November/December 2004
Parents are often key to improving learners’ academic and homework success (Baker, 2003; Bryan, Burstein, & Bryan, 2001). Family members should not be expected to teach new concepts or skills at home; nor should they complete homework for their children or redo assignments done incorrectly. Teachers need to see how well students understand the skills involved in order to adjust instruction. But parents can promote and monitor homework completion. The following suggestions help families succeed with homework (Coordinated Campaign for Learning Disabilities, 1999; Harvey, 2004).
Set a designated study time and space. Your child or teen should study and complete homework at approximately the same time each day in a space that is free of distractions. Some students need time to unwind after school; for others, it is better to finish homework early and have the rest of the evening free. Needed materials and supplies (e.g., pencils, paper, calculator) should be readily available. Including your child in making homework time and space decisions helps develop time management and organizational skills.
Use planners or checklists. Many schools require students to record assignments in planners or notebooks. Otherwise, students may develop a list of assignments to be done. Determining the order of tasks and checking them off as they are completed gives students a sense of control and accomplishment.
Organize materials in a binder or folders. Help your child keep track of papers and materials for each class by using notebooks with labeled dividers or color-coded folders for different classes. With your son or daughter, decide upon a special place for assignments to be done and papers to be signed as well as a place for completed work. On a weekly basis, encourage your child to sort through papers, removing old items to a separate file for end-of-term reviews or documentation of completed work.
Make homework a positive experience! Although homework requires time and effort from both students and parents, it should not turn into a battleground. Keeping the emphasis on what your child or teen is doing right, on progress and accomplishments, and on supporting your child rather than reprimanding or threatening will make homework time more productive for all. Family activities, a snack, TV, or computer time might follow homework completion (or designated portions of homework) to help students feel rewarded for their efforts. If parents and children are experiencing undue difficulties with homework, communicating with teachers to work out solutions can improve the situation.
Many more suggestions are offered on websites such as http://www.schwablearning.org and http://www.ldonline.org designed to support families and teachers in helping students with disabilities achieve. Parents are vital partners in promoting school success!
References
Baker, L. (2003). The role of parents in motivating struggling readers. Reading
& Writing Quarterly: Overcoming Learning Difficulties, 19, 87-106.
Bryan, T., Burstein, K., & Bryan, J. (2001). Students with learning disabilities: Homework problems and promising practices. Educational Psychologist, 36, 167-180.
Coordinated Campaign for Learning Disabilities. (1999). Tips for developing organizational skills in children. Retrieved September 24, 2004, from http://www.ldonline.org/article
Harvey, V. S. (1998). Study skills: A handout for parents. Retrieved September 24, 2004, from http://www.ldonline.org/article
Virginia Department of Education. (2001). A parent’s guide to special education. Richmond, VA: Author.
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