The Homework Debate- Reinforcement or Busy Work?

Every school year it seems that studies regarding the importance and significance of homework get reported in the media. Is homework a good idea or has it outlived its usefulness?

One the one hand we hear that homework reinforces the material that is being taught in the classroom. It provides parents with an opportunity to see what their children are learning in school and can allow them to participate in both reinforcement and the learning process itself.  It further provides an opportunity for a student to work independently in a comfortable environment and prepare them for the next day’s lessons. It can aid in improving achievement. As the student progresses through the grades, there may be more homework and it begins to take on additional significance. In high school for example, if a student is given a long term assignment, like a research paper, homework allows time for student to do the research and gather and organize the information to produce a quality assignment. In 2006, Professor Harris Cooper of Duke University completed research and wrote a paper about the impact of homework. He found that homework was important especially in grades 7-12, though not as important in the elementary grades. Copper and his team felt that homework could help a student succeed as l long as there wasn’t too much. (You can read a synopsis of this research at http://today.duke.edu/2006/03/homework.html)

There is another side to the homework dilemma. According to Alfie Kohn, a long time educator and author, (including, The Homework Myth), there appears to be no significance evidence that homework assignments improve learning achievement and has little benefit. Kohn stated that …” not a single study has ever supported the folk wisdom that homework teaches good work habits or develops positive character traits such as self discipline, responsibility or independence.” (You can read the entire article by Kohn, The Case against Homework, in the October, 2012 issue of Family Circle Magazine) Many parents seems to agree with Kohn’s philosophy that students spend enough time on task in the classroom ( approximately seven hours a day) and that after school as well as weekend time should be devoted to sports, hobbies, and quality time with family.

Some school districts have decided to eliminate homework altogether and focus on learning in the classroom. The verdict is still out as to whether this is a good move or not. However, as we continually read how American school children are falling behind their peers in other developed nations, it might pay to take yet another look at homework as a learning tool.

For further Reading:

The Homework Myth, Alfie Kohn( c.2006 DaCapo Press)

Seven Steps to Homework Success: A Family Guide for Solving Common Homework Problems by Sydney S. Zentall, Ph.D. and Sam Goldstein, Ph.D. (c.1999, Specialty Press, Inc.)

c. 2012 J. Margolis

What Can We Learn from the Chicago Teachers Strike?

This week, the Chicago Teachers union voted to suspends their strike, in America’s third largest city. The rank and file members of the union wanted time to digest the tentative agreement that had been reached between city and the union leadership. This strike was unusual in several respects. In other states, like Wisconsin, New Jersey and Ohio, the attacks against tenure and teacher assessment were initiated by Republican governors who are often seen as anti-union. In Chicago, the city is lead by a Democratic mayor, Rahm Emanuel, who not coincidentally was the chief of staff in the Obama White House. In several previous blogs I have mentioned that one of problems of American public education is that it has become politicized and until we can divorce the politics from the true needs of our students, true and meaningful reform cannot occur.

The other big issue that was brought to forefront during this current strike is that of teacher assessment. How do you measure in a meaningful way, how successful a classroom teacher is and what impact has he or she had on the students in the class? One of the “management” parameters is to measure how students perform on the state wide assessment tests. School officials feel that this is the best way to quantify with solid data, that a student’s performance on a one day, one time test, can somehow determine who is an effective teacher. Most of us in the profession know that there are too many variables for this to be a 100% effective measure. What about students who have not been on the class all year or what about students with limited English comprehension? What about students with learning disabilities who are required to take the test? The list goes on. We cannot leave out the fact that once these parameters are in place, teachers spend an inordinate amount of time prepping the students for the test to the detriment of other learning.

When I first started teaching, teacher evaluations were very subjective. The school principal or assistant principal came into the class, perhaps three times a year, and observed the class. He or she then wrote up an observation of the lesson and had a meeting with the teacher pointing out the strengths and weakness. The teacher had the opportunity to rebut, in writing any disagreements to the observation.

Today’s evaluations are more complex and by necessity, must be more thorough. While student assessment is an integral piece of the evaluation puzzle, it should not be the only statistic used to determine if a teacher should be eligible for tenure or deserve a pay raise. Just as there is no statistical evidence to support the notion that obtaining an advanced degree makes one a better teacher, neither does getting students to perform on a standardized test.

c. J. Margolis 2012

Falsifying Teaching Credentials

With the job market as difficult as it is in general, teachers too are struggling find positions as states cut their education budgets. It might seem tempting to acquire an advanced degree to give a candidate an advantage in the formal application process. However as you will read below, falsifying documents  for employment is a felony in several states and it goes without saying that conviction for such a crime may end hopes of ever obtaining a teaching position.

While it behooves school districts to check an applicant’s credentials and references thoroughly, in today’s high tech world, it is easy to fake degrees, transcripts and letters of recommendation. If you are about hire someone and entrust them with the education and well being of young children, it is imperative to find teacher candidates of the highest moral character.

A number of years ago, a student came to my office with an on-line education degree from an accredited college. The student asked why she was not able to obtain a state teaching certificate. Upon reviewing the transcript I observed that the degree had no provision for clinical practice (student teaching) which is a requirement for licensure in many states. If you are going to opt for the on- line route to obtain a degree, be sure that the institution is accredited in your state and that credits from that institution will be valid for obtaining teacher certification.

Diploma mills. There are numerous bogus colleges on the Internet that for a fee will send an official looking diploma and transcripts. You can even order a class ring!

The Higher Education Opportunity Act defines a diploma mill as follows (from US Dept of Ed.web site)

DIPLOMA MILL- The term `diploma mill' means an entity that--
(A)(i) offers, for a fee, degrees, diplomas, or certificates, that may be used to represent to the general public that the individual possessing such a degree, diploma, or certificate has completed a program of post secondary education or training; and (ii) requires such individual to complete little or no education or coursework to obtain such degree, diploma, or certificate; and
(B) lacks accreditation by an accrediting agency or association that is recognized as an accrediting agency or association of institutions of higher education . The US Department of Education has a link on its web site that provides information and caveats about diploma mills. mills.http://www2.ed.gov/students/prep/college/diplomamills/index.html

Statutory law

At least 11 states (Illinois, Indiana, Kentucky, Maine, Michigan, Nevada, New Jersey, North

Dakota, Oregon, Texas, and Washington) have currently enacted laws that make

misrepresentation of employment qualifications a criminal offense. Five states—Kentucky, New

Jersey, North Dakota, Oregon, and Washington—have classified this practice as a felony

punishable by several years in prison. The remaining states consider résumé fraud to be a

misdemeanor.  In a number of states it is illegal to commit résumé fraud only if the job seeker (1) is claiming an Educational credential from a “diploma mill,” a bogus institution and (2) is using the résumé in a state that has enacted legislation to discourage the activities of these schools. However, an employer may be within its legal rights to terminate an employment relationship based upon misrepresentation of qualifications, depending upon the state and the nature of the falsification.

 Be prudent when making career plans. If you find yourself out of a teaching job, you may wish to volunteer working with children in after school programs, Boys and Girls Clubs, Big Brothers and Big Sisters, scouts or youth programs at your local church or synagogue. Helping these organizations can also help your resume when looking for your next job. A bogus degree or certificate may seem like a short term solution but could turn out to be a costly career ending mistake.

Copyright. J. Margolis 2012

Teaching About 9/11

(courtersy of US National Park Service)

It is hard to believe that eleven years have passed since what may be considered the darkest day in the history of our country. This year the commemoration for the September 11^th terrorist attacks on the World Trade Center and The Pentagon will include memorial services, television programs, and many speeches.

An article in USA Today noted that September 11^th “was a memory for teachers but for students, its history.” Many elementary students had not yet been born in 2001 and even high school seniors were only eight or nine years old on the day of the attacks. Students need to know what happened and why. The question is – how to teach it. For most teachers and students, September 11 is at the beginning of the school year and a heavy and somber topic to address right at the beginning of the semester.  Since history is often best told in stories, students should be given the opportunity to read, see and hear about survivors, first responders, and families of victims.

There have been a considerable number of books published in recent years that deal with all of the above aspects of 9/11. CBS News has released a book and DVD entitled “What we Saw; The Events of September 11, 2001 In Words, Pictures, and Video.”  (Simon and Schuster ISBN 9781454626667)Another noteworthy book is “Angel in the Rubble: The Miraculous Rescue of 9/11’s Last Survivor.” (Howard Pub. ISBN 9481451635201).  Also take a look at “After the Fall: New Yorkers Remember September 2001 and the Years that Followed (New Press. ISBN 9781595586476) Check with your school and well as your local public library to see what is available and what might age appropriate for your students.

For a more uplifting story, I recommend Jim Defede’s book,” The Day the World Came to Town: 9/11 in Gander, Newfoundland. Published in 2003 by Harper Paperbacks, this book chronicles the generosity and kindness of the townspeople of Gander, Newfoundland, who went out of their way to accommodate and befriend over 6000 travelers who made an unexpected stop on September 11, 2001.

For those teachers who are seeking an interdisciplinary approach to teaching about September 11th, please take a look at “The GUYS”, a play written by Anne Nelson. It deals with a NYC fire captain who has to deal with the grief of losing his men and having to prepare eulogies for their funerals. “The Guys” was made into a movie starring Sigourney Weaver and Anthony LaPaglia.

Finally there are dozens of web sites with teacher’s materials, photo and lesson plans suggestions for classroom teachers.  As educators we have an obligation to keep September 11 in the public conscience. Students should learn more about the events as they mature and can understand more.

You can find 9/11 material at the web addresses below.

www.tributewtc.org/program/toolkit.html

www.library.columbia.edu/indiv/ccoh/new_propjects/9-11.html

www.onlinelearningexchange.com/content/products/remembering911.html

http://www.learnabout9-11.org/

http://www.youngheroesofhistory.com/sept11links.htm

http://learning.blogs.nytimes.com/2011/08/31/teaching-911-ideas-and-projects-from-teachers/

Lastly, the September 11 Memorial in New York City is now open to the public. You can obtain information by visiting their web site at http://www.911memorial.org/.

 Copyright 2012 Jeffrey A. Margolis

Educatorpartners welcomes " Carrots for Charlie"

Children will learn, be entertained

and find a positive message in

CARROTS FOR CHARLIE:

A Tale of Health, Fitness and Happiness

·         “Carrots for Charlie” is a delightful and whimsical children’s book with a serious message about the importance of nutrition and exercise for children and pets

·         This beautifully illustrated book is for children ages 4 and up. 

·         The positive message about nutrition and fitness will appeal to parents, grandparents, guardians, teachers, healthcare professionals and pet lovers

·         Special features include

Ø  an extensive list of websites about nutrition,

   physical activity, and prevention of obesity

Ø  discussion questions  and  recipes

BRIEF SYNOPSIS

“Carrots for Charlie” is a story about a loveable dog, Charlie, adopted by Max who enjoys taking Charlie with him on a variety of outdoor activities in his beautiful hometown of Naples, Florida.  Max, a music lover, enjoys making up songs for his new best friend Charlie. Max gets busy and Charlie is left home alone for much of the day. With the help of his neighbors and the vet, Max realizes that Charlie’s health has been negatively affected by not getting enough exercise and by eating too many sweet treats instead of healthy food such as carrots. Fortunately all problems are resolved in a positive manner as these two best friends work toward fitness and good health.

ABOUT THE AUTHORS

Rhonda Brazina has been an elementary teacher and reading specialist in Columbus, Ohio. She wrote materials for teachers on thematic teaching for Creative Teaching Press and worked for them as a workshop presenter and trainer. As a member of Toastmasters International, Brazina has achieved the level of “Competent Communicator.”

Ida Margolis has been a high school and college educator and supervisor in New Jersey.  She has had a number of articles published in professional journals. Margolis has been a presenter at state and regional programs for educators, has received numerous awards for her contributions to education and has implemented innovative children’s programs.

ABOUT THE ILLUSTRATOR

Virginia Mulford is an artist, art teacher and art enthusiast who has encouraged countless students to enter art contests, pursue art careers and appreciate art.  She has received numerous community awards and has coordinated a variety of art shows and art exhibits. Her art work can be seen in public areas in Ocean City, NJ.

For information about this book, free children’s programs, supplementary materials, book readings and book signings e-mail us at carrotsforcharlie@gmail.com 

Visit CarrotsforCharlie on Facebook   and www.carrotsforcharlie.com

Books and e-books are available from Amazon.com, Barnes and Noble and Books –a-Million