to answer your homework questions.

What Are the Pros and Cons of Using Homework Help Sites?

Homework help websites can be a great resource if you’re struggling in a subject, or even if you just want to make sure that you’re really learning and understanding topics and ideas that you’re interested in. But, there are some possible drawbacks if you don’t use these sites responsibly.

We’ll go over the good–and the not-so-good–aspects of getting online homework help below.

3 Pros of Using Homework Help Websites

First, let’s take a look at the benefits.

#1: Better Grades Beyond Homework

This is a big one! Getting outside help with your studies can improve your understanding of concepts that you’re learning, which translates into better grades when you take tests or write essays.

Remember: homework is designed to help reinforce the concepts you learned in class. If you just get easy answers without learning the material behind the problems, you may not have the tools you need to be successful on your class exams…or even standardized tests you’ll need to take for college.

#2: Convenience

One of the main reasons that online homework help is appealing is because it’s flexible and convenient. You don’t have to go to a specific tutoring center while they’re open or stay after school to speak with your teacher. Instead, you can access helpful resources wherever you can access the internet, whenever you need them.

This is especially true if you tend to study at off hours because of your extracurriculars, work schedule, or family obligations. Sites that offer 24/7 tutoring can give you the extra help you need if you can’t access the free resources that are available at your school.

#3: Variety

Not everyone learns the same way. Maybe you’re more of a visual learner, but your teacher mostly does lectures. Or maybe you learn best by listening and taking notes, but you’re expected to learn something just from reading the textbook .

One of the best things about online homework help is that it comes in a variety of forms. The best homework help sites offer resources for all types of learners, including videos, practice activities, and even one-on-one discussions with real-life experts.

This variety can also be a good thing if you just don’t really resonate with the way a concept is being explained (looking at you, math textbooks!).

Not so fast. There are cons to homework help websites, too. Get to know them below!

3 Cons of Using Homework Help Websites

Now, let’s take a look at the drawbacks of online homework help.

#1: Unreliable Info

This can be a real problem. In addition to all the really good homework help sites, there are a whole lot of disreputable or unreliable sites out there. The fact of the matter is that some homework help sites don’t necessarily hire people who are experts in the subjects they’re talking about. In those cases, you may not be getting the accurate, up-to-date, and thorough information you need.

Additionally, even the great sites may not be able to answer all of your homework questions. This is especially true if the site uses an algorithm or chatbot to help students…or if you’re enrolled in an advanced or college-level course. In these cases, working with your teacher or school-provided tutors are probably your best option.

#2: No Clarification

This depends on the service you use, of course. But the majority of them provide free or low-cost help through pre-recorded videos. Watching videos or reading info online can definitely help you with your homework… but you can’t ask questions or get immediate feedback if you need it .

#3: Potential For Scamming

Like we mentioned earlier, there are a lot of homework help websites out there, and lots of them are scams. The review comments we read covered everything from outdated or wrong information, to misleading claims about the help provided, to not allowing people to cancel their service after signing up.

No matter which site you choose to use, make sure you research and read reviews before you sign up–especially if it’s a paid service!

When Does “Help” Become “Cheating”?

Admittedly, whether using homework help websites constitutes cheating is a bit of a grey area. For instance, is it “help” when a friend reads your essay for history class and corrects your grammar, or is it “cheating”? The truth is, not everyone agrees on when “help” crosses the line into “cheating .” When in doubt, it can be a good idea to check with your teacher to see what they think about a particular type of help you want to get.

That said, a general rule of thumb to keep in mind is to make sure that the assignment you turn in for credit is authentically yours . It needs to demonstrate your own thoughts and your own current abilities. Remember: the point of every homework assignment is to 1) help you learn something, and 2) show what you’ve learned.

So if a service answers questions or writes essays for you, there’s a good chance using it constitutes cheating.

Here’s an example that might help clarify the difference for you. Brainstorming essay ideas with others or looking online for inspiration is “help” as long as you write the essay yourself. Having someone read it and give you feedback about what you need to change is also help, provided you’re the one that makes the changes later.

But copying all or part of an essay you find online or having someone write (or rewrite) the whole thing for you would be “cheating.” The same is true for other subjects. Ultimately, if you’re not generating your own work or your own answers, it’s probably cheating.

5 Tips for Finding the Best Homework Help Websites for You

Now that you know some of our favorite homework help websites, free and paid, you can start doing some additional research on your own to decide which services might work best for you! Here are some top tips for choosing a homework help website.

Tip 1: Decide How You Learn Best

Before you decide which site or sites you’re going to use for homework help, y ou should figure out what kind of learning style works for you the most. Are you a visual learner? Then choose a site that uses lots of videos to help explain concepts. If you know you learn best by actually doing tasks, choose a site that provides lots of practice exercises.

Tip 2: Determine Which Subjects You Need Help With

Just because a homework help site is good overall doesn’t mean that it’s equally good for every subject. If you only need help in math, choose a site that specializes in that area. But if history is where you’re struggling, a site that specializes in math won’t be much help. So make sure to choose a site that you know provides high-quality help in the areas you need it most.

Tip 3: Decide How Much One-On-One Help You Need

This is really about cost-effectiveness. If you learn well on your own by reading and watching videos, a free site like Khan Academy is a good choice. But if you need actual tutoring, or to be able to ask questions and get personalized answers from experts, a paid site that provides that kind of service may be a better option.

Tip 4: Set a Budget

If you decide you want to go with a paid homework help website, set a budget first . The prices for sites vary wildly, and the cost to use them can add up quick.

Tip 5: Read the Reviews

Finally, it’s always a good idea to read actual reviews written by the people using these homework sites. You’ll learn the good, the bad, and the ugly of what the users’ experiences have been. This is especially true if you intend to subscribe to a paid service. You’ll want to make sure that users think it’s worth the price overall!

What’s Next?

If you want to get good grades on your homework, it’s a good idea to learn how to tackle it strategically. Our expert tips will help you get the most out of each assignment…and boost your grades in the process.

Doing well on homework assignments is just one part of getting good grades. We’ll teach you everything you need to know about getting great grades in high school in this article.

Of course, test grades can make or break your GPA, too. Here are 17 expert tips that’ll help you get the most out of your study prep before you take an exam.

Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

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Holly R. "I am absolutely overjoyed and cannot thank you enough for helping me!”

Checking in Homework....20 minutes I could do without

30 comments

I want to know what infractions might have occurred and what consequences are the result

If you mean, what happens if they don't do their homework, well two things. One, my school has a Study Hall that the students go to complete their homework during recess. (they eat their breakfast and complete their work). Secondly, there is a fine of $10 Classroom Economy dollars for 3 missing assignments. My students love their money and do not want to part with it...so the rate of non-completion is really very low. :)

Trying to think of how I could adapt this for K... You have my wheels turning!! PS I'm having a giveaway and would love to have you join! Blessings, Jessica Stanford Mrs. Stanford's Class Blog

In my classroom, I use a similiar system for homework checks. Our team has one teacher that stays in from recess daily and the students with incomplete homework stay in to complete their homework. They come outside after their homework is complete. It doesn't take too many times of staying in for them to get their homework done at home.

What a awesome idea! I'm all for a little more responsibility for them and a little extra time for me! Laura Will Grade For Coffee

Great idea! Thanks for sharing :)

I have "Academic Assistants" at each table who do the job, much as your Table Captains do. Rather than just a check mark, though, they write a C for complete, and I (capital i) for incomplete assignments, and a large circle for missing work. I give 3 points for complete work, 2 for incomplete, 0 for missing work, and 1 for work made up later. The average is their "completes homework on time" grade. We don't have an easy system for staying in at recess to do the work, but I'd love to figure one out. Can you write more about how your classroom economy works (or point me to where you've discussed it before I found this wonderful blog)? What kinds of things do you "sell" and where do you get them? How does the whole thing work? It seems like a great idea, and I'd love to know how to implement something like it.

I love this idea and I'm intrigued. Can you explain what the H/W/P means on your check sheet? (I think that's what it says!) How do you choose your Table Captains? I'm assuming your groups stay together long enough that you aren't repicking captains too much. I'd want it to be my most trustworthy kids, not just any person from that table!

I too am wondering about the H/W/P? Any answer on this yet?

The Table Captains are chosen every month, so they have a bit of time to work. Also, about the 3rd month into school, all of the kids could do the job. They really do pay attention to how to do the job. (and I am responsible for actually choosing the Table Captains, so I make sure my kids are trustworthy. I did have one student try to cheat it, and the disappointment I showed him/the whole class was enough to never have that happen again) As for the HWP...that just means "Homework Pass" So the student who has that by his name used a pass that night for homework.

This looks like a fantastic system. I like how you "charge" for three missing assignments, too! Definitely pinning for next year! Elizabeth Fun in Room 4B

Sounds like a great idea! I always enjoy your blog. April @ The Idea Backpack

I have a classroom job- one of my kids is the Homework Checker for the whole class and checks off if it's been turned in, or draws a circle if it hasn't. That way, if it's turned in late, they can add the check- but I can still see that it was late. Thanks for sharing the way you do it! :) Jenny Luckeyfrog's Lilypad

You are right-homework checking can take up precious classroom time! :) This past year I just stopped assigning it-I taught 6th grade. 1/3 of the class wasn't doing it, and it was taking up time to check it and go over it. :) I love your system that you came up with! Shannon http://www.irunreadteach.wordpress.com

I have tried 4 different ways of collecting homework this year alone - and like you I have found it to be extremely time consuming. I really like the idea of table captains doing this. I'm very excited to try it this way next year. I will also be implementing the classroom economy and between the two, I hope to have a great homework year!

I love this idea! It does eat up a bit of my morning. I am going to have to get over not having control and focus on whats more important. Thanks for the word doc!

I love this form. Is there anyway to add more lines? I would like to create this document with a list of 20 students. Any help would be appreciated. Thank you!

Once you've downloaded the document make a copy, just in case. To insert lines, place your cursor in one of the rows, right click, choose insert, and then the location (above/below) of where you would like a line added. It will also be asking you if you are wanting to add addition columns. Hope that helps.

thats such a good idea to have students check it... if it werent for my teachers assistant id never check it !! im your newest follower ...drop by =) Just Wild About Teaching

Oh such a great idea! I am pinning this and saving it for later. =) Misty Think, Wonder, & Teach

Wow this is a great idea. :)

This comment has been removed by the author.

Thanks for the fabulous idea! I'm totally training my friends to do this for me next year!!

I'm really enjoying your blog and the fantastic ideas you're sharing. I can't wait to try the table captains as homework checkers. This will save so much time!

I love your blog! is there anyway that you can send me this sheet to my email??? its [email protected]! THanks a million!! Love all your ideas!

HI! Found you through another blog and I agree with this 100%. I usually have 2 homework checkers in my classroom that check in the homework each morning using an excel spreadsheet with all students' names on it, but this would be even faster and easier. Thanks for the idea share. I just started following your blog. If you have time, please pop on over to my new blog. Thanks Danielle http://scrappyteaching.blogspot.com

I love this idea of table captains A.K.A. Academic Assistant as another teacher calls them. Question. What do you do with late students?

When a student is late, the table captain quickly gets up and checks the work. It is literally like clockwork in my room, so it goes off without a hitch. It is very quick and undisruptive.

Love it! thanks for sharing the doc!

I teach 3rd grade and was wondering what your "modified" version of this system is?

Please leave a comment! I love to hear what you think about what is posted :)

Welcome to Room 6!

I am so glad to have you along with me for this teaching journey we are both on.

This newsletter will always be full of tried and true, classroom tested ideas that will

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10 Student Check-In Activities to Connect and Understand

As the year gets into it's rhythm, we often lose the opportunities to check-in with students. I'm sure there have been times that you have wondered how your students are feeling or what they are thinking. Incorporating a daily student check-in activity or question is a great way to keep those connections open.

Check-ins communicate that what you feel and think is important . And that as part of a community, someone is going to care. Let's explore 10 ways you can check-in with students. Find one or two that fit your style.

Important Note : If you do student check-in activities, you have to be able to follow-up with any serious student concerns. If a student tells you they are feeling really sad, you have to address that and connect them with a counselor. If a student tells you they hate math and feel stupid, you have to take the time to have a conversation and make a plan. Just as these check-ins communicate that you care about what they feel and think, they can also communicate the opposite if you don't follow-up.

1. Feelings Chart

Use a simple feelings chart to check in with students. I'd advise against this as a public display or a daily routine. Having student rate their feelings in front of peers can cause them to focus on the negative or feel how their friend is feeling. They may rate overly positive and overly negative and this exercise becomes less about checking in.

Student Check-In Activities - Feelings Tracker

2. Morning Meeting

Morning meeting is a perfect time to incorporate a check-in. A few times a week you can make your share question focused on what the students are thinking. For example, what did you think about the assembly today? What do you think is the best month of the year?

3. Student Survey

My first year, a teacher gave her students a survey at the beginning, middle and end of the year. She asked questions about what they were feeling and thinking about school. It was really eye opening for her to be able to see all the information at once. Students also shared more information and deeper information as the year went on. As they trusted their teacher, they were willing to tell her what was and wasn't working for them.

You could ask questions like:

What has been the most challenging thing this year?
What is something, small or big, you did this year that made you feel proud?
If you could change one thing about school what would it be?
Is there something in class that doesn't seem fair to you?
When can you focus the best? What is the room like?
How has someone in class encouraged you?

4. Rose - Thorn - Bud

A rose - thorn - bud activity is a quick three-part check-in you can use to have students tell you about their week.

Rose - a small win or accomplishment
Thorn - a challenge they faced
Bud - something they are looking forward to

Counseling Check-Ins

Check-ins are a predictable and helpful way to start your individual counseling sessions. They provide an opportunity for students to express themselves, allowing you to understand how the student is feeling and what they are thinking.

5. Aha! Moment

An Aha Moment is when a student learned something new or something clicked. You can do these at the end of the day or you could have an Aha! box that students can write down their Aha! moments at any time during the week. You can share them during a class meeting and see if anyone else had the same Aha! moment.

6. Rewind / Do Over

This is a great way to incorporate reflection into your routines. Ask students if there was something about their day or week that they would do over again. If they could press the rewind button and start fresh, what would they do differently.

7. Your Week in Emojis

This is a like a feelings check-in but a bit more fun. Ask students to describe their week in three to five emojis.

8. Check-Out

Just as you want to see where students are at when they come into you room, it is also helpful to understand how they are when they leave you room. You can use a simple exit ticket for students to tell what they think about their day. This may be a good time to use a the rose-thorn-bud structure.

9. Self Care Check-In

From time to time, check in with students about their self-care. Are they getting enough sleep, eating well, having some physical activity.

You can introduce self care skills with this free set of worksheets .

You can do check-ins with students around their learning and behavior and have them create goals. Once they have a set of goals, you can check in with them on their progress.

Check out this SMART Goals resource for whole class lessons and check-in materials.

Getting Started with Student Check-Ins

Pick one or two check-ins that you think would fit your classroom culture. Decide when you are going to use them. I hope it helps you connect with students and learn what they feel, think, and need.

Do you have a check-in you do with students? Share in the comments below.

Helpful Resources

Create a predictable start to your sessions and understand what students are feeling and thinking.

SMART Goal Lessons & Posters

Five 15-minute lessons that break down the SMART goal setting process into manageable chunks.

Growth Mindset Activities to Encourage Elementary Students

Best counseling activities for self regulation skills, 5 core student success skills.

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Fifth Grade

homework check-in

Thread starter mkaiser
Start date Jul 25, 2010

Junior Member

Jul 25, 2010

I feel like I have tried so many different ways of having students turn in their homework, but have yet to find a system that I like or really works. Do any of you have suggestions on how you collect homework and keep track of missing/late/absent assignments?

Senior Member

Jul 26, 2010

We are departmentalized and this has been an ongoing problem for me. Finally I hit upon this system which has worked. I ask them to pass their papers to a person in their group. I tell them that when I come to collect the papers, the student is to tell me who doesn't have a paper. I then make a circle in the gradebook which means it is late. I also color the circle with yellow colored pencil. If they are absent, I put an A in the corner. OUr policy is to write a note in the planner. Did not turn turn in WBp57.

PCTeacher46

I have a short form that they are to fill out with their name and the assignment name, then a check box saying why they don't have it. Every student is to turn in SOMETHING, either their assignment or this sheet (i change the color each trimester). This way I know who doesn't have their assignments immediately. I can also file these and show them to parents during coferences as to how many late and missing assingments they have.

We always check homework together and discuss any problems. I always go around with a sticky pad and pen - and write down the names of anyone who doesn't have homework. The sticky notes get stuck on my computer monitor. Later, I go in the computer grade book to the homework column for that subject and deduct 5 points from the people who had no homework. (Each student starts the marking period with a 100 in homework) This has been the most painless method and it actually works! When we send home progress reports twice a month, kids who don't do homework see their grades fall and usually they try to improve. After the first month or so, I choose a student to write down names for me.

Full Member

HW check in I have the assignment I want collected circled in red on the assignment notebook board. Then I put out a folder with the following copies with all the student names in a sheet protector. The students use overhead marker to check the homework in themselves. I binder clip all the pages into the folder with the filled in sheet until I can grade them and enter them into the book. Works like a charm and is all on the students!

HWfilecheck BLANK.xls 19.5 KB

TommysMommy

Keeping track You've gotten some excellent advice on checking in homework. As for keeping tabs on students who don't turn it in, I've changed my policy over the years to accomodate a much larger class load. If a student does not turn in their work, they do not see recess again until it is complete for that day . If they finish it during recess, they give it to me and I give them 1/2 credit. After that, I no longer accept work for credit. If a student misses more than five homework or class assignments in one quarter, a parent conference is required. I do not chase students around for their assignments. I expect it to be done on time. Sure, everyone has a bad day and forgets once, maybe twice, but they need to make it up at once and turn it in. Some will sulk, pout, or be flat out defiant and won't do it. For those situations, I have to work something out with them (and their folks) individually, but I am firm. I do not assign a separate grade for homework. They count as regular assignments with their classwork. So, if I assign practice book page 115 for homework and it goes missing, they get a 0 as part of their overall reading grade. Of course, if a student is absent, they are not punished for not turning in their work. I accept make-up work for absences on Mondays. I give a lot of time for that because I need to find time to re-teach the lesson they missed which is often difficult to schedule.

Problems with turning in homework I use a check off sheet. It is a grade grid (enough columns for 15 assignments) that I print off from my computer grade book. I put the assignment at the top of the column (their names are already typed in), and at the end of the day, I collect the assignments that were turned in to the tray and put a check mark in the appropriate column. The next day I remind all students to turn in their assignments from yesterday. After I go over that days assignment, I collect those papers and check them off, then ask those that don't have theirs turned in about them. My problem is that I have had students in the past that WOULD NOT turn in assignments no matter what I tried. I tried keeping them in at recess (some preferred to stay in), keeping them in from electives (again, some preferred this), talking to parents, and even sending to the counselor/principal. I really don't want to start "rewarding" them for turning in something they SHOULD do. However, if "rewarding" them is what it takes, I am willing to work on figuring something out. Any suggestions would be greatly appreciated.

Odd, I was just thinking of this very topic before I checked the boards! I also struggled w/ this last year and felt I spent way too much time trying to check and re-check students' homework. I think this year I will make checking-in homework a student job. It can be done first thing in the morning and then I will immediatley know who is missing work. I think I will incorporate the idea to turn in a missing assignment slip (will also be the responsibility of my helper to collect those!) Later, after the work is checked I can collect the work for a grade or do immediatley after. Thanks for the ideas!

Adm312 I love the idea of the colored slip that they must fill out and turn in for missing work. You are right that this would be a great item to have for conferences! I will definitely be using that idea this year! Thanks everyone else for your ideas as well.

homework folder One part of the homework issue that worked with me was to get a folder and hand it to the student in charge (for two weeks). Each morning, students write their names in the missing homework box on whiteboard if homework is not done. The student in charge documents the date, student name and missing homework in the folder. The student with missing homework misses recess. Late homework is not accepted until the following morning. When homework is returned the next morning, name goes out of missing homework box, and student in charge documents that it is turned in. What is nice about this??? It is an on-going, document that shows a pattern or proof of homework issues. When I have to justify a child missing a fun activity because of homework issues, or a parent wants to argue the issue, the proof is in this folder. It is great for reflecting on-going issues of homework problems.

Jul 27, 2010

I'm departmentalized so I have color coded baskets in the back for each subject (we all have the same color coded baskets). When they come in in the morning, their first assignment is to turn all their homework in to the appropriate basket, and they put them in alphabetical order. I have a checklist with their names down the left (same color code as the teacher/class baskets) and I check them off, noting who didn't turn it in. When the other teachers and I meet in the hall to change classes, we just hand each other our work with the checklists attached. We do follow up with kids for the first half of the year, but after we get back from Christmas, the kids are on their own. We have computer grading, so we update any missing assignments by the end of the day so the parents can see who was late turning in their work. The kids also write it down in their agendas. HW turned in one day late gets 11 points knocked off (1 letter grade), 2 days late gets -21, and after that, it's a 0.

Homework check I am going to try something new with homework this year. Last year I didn't assign a lot of homework, but this year I am going to do it on a daily basis. I want my students to practice the skills taught at home. As for checking I think I am going to make a spreadsheet for the week. I am going to assign daily homework Monday through Thursday. I was thinking of giving each day a point value of 25 points to make it easy out of 100 pts. I am going to take off 10 points if they turn it in late. But I will make them do it at recess if they do not turn it in, but still lose 10 pts. This way will allow me to assign homework daily, but only enter in the gradebook one grade. This way also, once the week is over, they have the grade they earned and I do not have to give 4 grades and go after them for a homework assignment throughout the marking period. I will keep track on the spreadsheet for the week, use it for the grade at the end of the week and file it away. I also use student numbers so I have a student put the work in number order so I can easily see who is missing their assignment and record quickly. I do not grade homework for accuracy, just do a quick glance to see if they practice correctly and understood the concept. I have also pulled out student work that was not done correctly and used them in my small group instruction to give students a little more help on an area that they didn't really understand or are having difficulty with. I like the idea of having them turn in something! So I am going to steal the idea of the simple sheet where they write the assignment and why it was not done to turn in, in place of the missing assignment. Great way to keep track.

Do you have a place to keep these forms for each student, or do they keep them? Just curious as to your management of this idea. I really like it, but I have two sets of students that I see throughout the day and management wise I was trying to figure out how to keep students responsible for this sheet so I could have them do it in their other homeroom so collecting homework in my class is not a time issue.

Jul 29, 2010
Jul 31, 2010

Students Do It All I have my students check in homework. One person collects and sorts (I have multiple assignments from multiple subjects turned in daily), and I appoint 2 people to be my checkers. I give them each a clipboard with the student names with a grid. They write the names of the assignments at the top and then they give a check if they've turned it in, a cirlce if they didn't, a triangle if they're absent, and they put the incompletes in a basket for me to review and hand back. They're only checking it for completion, not for a grade. They love the student job, and I love that I don't have to deal with homework!

Aug 1, 2010

I've tried many different ways to collect homework, and this is what works best for me. During homeroom, all students pass their homework into the "Homework Monitor". He/She puts them in number order (each student is assigned one by me), paperclips them, and attaches a sticky note with the assignment name and numbers missing. I team-teach 2 classes of 5th grade, so I also have a student in the other homeroom do the same thing. Then, he/she gives me the pile when they come to my class.

speedymcginty

Aug 2, 2010

I have a sheet I keep on a clipboard, names down the side, assignments across the top. Students turn their homework in when they come in, I check it off while they are doing their morning work. If they do not turn it in, they come to study hall at lunch recess. Our 4th and 5th grade teachers have study hall once a week, so students know where to go. At the end of each grading period I have a pizza lunch for students who have turned in ALL assignments, including homework, for most of the weeks. They can have two weeks that they have missing assignments, third week is the third strike. The first grading period there are maybe 8 out of 27 that earn the pizza lunch. By the final grading period there are about 18. I don't mind rewarding those that do what is expected. I send a weekly report so parents know what has not been turned in and needs to be completed over the weekend.

Online Courses

5 Ways to Design Your Teacher-led Station

In my work as a blended learning coach, I observe a lot of teachers facilitating blended lessons. The Station Rotation Model is particularly popular because teachers do not need a device for every student to make it work. Instead, students rotate between offline and online stations.

One concern I have about this model is the way teachers design and facilitate their teacher-led station. Instead of using this station exclusively for direct instruction, I’d like to see more teachers mix it up. Below I describe five different strategies teachers can use to design their station to avoid talking the entire time. When teachers engage students at their teacher-led station, they can collect invaluable formative assessment data that can help inform future lessons.

#1 Hook the Group

Begin your station with a challenge or problem and allow pairs of students to work together to solve it. As they discuss the challenge or problem, observe them. Their conversations will provide invaluable information about what they know, what they are unsure of, and what additional instruction or practice they may need. As they work, you also have a few minutes to “take a lap” around the room to check in with the other groups and make sure they understand what they are supposed to do.

Then when you return to your group, you can ask pairs to share their process for solving the problem. You can use their explanations to drive a debrief in which you highlight strong strategies and answer questions. Finally, you can provide instruction/modeling for the group.

#2 I Do, We Do, You Do

This is a classic flow that works well at a teacher-led station. You begin with an explanation and model how to do something (e.g., solve a problem or structure a written response). Then you guide the group in another example where students chime in with their ideas. Once the group has worked through a problem or task, you can put students in pairs (random or strategic pairing) to work through another problem with peer support. Finally, students work independently to continue applying and you can circulate around the group to support individual students who may be struggling to complete the practice on their own.

In this flow, the moments when the pairs are working to solve the problem or apply the new information, you have time to take a lap and check in with other groups.

#3 Homework Check & Review

Many teachers collect homework and take piles of student work home to grade. Homework is designed to be practice, so I’ve never understood why it is graded and often becomes punitive. If teachers are assigning homework, it would be more powerful to use that practice to encourage students to reflect on their progress and identify the gaps in their understanding of concepts and skills.

If you provide students with a model, exemplar, or answer key for their homework, you can begin this station by giving them time to check their work, identify the places where they made mistakes or answered incorrectly, make the necessary corrections and capture any questions that surface for them. This can be done individually or in pairs. I often pair students up to encourage them to discuss their work and ask each other for help. While students check their work, you can take a lap around the room.

When the group is done checking their work, you can facilitate a follow up conversation addressing questions and providing additional explanation. You can then build on this homework check with the next level of instruction.

#4 Real-Time Feedback

When students are working on a process piece (e.g., argumentative essay, formal lab report, research project) that requires several steps and multiple days to complete, I encourage you to dedicate time at your teacher-led station to give students real-time feedback as they work. This approach shifts your energy into supporting the process instead of waiting to assess a finished product. It also means you don’t have to take stacks of rough drafts home to give students feedback.

Students should come to this station with a draft of one section of work completed. For example, if they are writing a formal lab report, they might bring their procedures section. If they are writing a formal essay, they might bring their introduction paragraphs. If they are working on a research project, they might bring their quotes and source citations. Then as they move onto the next section, you can hop in and out of their documents providing feedback on the section of work they’ve completed. It is helpful to keep the scope of your feedback narrow since you have limited time and encourage students to capture their questions on a post-it so they do not interrupt you as you work.

Providing feedback during the process is incredibly rewarding because students feel supported and the finished products are much stronger.

#5 Quick Assessment & Individualized Support

Begin your station with a quick quiz. I’d suggest using a quizzing tool that automatically grades the students’ answers (e.g., Socrative, Google Form in quiz mode, Schoology quiz feature). While students are working on the quiz, you can take a lap around the room to check in with the other groups.

Once you’ve collected their data, you can see exactly how each student did on the quick assessment. Some students will be ready to move onto the next challenge or level of instruction, which others will need additional support and practice.

It is important to have two assignments ready for students based on their performance on the quiz. For those students who need additional practice, you can provide them with a review activity and spend your time working with them. For students who are ready to move on, you can provide them a flipped video with additional explanation or provide them with practice that is more challenging or builds on their prior practice.

There are so many different ways to leverage the teacher-led station. I encourage teachers to think about the objectives of the lesson and which strategy will best meet those objectives. Even though it is a teacher-led, I encourage teachers to think about how they can actively engage their students at this station.

If you have another strategy you use and love at your teacher-led station, please take a moment to post a comment and share it with me!

68 Responses

[…] 5 Ways to Design Your Teacher-led Station | […]

Fantastic strategy to implement individualized instruction!

Yes James, I do agree about implementing individualized instruction. Also, the higher students would be able to assist with the lower students as peer buddies and assistance for the teacher if students have questions before getting around.

I’d love to receive more lesson plans like this one for my students!!

I completely agree with this statement.

Love this practical model!

This was very eye opening. I know I tend to struggle feeling I don’t have enough time to support each student individually but this is so great. I live how it breaks down each station but also shows how to use time management to its fullest. Defiantly would love to keep an example of this layout of stations.

I am familiar most of these strategies. “Quick Assessment & Individual Support” is new to me. I need to learn how to do this. I need to learn how to create online quizzes.

I agree Johnny. Yes I would love to know how to create the online quizzes as well. I was told by someone I use to work with that they create some online quizzes for their students in a goggle doc form and add a chart or something if needed, but I have not tried it yet. I did find these strategies helpful though!

I agree Liza. Being able to see how time is managed is a great thing for me. I have set up stations for so many things and reasons, but for some reasons, I’m never consistent with managing time unless I use the stopwatch, timer, or a time keeper that stops me immediately. I do find using these methods to be beneficial not only to me for staying on task, but more so for the students so that they have enough time to explore different stations and don’t get stuck into the same one daily. Giving them more choices/stations to work from allows them the independency James spoke of earlier with the individualized instruction. This allows the students to become self-guided. Thanks for sharing.

Love these suggestions!

[…] Read more at CatlinTucker.com […]

I like the idea of immediate feedback in sample #4. I think it’s helpful if students get real-time guidance in order to maintain their flow of ideas. #5: The quick assessment and individualized support is another method I think would be effective. Giving assignments based on the quick assessment outcome greatly enhances the teacher’s ability to manage support for those who need it and freedom to progress further, for those who don’t.

I also like the idea of the immediate feedback. I think it is an opportunity to correct the students while the information is fresh in their heads.

Yes this is definitely true for many young students in kindergarten as well. I agree! The fresher it is in their mind, the easier the assignment and directions may seem once given. Thanks for sharing!

As a grade level, we are guilty of assigning homework and taking a grade. This year we have cut back, but I am apprehensive. I know research does not support that homework improves knowledge, etc., but I am torn. I do like the idea of having homework in a center and letting the students check their work, have a discussion and that be their “learning”. It’s just hard to change.

I also feel that the quick assessment and individual support would be very beneficial to my students as well as myself. I feel that sometime we feel so pressured to keep moving forward and get everything covered, we fail to make sure our students are mastering the concepts. We know they fall further and further behind, but taking time to stop and review or reteach is so important.

I feel where I might struggle is on hook the group. I always want to jump right in and get started, but I feel that I miss getting my students excited and engaged. The hook the group will definately be something that I will be using. I feel it can only benefit the students and get them excited about whats to come.

I find that students seem to have more confidence with the I do, we do, you do. They can see the process for solving and feel more at ease to do it on their own whether it’s due at the end of the period or for homework. I can see where a quick assessment and individual support would benefit some lessons because I can see what student already know or need to know as well as who knows or doesn’t know. Help me make the lesson more streamlined.

I can understand why this approach would lead to higher levels of confidence. When the teacher begins with a clear explanation and model, students have a better sense of how to do whatever it is we are asking them to do. That said, I like to encourage a productive struggle. So often kids are immediately uncomfortable when they don’t know how to do something or feel the slightest struggle, which is why I like the first “hook the group” strategy. It encourages problem-solving, collaboration, the application of prior strategies to a new and novel problem or question.

When I coach teachers, I encourage them to mix it up and try different strategies with kids in their teacher-led station.

Thank you for taking the time to share your thoughts on these strategies for designing your teacher-led station!

I agree with Deb related to the benefit of quick assessments for student support

This was a very helpful article.

The teacher-led station for a range of activities beyond direct instruction which most impressed me were the following. #1 Model a process, I always do better when instructions are modeled for me, so I always image the same for my students. #2 Provide real-time feedback, students need to know and want know who they are doing in class. #3 Conference with students, a meaningful conference assures students of where they are and where they need to be.

I am a big fan of the I Do, We Do, You Do strategy. I feel it gives the students more confidence when they are doing the work on their own. The quick assessment is a method I would like to try. Its seems that it would be very beneficial in providing individual support to those students who need review and or retaught of those skills that wasn’t mastered.

I like the idea and know that the students would respond very well with the technique.

I’m a strong advocate for improving my students’ problem solving skills. While they get frustrated with me for answering their question with a question, I can witness their engagement in the activity and their sense of accomplishment when they complete the assignment or solve the problem. Also the I do,we do, you do station can help lessen the anxiety levels of struggling students along with strategic pairing. i really like the objective and purpose stated for homework. It should be practice and used as a self-check for students.

The teacher has quite “a load” up front to prepare the lesson at the beginning for the rotation but it’s exciting to think of the student as reaping the rewards. From the grouping strategies to the instant results, the student has a variety of methods for lesson acquisition. The teacher quietly make the rounds as the students do the real work of learning.

I strongly agree with using homework not for grading but for practicing. I have many times let my kids grade their own homework and we would discuss the correct answer if they made an error. I am excited about this course.

I like seeing the different options for station-rotations models. After a teacher led discussion any of these options would be smart to use, to encourage student engagement, depending on the curriculum. I have also think that #2 and #3 are good for introducing a new concept in smaller groups. #1,#4 & #5 are great for enrichment once they show mastery of the concept being worked. You could have them research a question they would like the answer to, or something they would like to learn more about.

What a great tool to use for homework! Homework becomes meaningful to the students. I also like the opportunity to implement the “I do, we do, you do”strategy because it helps students to fully understand the concept in a safe learning environment. All of these strategies for a teacher-led station are excellent.

I am all for the I do, We do, You do. I think students first need to see an example of how it is done and then do it with the teacher for reinforcement and finally they will aquire the assureness they need to do it independently.

I appreciate the assessment piece of attending more to the process, rather than the finished product and giving feedback immediately on this!

I am excited to try this set up with my class. I like the Real time feedback and time to work with these students. I envision this particular group working on writing pieces during this time. This is a great time to provide feedback in this area. I like the quick assessment and individual support idea. I like that students who are successful on this assessment will go on, whereas students who are not quite there yet will have an opportunity to review the concept.

The 5 Ways to Design Your Teacher-led Station model I do, We do, You do, is something is implemented in a traditional classroom set-up e.g {explicit rotation }, when introducing a new content unit [daily} at my school district. However, I think students first need to see an example of how it is done and then do it with the teacher for reinforcement and finally they will acquire the assuredness they need to do it independently.

“Homework Check and Review” is ideal because the students are able to quickly identify places where they need more practice and see their incorrect answers or mistakes. They can then make corrections and ask questions that will better allow them to get a complete picture of the concept they are learning. It’s much quicker than turning homework in and waiting for me grade 115 papers each day. I especially love “I Do, We Do, You Do” because it allows me to still guide the group, but makes the student accountable for participation and really supports them throughout. My seventh graders love to collaborate and this gives them the chance to be in small groups and allows them to have a suitable partner before they take on the task alone.

I love the idea of the homework check and review. Being an ELAR teacher homework can become a huge issue when you have multiple classes doing more than one assignment. It can take hours and hours to grade. Combining homework check and review with the idea of real-time feedback for times when students are working on essay writing or big projects would not only benefit the students with timely feedback but also free up teacher’s time and allow them to work on other parts of the lesson that may need more focus or begin preparing for future lessons.

I like the homework check. This makes homework so much more important to a student that knows they will be discussing it with the teacher in a small group. It is no longer busy work but meaningful. Also it holds them accountable. You will see their struggles from independent work.

Also, I like the real-time feed back. I have had projects turned in that the student was totally off topic. I think that the feed back will make sure they are understanding the assignment and I can encourage students that are on track to dig deeper or reach farther.

Very helpful to see all the different ways to use a teacher led station. I especially like the I do, we do, and You do model. In writing I’ve used this to model my thought process and writing process for particular pieces. I can then guide students through their process with teacher reinforcement and finally allow students to work independently to create their final pieces. I also like the Real Time feedback- somewhat like conferring with students on their writing.

This was very insightful!

I really like the concept of reviewing and revising homework as a teacher-led station. Many times when I assign homework the student comes back with either a partial assignment or no assignment at all. This will allow struggling students an opportunity to get support. Using this method will at least eliminate any excuses for not doing homework.

Real-time feedback is also worth trying because so many students always want to know if they on the right track before they go any further. A little feedback at the right time goes a long way.

When are guided reading lessons to be done?

You can definitely pull guided reading into this time, Whitney!

I really liked the idea of the homework check review, what a better way to have students take ownership of their learning , by evaluating the mistakes they did.

In this I would provide the students an answer key so they can grade each others papers and this would cut down on my grading time and also allow the students to go over any missed questions which will allow all to see the right answers.

I like how she focused on Hook the group. I learned that from my humble beginnings in education. I always try to hook them and relate to real world experiences in which helps to activate prior knowledge and makes the lesson engaging.

I Do, We Do, You Do: I love it and use it in math/science. I make sure that it is modeled and they follow along with me so they can do the you do on their own. You model what you want to see from your scholars. This also build communications skills and my scholars love to talk and this method is great tool to use daily or weekly.

I like this strategy a lot. I believe it help keep the students from becoming confused. They will have a clearer understanding of the teacher’s expectations by doing it together first.

I Do, We Do, You Do is a somewhat successful model for me. We are teaching face-to-face and remote students at the same time.

I really like the real time feedback. I feel that it is important. I am also loving the process behind the Quick Assessment and Individual Support.

I love the homework check and review! My plan this coming year is to use that but also to make a quick video of my explaining the answers or so on a simplistic homework and then having students check each other’s homework in a station and then explaining to each other why they missed the answers and how they could have picked an answer that was similar but incorrect. I would have at the station these 2 questions in the middle of the table so students can use this collaboratively to help each other understand where they missed their answers and how they could have found the correct one.

I liked the homework check with students that takes place with students in the classroom. From my experience, homework was additional practice for students to apply their knowledge. However, I noticed that students had misconceptions when checking their homework. I would like to use this check in the classroom as part of a small group to check and clear up misconceptions.

The I do we do activity is something that I think holds lots of possibilities. It provides a great transition for the students to take ownership.

I love the “I do, we do, you do” approach. I believe it enables students to feel more comfortable opening up and trying skills they are unsure about.

Good break down.

I like the five different strategies teachers can use during Teacher-led Station. The teachers will be able to guide students through their process with teacher reinforcement.

I agree with this statement.

I adore all of the strategies that activates the teacher-led group. Hooking the students is key.

I agree with the teacher serving as a guide to direct students.

This blog had so many great ideas on how to start your teacher-led group, while managing the other groups. I would love more ideas like this.

These are some great strategies for independent and group work. One assignment I gave the students last year was doing a poster on their favorite Founding Father, they did a great job, helped one another, and I gave them time in-class and out of class to complete the assignment over the course of one month including pictures, a bio write-up, and they had to present their findings to the class.

Es fundamental establecer tiempo de desarrollo en las prácticas a los estudiantes así tendrán un mejor desempeño

I use “I do, we do, you do” the gradual release for all my lessons.

I like adding a “groups or pairs do” between the “we do” and “you do” as a strategy to observe students at work with peer support but no teacher support. That helps me to determine if students are ready for independent practice or if they need more time with the teacher before they are released for the “you do.” It’s a nice way to build differentiation into the gradual release.

Take care. Catlin

I like the idea of having a station that reviews homework. I sometimes feel as if homework is simply pushed aside when not covered as a whole group at the start of class prior to breaking out into stations. This gives me an idea on how I can plug it in within groups.

I teach kindergarten, so I’ve tried several station approaches for the little ones in my classroom. I have set up a station for letter/sound recognition and naming where the students had a choice to switch and do the letters on a laminated paper using playdoh to form the letter. I did the letter recognition and naming for the children to use a tile or clothespin to make connections with uppercase and lowercase letters by allowing the students to find between 3 letters the correct one. I’ve also setup a station for the students to be able to write in colored sand each letter they found or the letters located in their name they found. I’ve done so many other stations with the high frequency words, beginning and ending sounds as well. The stations mentioned here are all awesome and great resources to implement even with the little ones as long as the language in the instructions is age-appropriate for the high readers to understand and read off to their small groups.

I love (1) modelling the process, always show the class how to do it for it led the students to a successful goal and guide them to practice so they do the tasks their own, and (2) giving immediate feedback.

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Poland’s kids rejoice over new rules against homework. Teachers and parents aren’t so sure

Ola Kozak, 11, sits at the table where she used to do her homework at the family home in Warsaw, Poland, Friday April 5, 2024. Ola is happy that Poland’s government has ordered strict limits on the amount of homework that teachers can impose on the lower grades, starting in April. Julian enjoyed doing his homework. (AP Photo/Czarek Sokolowski)

Arkadiusz Korporowicz teaches history to 5th grade children at Primary School number 223 in Warsaw, Poland, Wednesday April 3, 2024. Poland’s government has ordered strict limits on the amount of homework that teachers can impose on the lower grades, starting in April. in Warsaw, Poland, Wednesday April 3, 2024. (AP Photo/Czarek Sokolowski)

Pawel Kozak and his wife Magda Kozak, parents of three, stand at their home in Warsaw, Poland, Friday, April 5, 2024. They have different opinions on the decision by Poland’s government that ordered strict limits on the amount of homework that teachers can impose on the lower grades, starting in April. (AP Photo/Czarek Sokolowski)

Children enter a classroom at the Primary School number 223 in Warsaw, Poland, Wednesday April 3, 2024. Poland’s government has ordered strict limits on the amount of homework that teachers can impose on the lower grades, starting in April. (AP Photo/Czarek Sokolowski)

Julian Kozak, 9, sits at the table where he used to do his homework at the family home in Warsaw, Poland, on Friday April 5, 2024. Julian is not very happy that Poland’s government has ordered strict limits on the amount of homework that teachers can impose on the lower grades, starting in April. (AP Photo/Czarek Sokolowski)

Ola Kozak, 11, right, and her younger brother Julian Kozak, 9, sit at the table where they used to do their homework at the family home in Warsaw, Poland, Friday April 5, 2024. Ola is happy that Poland’s government has ordered strict limits on the amount of homework that teachers can impose on the lower grades, starting in April. Julian enjoyed doing his homework. (AP Photo/Czarek Sokolowski)

Poland’s Education Minister Barbara Nowacka announces restrictions on the amount of homework for primary school children, at school number 223 in Warsaw, Poland, Wednesday April 3, 2024. Opinions are divided on what results can be expected from the strict limits on the amount of homework that teachers can impose on the lower grades, starting in April. (AP Photo/Czarek Sokolowski)

Pawel Kozak, father of three, speaks at his home in Warsaw, Poland, Friday, April 5, 2024. Pawel and her wife Magda have different opinions on the decision by Poland’s government that ordered strict limits on the amount of homework that teachers can impose on the lower grades, starting in April. (AP Photo/Czarek Sokolowski)

Magda Kozak, mother of three, stands at her home in Warsaw, Poland, Friday, April 5, 2024. Magda and her husband Pawel have different opinions on the decision by Poland’s government that ordered strict limits on the amount of homework that teachers can impose on the lower grades, starting in April. (AP Photo/Czarek Sokolowski)

Julian Kozak, 9, sits at the table where he used to do his homework at the family home in Warsaw, Poland, Friday, April 5, 2024. Julian is not very happy that Poland’s government has ordered strict limits on the amount of homework that teachers can impose on the lower grades, starting in April. (AP Photo/Czarek Sokolowski)

Magda Kozak, right, spends time with her son Julian, 9, at their home in Warsaw, Poland, Friday, April 5, 2024. Neither of them is happy that starting in April, Poland’s government has ordered strict limits on the amount of homework that teachers can impose on the lower grades. (AP Photo/Czarek Sokolowski)

Children walk in the corridor of Primary School number 223 in Warsaw, Poland, Wednesday April 3, 2024. Poland’s government has ordered strict limits on the amount of homework that teachers can impose on the lower grades, starting in April. (AP Photo/Czarek Sokolowski)

Children with flowers wait for the arrival of Education Minister Barbara Nowacka at Primary School number 223 in Warsaw, Poland, Wednesday April 3, 2024. Poland’s government has ordered strict limits on the amount of homework that teachers can impose on the lower grades, starting in April. (AP Photo/Czarek Sokolowski)

Julian Kozak, 9, plays with his cat at their home in Warsaw, Poland, Friday, April 5, 2024. Starting in April, Poland’s government has ordered strict limits on the amount of homework that teachers can impose on the lower grades. (AP Photo/Czarek Sokolowski)

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WARSAW, Poland (AP) — Ola Kozak is celebrating. The 11-year-old, who loves music and drawing, expects to have more free time for her hobbies after Poland’s government ordered strict limits on the amount of homework in the lower grades.

“I am happy,” said the fifth grader, who lives in a Warsaw suburb with her parents and younger siblings. The lilac-colored walls in her bedroom are covered in her art, and on her desk she keeps a framed picture she drew of Kurt Cobain.

“Most people in my class in the morning would copy the work off someone who had done the homework or would copy it from the internet. So it didn’t make sense,” she said.

The government of Prime Minister Donald Tusk enacted the ban against required homework this month amid a broad discussion about the need to modernize Poland’s education system, which critics say puts too much emphasis on rote learning and homework, and not enough on critical thinking and creativity.

Under the decree, teachers are no longer to give required homework to kids in the first to third grades. In grades four to eight, homework is now optional and doesn’t count towards a grade.

Colored pencils sit around a drawing of "Bluey" the Australian kids' television program character on a sketch pad Friday, April 19, 2024, in Phoenix, Ariz. (AP Photo/Cheyanne Mumphrey)

Not everyone likes the change – and even Ola’s parents are divided.

“If there is something that will make students enjoy school more, then it will probably be good both for the students and for the school,” said her father, Pawel Kozak.

His wife, Magda Kozak, was skeptical. “I am not pleased, because (homework) is a way to consolidate what was learned,” she said. “It helps stay on top of what the child has really learned and what’s going on at school.”

(Ola’s brother Julian, a third grader, says he sees both sides.)

Debates over the proper amount of homework are common around the globe. While some studies have shown little benefit to homework for young learners, other experts say it can help them learn how to develop study habits and academic concepts.

Poland’s educational system has undergone a number of controversial overhauls. Almost every new government has tried to make changes — something many teachers and parents say has left them confused and discouraged. For example, after communism was thrown off, middle schools were introduced. Then under the last government, the previous system was brought back. More controversy came in recent years when ultra-conservative views were pushed in new textbooks.

For years, teachers have been fleeing the system due to low wages and political pressure. The current government is trying to increase teacher salaries and has promised other changes that teachers approve of.

But Sławomir Broniarz, the head of the Polish Teachers’ Union, said that while he recognized the need to ease burdens on students, the new homework rules are another case of change imposed from above without adequate consultation with educators.

“In general, the teachers think that this happened too quickly, too hastily,” he said.

He argued that removing homework could widen the educational gaps between kids who have strong support at home and those from poorer families with less support and lower expectations. Instead, he urged wider changes to the entire curriculum.

The homework rules gained impetus in the runup to parliamentary elections last year, when a 14-year-old boy, Maciek Matuszewski, stood up at a campaign rally and told Tusk before a national audience that children “had no time to rest.” The boy said their rights were being violated with so much homework on weekends and so many tests on Mondays.

Tusk has since featured Matuszewski in social media videos and made him the face of the sudden change.

Education Minister Barbara Nowacka said she was prompted by research on children’s mental health. Of the various stresses children face, she said, “the one that could be removed fastest was the burden of homework.”

Pasi Sahlberg, a prominent Finnish educator and author, said the value of homework depends on what it is and how it is linked to overall learning. The need for homework can be “very individual and contextual.”

“We need to trust our teachers to decide what is good for each child,” Sahlberg said.

In South Korea, homework limits were set for elementary schools in 2017 amid concerns that kids were under too much pressure. However, teenagers in the education-obsessed country often cram long into the night and get tutoring to meet the requirements of demanding school and university admission tests.

In the U.S., teachers and parents decide for themselves how much homework to assign. Some elementary schools have done away with homework entirely to give children more time to play, participate in activities and spend time with families.

A guideline circulated by teachers unions in the U.S. recommends about 10 minutes of homework per grade. So, 10 minutes in first grade, 20 minutes in second grade and so on.

The COVID-19 pandemic and a crisis around youth mental health have complicated debates around homework. In the U.S., extended school closures in some places were accompanied by steep losses in learning , which were often addressed with tutoring and other interventions paid for with federal pandemic relief money. At the same time, increased attention to student wellbeing led some teachers to consider alternate approaches including reduced or optional homework.

It’s important for children to learn that mastering something “usually requires practice, a lot of practice,” said Sahlberg, in Finland. If reducing homework leads kids and parents to think school expectations for excellence will be lowered, “things will go wrong.”

AP writers Jan M. Olsen in Copenhagen, Denmark, Michael Melia in Hartford, Connecticut, and Hyung-jin Kim in Seoul, South Korea, contributed.

ME 274: Basic Mechanics II

Homework h6.g - sp24.

DISCUSSION THREAD

Discussion and hints:

Shown below is an animation of the results of a simulation of the motion corresponding to an UNDERDAMPED system. The response is oscillatory, however, the amplitude of the response decays away at an exponential rate.

For this problem, you are asked to determine the amount of damping (i.e., the value of c ) for which the system is CRITICALLY damped (ζ = 1). The animation below shows the response of such a critically damped system. Not that with this value for the damping ratio ζ, the oscillations are damped out, with the response asymptotically approaching the steady-state static equilibrium state.

The derivation of the dynamical equation of motion (EOM) for a system is a straight-forward application of what we have learned from Chapter 5 in using the Newton-Euler equations. The goal in deriving the EOM is to end up with a single differential equation in terms of a single dependent variable that describes the motion of the system. Here in this problem, we want our EOM to be in terms of θ (t).

Recall the following f our-step plan outline in the lecture book and discussed in lecture:

Step 1: FBDs Draw individual FBDs of the drum and the bar. Define a translation coordinate, x , for the bar.

Step 2: Kinetics (Newton/Euler) Write down the Newton/Euler equations for the drum and the bar.

Step 3: Kinematics Use the no-slip condition between the drum and the bar to relate x to θ.

Step 4: EOM Combine your Newton/Euler equations along with your kinematics to arrive at a single differential equation in terms of the dependent variable θ.

You will then need to find the static rotation of the disk from your EOM. Also, put the EOM in "standard form" in order to find the undamped natural frequency ω n and the damping ratio ζ of terms of the given parameters for the system. Critical damping corresponds to ζ = 1.

Any questions?

94 thoughts on “Homework H6.G - Sp24”

Taking the moment about the center of the drum would mean that the moment equation would only have the effect of the spring, dashpot, and the weight of the particle. Remember that the radius of gyration replaces the I_o term with m*k_o^2.

Thanks! I was confused about whether to use the k term there or if could just do mass and radius.

Do we follow the the FBD on freeform that have the smooth rollers over the one on the problem statment that is just a cable floating?

They are kinematically equivalent.

Can I say the movement of the bar is the movement of mass A times 2? Because of the double radius.

Yes. Remember velocity is equal to the radius times the angular velocity. Since the drum is rotating with angular velocity theta, both components rotate with the drum. So, just the radius will differentiate the two. The movement of the mass will be represented by thetaR, while the movement of the bar will be represented by 2thetaR.

Does the "tension" of the cable that is attached to the spring and dashpot act in the upwards or downwards direction on the drum?

I used that they acted downwards on the drum. Since the positive x direction of movement is upwards, this would insinuate that these components are stretched and therefore pulling down on the drum. Having them in the opposite direction will also help all of the signs in your final EOM equation match.

Since connector B has no mass can we say that its acceleration is 0?

From Newton: the summation of forces on a particle is equal to mass*acceleration. If mass = 0, then mass*acceleration = 0.

You can ignore B in the problem because the mass is negligible. It is almost like the spring and dashpot forces are pulling directly on the cable connecting B to the drum.

having a mass of 0 does not mean you will have an acceleration of 0 . however that in fact mean that you will have a sum of forces of 0 according to Newton's law

I made this mistake the first time when constructing my kinetic equations. Professor Krousgrill's response to a similar point made above elaborates a bit on this.

To find the tension force connected to the inner drum and particle A, do we need to take into account the acceleration of A as well or do we say that the tension in this cable is just equal to the gravitational force produced by the particle's mass?

Since the mass of bar B is negligible, what do I equate the sum of forces in x direction of bar B to? Would the sum of forces be equal to 0 in x (x direction is vertical)?

Yes you would equate the forces of bar B to 0 because the mass is negligible. This will allow you to have find a relationship between the forces due to the spring and dashpot and the tension force from the bar.

Remember that the angular speed for the outer and inner disks are different, so you will need to relate the two using the displacement of A and B. By relating these two, you can solve for your EOM.

The inner and outer disks of the drum form a single rigid body. The angular velocities of the two portions of the drum are the same.

Professor Krousgrill,

Are there any cases in which the inner and outer disks cannot be treated as a single rigid body?

a good trick here is to take the moment across the center of the disk so that you do not need to worry about any other forces other than the spring and the dashpot and the mass

Another benefit of taking the moment across the center of the disk as opposed to a contact point would be that it allows you to incorporate friction so you can relate x and theta. If you had taken the moment about a contact point, you couldn't use the "no slip" condition since the force goes through the point you're using

I am a little confused as to how to determine the direction of the force due to the dashpot. Does anyone have tips that they use to determine the direction when solving various problems?

What helped me the most is to reference the directions of motion, both theta and x, and determine the resultant forces on the object from springs and dashpots and how they would both act against directions of motion. The spring is more intuitive because the spring is either in tension or compression and the forces are the results of that motion, k*x. Dashpots dampen the motion, usually by flowing fluid, so it acts against the assumed x at a rate of c * x(dot).

The way I think about it is that for springs and dash pots they always exert a force to oppose movement of the object they are attached to so if ur body is moving right and it has a dash pot attached to it at the sides the dash pot applies a force to the left, regardless if the dash pot is on the right or left of the object moving

Recall that the purpose of the dashpot is to dampen/resist motion, so it will act against the x value. For me, drawing the directions of all of the forces and then adding cx(dot) at the end helps me understand the dampening direction.

I find it best to think about the direction of acceleration the dashpot would cause. That is the direction of the force, which would always be in the opposite direction of the velocity.

When relating the forces from the spring , dashpot, and block A, it is important to recognize they are about two different radii when relating x' to θ' and x'' to θ''. The spring and dashpot are about a radius of 2R while block A is about a radius R.

To avoid this confusion I chose to use the variable x for the spring and dashpot, and the variable y for block A.

It is critical to define your positive directions for the respective axis and then follow that throughout the entire problem

If theta_+ is in the clockwise direction, does that mean we have to flip the sign of the moments in the Euler equation?

If theta is defined positive in the CW direction, then a moment in the CW direction would also be positive.

If theta is defined positive in the CCW direction , then a moment in the CCW direction would also be positive.

It is important to remember for part c that when you take the 1st and second derivative of z theta static is zero

Why is there something called theta positive clockwise rotation when we usually define rotation in the clockwise direction as negative and the counterclockwise direction as positive?

When you say that we "usually" consider CCW rotations to be positive, you are assuming that the coordinate system has x positive to the right and y positive up - then by the right hand rule, the rotation about the z-axis is positive in the CCW sense.

In vibrations, we typically have a number of moving parts, with coordinates needing to be defined for each one. We may find it to be more convenient to define an x axis as being positive to the left, or even along some angled incline. We do not want to be bound to having x positive to the right. That is why we will define our positive sign conventions in ways that are most convenient, and be sure that we stick by these conventions all through the four steps of the solving process.

Oh ok, that makes sense. We can just define the x sign direction in a way that makes it the easiest and then define the rotations in relation to the sign definition we chose.

What is the easiest definition to use for this whole problem? Is it easy to stick with the positive CW definition or changing it to negative CW would be easier? I always struggle to understand that difference in positive and negative.

Those choices are totally up to you. If you want to stick with theta always being positive in the CCW sense, then do so. It is your choice.

I see similar to the answer you gave up above about me asking for the CW positive. Its the way I choose to define it for the CW and CCW signs.

On the example diagram, it says to show individual body diagrams for the drum and block- since the cable is now replacing the block so we just show its effect on the drum fbd instead of drawing a separate fbd for the cable and spring/dashpot?

I found that the approach to this problem was similar to that of H6D

I also found this homework problem similar in concept to C6.4 (the conceptual problem hints helped a lot!)

The way that I found to best approach this problem is to leave the orientation of positive theta in the clockwise direction and have the force of the dashpot and spring going down off of the left edge of the disk. I also found that it was useful to draw the free body diagram of just block A to find the equation for tension.

For the Find part E, are we supposed to find a number for C K and M, or simply set the equation of the damping ratio equal to 1 and plug in our values for C, K, and M

Is the part e formula supposed to be the damping ratio? On the paper it is C/(KM)^1/2, but the dampening ratio is C/(2(KM)^1/2)

Part e is not supposed to be the damping ratio. The 2 in the denominator cancels nicely to create an answer for C/ sqrt(KM)

I found E.B.5 to be helpful to understand the concept more on this problem.

Make sure to solve for theta_st by relating all the derivatives to 0. From this, solve for theta and set this equation into the original to get the answer in terms of z.

Given that this problem uses a mass connected by a string to a pulley, is it correct that we cannot say the sum of forces on block A is equal to zero? Block A definitely has a mass and then may also potentially have an acceleration, correct?

I believe this is not true. Because of the fact that A can accelerate the force cannot be assumed to be zero.

A vital part in solving this problem is to correctly relate the tension of the cable with the disk it is acting on, this is a mistake I made when solving this problem. Additionally, remember to relate the spring with the disk in terms of K.

Are we just supposed to assume that the cable can pull downward and is stiff enough to push upward?

Yes, follow the figure shown here on this post, where the cable is actually a rigid body that can handle both tension and compression.

Does the dash pot just act always in a direction opposite to the force of the spring?

Follow your sign conventions in order to determine the direction of the dashpot force. As examples:

• If you define x and x_dot to be positive to the RIGHT, then with motion in the positive direction (to the right) the dashpot will exert a resisting force, that is, to the LEFT.

• If you define x and x_dot to be positive to the LEFT, then with motion in the positive direction (to the left) the dashpot will exert a resisting force, that is, to the RIGHT.

These same observations hold true for springs, except there you consider the position rather than the motion.

If a dashpot velocity is x_dot and a spring stretch/compression is x, then the dashpot force and spring force will be pointing in the same direction, not opposite to each other.

I found example 6.B.5 helpful when solving this problem. From the sum of the forces on the block, you can solve for the tension value. Then this value can be plugged into the moment of the drum to find the EOM.

A few notes from my solving of the problem: 1. Remember that if something has no mass, then it has no acceleration. 2. Remember that both tensions have different radii, meaning that they will always be a magnitude difference. 3. For finding the ratio of parameters, factor out k_o as many times as you can until you get the ratio. Your final answer should be in the form c/sqrt(km).

When solving this question, make sure to make a FBD and a summation of forces for the block A. This is because the block has a tension force and therefore the extra equation is necessary to solve each variable.

Yes I completely agree. Without the FBD you cannot solve for the missing tension force.

In this question what direction would the friction be acting?

The diagram on the pdf and the diagram from the discussion thread are slightly different. What helped me was looking at both of them- but specifically understanding that the bar to draw the FBD of is the vertical bar in the discussion thread and not B from the PDF.

In regard to theta+ does it matter that it is positive in the CW direction instead of the usual rule that CCW is positive? Would we need to flip this, or will it have no effect in the long run?

As long as you keep your signs consistent the directions can be whatever you deem to be easiest.

Don't forget to include friction when taking the moment about the center of the disk. This allows you to get x and theta in a common equation.

For this question, it is very useful to remember your relationship between x and theta. One mistake I made while doing this problem is that I forgot to account for the outer radius being twice as large when doing this. Also, for part e of this question, it is important to make note of what you're given. Critically damped means that the damping ratio is equal to 1. Were also given R/Ko = 1, which means that R=Ko. Using this information, you can solve for c/sqrt(KM).

Comments are saying to include friction. Is there no friction in the pdf hw (and not the comment hints version)?

The two models are identical in terms of the rotation of the disk. In my opinion, the figure with the cable in the PDF is easier to consider as there are less forces.

I understand how to substitute Z in for X to get rid of the right side of the equation. However I don’t quite understand how that works conceptually. Does anyone have a good explanation as to why this works?

When solving for kinetics, there is no Fx making your main equations Fy in the cable and drum along with the Moment. These can then be plugged into the kinematics, which is initially at rest.

Would it be helpful to make multiple FBDs for this problem? Would a separate FBD needed for B?

No, you only need one FBD of the Drum, then sum the moments about the center of the drum to get the EOM

The connector would still produce a force correct?

Drawing individual free-body diagrams of the wheel, A, and B with the x-components acting on them, and then converting the x to theta components is a good starting point.

For this question, I drew free body diagrams for the drum, block, and mass A. I then took the moment about the center point of the drum and used Newton equations for the block and mass A and substituted that information into the moment equation from before. This helped me derive the equation on motion. I believe to determine the static rotation of the drum you have to set theta dot and theta double dot equal to zero and solve for theta.

Wouldn't you only need to set theta double dot to zero? Because Static Equilibrium requires a netforce of zero (meaning no acceleration).

For this problem it is important to note that B does not have a mass. From here you can make a critical relationship between the outer tension, the spring force, and the Damping force. It may also be helpful to create an FBD of A to solve for inner tension. From there, the variables are known and the EOM can be created.

For this problem, can we assume that the spring is unstretched when theta = 0?

In order to write the EOM in terms of theta, remember to substitute x with (R)(theta). The derivative of this can be used for x_dot and x_ddot

In order to derive the equation of motion, it helps to draw out free body diagrams to substitute the tension values created by the two cables with the needed spring and dashpot values to finally obtain the correct answer in terms of the coordinate θ.

For the last part of the problem, the ratio of R and kO being equal to one means the two values are equal to each other. This helps out the math when determining the ratio of parameters because either value can be substituted for each, and, therefore, simplifies the math and makes it easier to get to the final answer.

Assume the normally positive y-axis is the positive x-axis. This will allow you to use the characteristic equation without issue for the EOM.

Some helpful tips for solving this problem: b does not have mass, assume the normally pos x and y axis, substitute x with r theta and take the derivatives from there.

Does R/ko = 1 apply to the whole problem or just part e?

I started with a moment equation around the center of the disk. Since there is no mass, a simple summation of forces on point B allows for you to solve for the tension force on B.

In order to relate x+ and theta+, I used the velocity equation between the center of the disk and the contact point of the cable on the outer radius. This is similar to using the contact point of a rolling circle with no slip conditions like in previous homework problems.

For the last part of the problem, keep in mind the relationship between R and k_o, as this will help simplify the calculations into the variables specified (c,k and m). Additonally, consult page 388 of the lecturebook for what value should of zeta implies critical damping.

When drawing the FBD, is the direction of the friction in regards to the dashpot the same as with the spring. That is, do dashpots behave the same as springs friction-wise?

Are we supposed to use the new formula with forced response or still the free response?

Remember that the force contribution from the dashpot will oppose motion, so be consistent after defining the translation coordinate for the bar. Additionally homework H.6.D is helpful to consult for part c.

When finding the ratio of parameters, using the equation that relates the damping ratio, the natural frequency and C is important. It is important to note that C in this case is the coefficient of x dot in the EOM. This equation should simplify greatly with the relation given in the problem and the fact that zeta = 1 in for critical damping.

Is it also possible to solve this problem by taking the moment about the edge where the cable is attached to B and the disk and the moment about the edge where the cable is attached to A and the disk, or should the moment only be taken about the center?

The only non-accelerating point on the disk is its center (which is also the center of mass). Therefore the only candidate for the moment equation is the center of the disk.

To solve this problem, it is best to start with the FBDs of the drum and bar, then connect their Newton/Euler equations using the tension in the cable connected to the bar. Next, a translation of x to theta is needed to write the ODE in terms of theta, which can be done using kinematics. The part that confused me in this problem is part e due to the wording, but I figured out that we must set sqrt(c^2+4km)=0 and then solve for the ratio of c/sqrt(km).

In Part (e), you find the damping ratio zeta in terms of the parameters c, k and m, and the set zeta = 1 (critical damping).

Are there reaction forces at the drum's pin? If there are, how do I get rid of the reaction force in the y direction in my EOM equation?

Yes, there are reactions at the drum center O. When you take the moment about O, these reactions do not appear, and therefore, you do not need to deal with the reactions.

Purdue University

55 US Coast Guard cadets disciplined after cheating scandal for copying homework answers

Officials said the 55 second class cadets distributed answers for two separate homework assignments via electronic means and were disciplined..

Dozens of United States Coast Guard Academy cadets have been disciplined following a cheating scandal in which officials this week announced they copied each other's work on assignments, violating the academy's policy.

According to a press releas e from the military force of maritime professionals, 55 Second Class cadets distributed answers for two separate homework assignments via electronic means.

Details of each cadet’s respective involvement in the scheme were investigated and reviewed during a series of hearings at the academy, the release states, and each cadet was punished "on a case-by-case basis."

The academy is in New London, Connecticut, a coastal city west of the Rhode Island border.

The U.S. Coast Guard is one of the nation's six armed forces and, according to its website, the only military branch in the nation's Department of Homeland Security.

'Crushed': Grateful Dead music fest canceled with no refunds 10 days before event

What happened to the US Coast Guard cadets who cheated?

Consequences of their reported cheating include:

Six cadets failed the course
Forty eight cadets received lowered grades
Eleven cadets were removed from their summer battalion command positions

All 55 cadets are required to undergo a 20-week honor remediation program, the release continues, and will be restricted to the academy.

Cadets involved in cheating scandal permitted to appeal discipline

The cadets can appeal their respective disciplinary actions.

“The U.S. Coast Guard Academy is committed to upholding the highest standards of integrity, honor, and accountability,” Capt. Edward Hernaez, Commandant of Cadets released in statement. “Misconduct like this undermines trust and those found to have violated our principles were held accountable for their actions.”

Natalie Neysa Alund is a senior reporter for USA TODAY. Reach her at [email protected] and follow her on X @nataliealund.

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COMMENTS

How to Do Homework: 15 Expert Tips and Tricks
You finish one episode, then decide to watch another even though you've got SAT studying to do. It's just more fun to watch people make scones. D. Start the episode, but only catch bits and pieces of it because you're reading Twitter, cleaning out your backpack, and eating a snack at the same time. 5.
A Simple, Effective Homework Plan For Teachers: Part 1
Here is how to do it. 1. Assign what students already know. Most teachers struggle with homework because they misunderstand the narrow purpose of homework, which is to practice what has already been learned. Meaning, you should only assign homework your students fully understand and are able to do by themselves.
Teaching approaches: checking-homework Challenge
Most students expect homework corrections to come right at the beginning of a lesson and, let's face it, it's not the best or most enjoyable way to start off! Try checking homework as a way of 'calming down' after a boisterous group-work session or leave it till the end of the lesson. Incidentally, this also works with setting homework.
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parents can help children with homework: Check in with your children every day. Studies show that students who have parental assistance in completing homework spend more time on home-work. Parents can help motivate their children and give them strategies for sustaining attention and combating the negative emotions often associated with homework.
Homework check-ins
Homework check-ins are questions designed to provide a layer of support and garner a level of insight into students' experiences with their homework. They help create a more constant flow of light touch points between teachers and students, and allow teachers to observe issues with the set homework before the next class, streamlining ...
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Checking in daily math homework can be a daunting job! This self checking system for students, allows the time for them to review homework, check for accuracy, and ask clarifying questions. Weekly, students begin a new sheet. Each homework assignment is checked and corrections that need to made are recorded.
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Import a Weekly Check-In Survey to your course. - First, download the question sets above using this link (download entire Zip file) and remember where you save the file. - Next, upload to Canvas by going to Settings in your Canvas course and select "Import Course Content" (either on the right or bottom of your window) - Under ...
What's the Right Amount of Homework?
The National PTA and the National Education Association support the " 10-minute homework guideline "—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students' needs, not the amount of time spent on it.
Homework Check-In Sheet by Amanda Hale
I use this slip to check off who has turned in homework to help me keep on top of who I am missing assignments from before I have them graded and input into the gradebook. Want this item in Excel form? I have added an Excel version combined with another check sheet at https://www.teacherspayteache...
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Reading Response Printables Including Comprehension Questions for the year to be used with nightly or daily reading books. This product is a collection of the BEST reading respons
130 Ideas for Check-in Questions During Remote Learning
130 Ideas for Check-in Questions During Remote Learning. April 30, 2020. One of the questions that arose during the first #InquirybytheFire webinar conversation was about how, in a remote learning context, we can continue to assess students' learning. In this part of the discussion, we talked about the importance of connecting with individual ...
FREE Printable Homework Planner Template
Our free homework planner printable will keep you organized and on top of your homework assignments. We also offer a digital version if you prefer. Both are free. Contents hide. 1 Homework Planner Template. 1.1 Homework Calendar. 1.2 Daily Homework Planner. 1.3 Weekly Homework Planner. 1.4 Homework Checklist.
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Best Paid Homework Help Site: Chegg. Price: $14.95 to $19.95 per month. Best for: 24/7 homework assistance. This service has three main parts. The first is Chegg Study, which includes textbook solutions, Q&A with subject experts, flashcards, video explanations, a math solver, and writing help.
Checking in Homework....20 minutes I could do without
Checking in homework is something that, if I let it, could take all day. Seriously. Going through 30+ homework folders, checking off for completion, dealing with the kids who didn't do all of their work, chasing after kids who forgot to put their folder in the bin or a piece of work in their folder....the whole thing was taking me FOREVER to do, and I was simply just checking it in. (we do go ...
10 Student Check-In Activities to Connect and Understand
7. Your Week in Emojis. This is a like a feelings check-in but a bit more fun. Ask students to describe their week in three to five emojis. 8. Check-Out. Just as you want to see where students are at when they come into you room, it is also helpful to understand how they are when they leave you room.
Brainly
A block of ice with a mass of 2.50 kg is moving on a frictionless, horizontal surface. At time t = 0, the block is moving to the right with a velocity of magnitude 8.00 m/s. Calculate the velocity of the block after a force of 7.00 N directed to the left h. A 6 N and a 10 N force act on an object.
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homework check-in. Thread starter mkaiser; Start date Jul 25, 2010; Grading | Assessment ... Jul 25, 2010 #1 I feel like I have tried so many different ways of having students turn in their homework, but have yet to find a system that I like or really works. Do any of you have suggestions on how you collect homework and keep track of missing ...
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Verified by qualified subject experts. Ask questions related to your courses and get step-by-step solutions. 1. ^ Chegg survey fielded between Sept. 24 - Oct. 12, 2023 among U.S. customers who used Chegg Study or Chegg Study Pack in Q2 2023 and Q3 2023. Respondent base (n=611) among approximately 837,000 invites. Individual results may vary.
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Combining homework check and review with the idea of real-time feedback for times when students are working on essay writing or big projects would not only benefit the students with timely feedback but also free up teacher's time and allow them to work on other parts of the lesson that may need more focus or begin preparing for future lessons.
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Completely editable weekly homework check - off log. You can type or write in your students' names as well as edit the dates I've already put at the top. The dates reflect the academic calendar my district follows and may already suit yours. You can change the dates as well. There are 18 columns for 18 weeks of checking.
Mathway
Free math problem solver answers your algebra homework questions with step-by-step explanations.
TikTok owner ByteDance's 'AI homework helper' Gauth soars in US
Gauth, marketed as an "AI homework helper" by ByteDance subsidiary GauthTech, was the second most-downloaded education app for Apple iOS devices in the US as of Wednesday, ...
Poland's kids rejoice over new rules against homework. Teachers and
Ola Kozak, 11, sits at the table where she used to do her homework at the family home in Warsaw, Poland, Friday April 5, 2024. Ola is happy that Poland's government has ordered strict limits on the amount of homework that teachers can impose on the lower grades, starting in April. Julian enjoyed doing his homework.
Homework H6.I
Homework H6.I - Sp24. The response for ω < ωn has the steady-state response of x (t) moving in phase with the forcing F (t). That is, during the time that the block is displaced to the right, the force is acting to the right. Conversely, during the time that the block is displaced to the left, the force is acting to the left.
Homework H6.H
Step 1: FBDs. Draw a free body diagram (FBD) of A+B. Step 2: Kinetics (Newton/Euler) Use Newton's 2nd law to write down the dynamical equation for the system in terms of the coordinate x. Step 3: Kinematics. None needed here. Step 4: EOM. Your EOM was found at Step 2. Once you have determined the EOM for the system, identify the natural ...
Homework H6.G
Draw individual FBDs of the drum and the bar. Define a translation coordinate, x, for the bar. Step 2: Kinetics (Newton/Euler) Write down the Newton/Euler equations for the drum and the bar. Step 3: Kinematics. Use the no-slip condition between the drum and the bar to relate x to θ. Step 4: EOM. Combine your Newton/Euler equations along with ...
China primary school bans homework after 9.30pm with no penalty for
A primary school in China has banned homework after 9.30pm and decided not to punish students who do not finish assignments, sparking fierce debate on mainland social media. The Nanning Guiya ...
Check In Sheet Teaching Resources
Check-In/Check-Out is often used with PBS or PBIS behavior and classroom management systems as a Tier III behavior intervention. The product includes multiple variations (a few of which are included in the preview), with different options for font, number of periods of the day, number of behavior expectations, and smiley faces vs points.
Coast Guard Academy cheating scandal: 55 cadets disciplined in fallout
0:03. 0:50. Dozens of United States Coast Guard Academy cadets have been disciplined following a cheating scandal in which officials this week announced they copied each other's work on ...