how can homework teach responsibility

Does Homework Really Help Students Learn?

A conversation with a Wheelock researcher, a BU student, and a fourth-grade teacher

“Quality homework is engaging and relevant to kids’ lives,” says Wheelock’s Janine Bempechat. “It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.” Photo by iStock/Glenn Cook Photography

Do your homework.

If only it were that simple.

Educators have debated the merits of homework since the late 19th century. In recent years, amid concerns of some parents and teachers that children are being stressed out by too much homework, things have only gotten more fraught.

“Homework is complicated,” says developmental psychologist Janine Bempechat, a Wheelock College of Education & Human Development clinical professor. The author of the essay “ The Case for (Quality) Homework—Why It Improves Learning and How Parents Can Help ” in the winter 2019 issue of Education Next , Bempechat has studied how the debate about homework is influencing teacher preparation, parent and student beliefs about learning, and school policies.

She worries especially about socioeconomically disadvantaged students from low-performing schools who, according to research by Bempechat and others, get little or no homework.

BU Today  sat down with Bempechat and Erin Bruce (Wheelock’17,’18), a new fourth-grade teacher at a suburban Boston school, and future teacher freshman Emma Ardizzone (Wheelock) to talk about what quality homework looks like, how it can help children learn, and how schools can equip teachers to design it, evaluate it, and facilitate parents’ role in it.

BU Today: Parents and educators who are against homework in elementary school say there is no research definitively linking it to academic performance for kids in the early grades. You’ve said that they’re missing the point.

Bempechat : I think teachers assign homework in elementary school as a way to help kids develop skills they’ll need when they’re older—to begin to instill a sense of responsibility and to learn planning and organizational skills. That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success. If we greatly reduce or eliminate homework in elementary school, we deprive kids and parents of opportunities to instill these important learning habits and skills.

We do know that beginning in late middle school, and continuing through high school, there is a strong and positive correlation between homework completion and academic success.

That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success.

You talk about the importance of quality homework. What is that?

Quality homework is engaging and relevant to kids’ lives. It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.

What are your concerns about homework and low-income children?

The argument that some people make—that homework “punishes the poor” because lower-income parents may not be as well-equipped as affluent parents to help their children with homework—is very troubling to me. There are no parents who don’t care about their children’s learning. Parents don’t actually have to help with homework completion in order for kids to do well. They can help in other ways—by helping children organize a study space, providing snacks, being there as a support, helping children work in groups with siblings or friends.

Isn’t the discussion about getting rid of homework happening mostly in affluent communities?

Yes, and the stories we hear of kids being stressed out from too much homework—four or five hours of homework a night—are real. That’s problematic for physical and mental health and overall well-being. But the research shows that higher-income students get a lot more homework than lower-income kids.

Teachers may not have as high expectations for lower-income children. Schools should bear responsibility for providing supports for kids to be able to get their homework done—after-school clubs, community support, peer group support. It does kids a disservice when our expectations are lower for them.

The conversation around homework is to some extent a social class and social justice issue. If we eliminate homework for all children because affluent children have too much, we’re really doing a disservice to low-income children. They need the challenge, and every student can rise to the challenge with enough supports in place.

What did you learn by studying how education schools are preparing future teachers to handle homework?

My colleague, Margarita Jimenez-Silva, at the University of California, Davis, School of Education, and I interviewed faculty members at education schools, as well as supervising teachers, to find out how students are being prepared. And it seemed that they weren’t. There didn’t seem to be any readings on the research, or conversations on what high-quality homework is and how to design it.

Erin, what kind of training did you get in handling homework?

Bruce : I had phenomenal professors at Wheelock, but homework just didn’t come up. I did lots of student teaching. I’ve been in classrooms where the teachers didn’t assign any homework, and I’ve been in rooms where they assigned hours of homework a night. But I never even considered homework as something that was my decision. I just thought it was something I’d pull out of a book and it’d be done.

I started giving homework on the first night of school this year. My first assignment was to go home and draw a picture of the room where you do your homework. I want to know if it’s at a table and if there are chairs around it and if mom’s cooking dinner while you’re doing homework.

The second night I asked them to talk to a grown-up about how are you going to be able to get your homework done during the week. The kids really enjoyed it. There’s a running joke that I’m teaching life skills.

Friday nights, I read all my kids’ responses to me on their homework from the week and it’s wonderful. They pour their hearts out. It’s like we’re having a conversation on my couch Friday night.

It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Bempechat : I can’t imagine that most new teachers would have the intuition Erin had in designing homework the way she did.

Ardizzone : Conversations with kids about homework, feeling you’re being listened to—that’s such a big part of wanting to do homework….I grew up in Westchester County. It was a pretty demanding school district. My junior year English teacher—I loved her—she would give us feedback, have meetings with all of us. She’d say, “If you have any questions, if you have anything you want to talk about, you can talk to me, here are my office hours.” It felt like she actually cared.

Bempechat : It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Ardizzone : But can’t it lead to parents being overbearing and too involved in their children’s lives as students?

Bempechat : There’s good help and there’s bad help. The bad help is what you’re describing—when parents hover inappropriately, when they micromanage, when they see their children confused and struggling and tell them what to do.

Good help is when parents recognize there’s a struggle going on and instead ask informative questions: “Where do you think you went wrong?” They give hints, or pointers, rather than saying, “You missed this,” or “You didn’t read that.”

Bruce : I hope something comes of this. I hope BU or Wheelock can think of some way to make this a more pressing issue. As a first-year teacher, it was not something I even thought about on the first day of school—until a kid raised his hand and said, “Do we have homework?” It would have been wonderful if I’d had a plan from day one.

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Senior Contributing Editor

Sara Rimer A journalist for more than three decades, Sara Rimer worked at the Miami Herald , Washington Post and, for 26 years, the New York Times , where she was the New England bureau chief, and a national reporter covering education, aging, immigration, and other social justice issues. Her stories on the death penalty’s inequities were nominated for a Pulitzer Prize and cited in the U.S. Supreme Court’s decision outlawing the execution of people with intellectual disabilities. Her journalism honors include Columbia University’s Meyer Berger award for in-depth human interest reporting. She holds a BA degree in American Studies from the University of Michigan. Profile

She can be reached at [email protected] .

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There are 81 comments on Does Homework Really Help Students Learn?

Insightful! The values about homework in elementary schools are well aligned with my intuition as a parent.

when i finish my work i do my homework and i sometimes forget what to do because i did not get enough sleep

same omg it does not help me it is stressful and if I have it in more than one class I hate it.

Same I think my parent wants to help me but, she doesn’t care if I get bad grades so I just try my best and my grades are great.

I think that last question about Good help from parents is not know to all parents, we do as our parents did or how we best think it can be done, so maybe coaching parents or giving them resources on how to help with homework would be very beneficial for the parent on how to help and for the teacher to have consistency and improve homework results, and of course for the child. I do see how homework helps reaffirm the knowledge obtained in the classroom, I also have the ability to see progress and it is a time I share with my kids

The answer to the headline question is a no-brainer – a more pressing problem is why there is a difference in how students from different cultures succeed. Perfect example is the student population at BU – why is there a majority population of Asian students and only about 3% black students at BU? In fact at some universities there are law suits by Asians to stop discrimination and quotas against admitting Asian students because the real truth is that as a group they are demonstrating better qualifications for admittance, while at the same time there are quotas and reduced requirements for black students to boost their portion of the student population because as a group they do more poorly in meeting admissions standards – and it is not about the Benjamins. The real problem is that in our PC society no one has the gazuntas to explore this issue as it may reveal that all people are not created equal after all. Or is it just environmental cultural differences??????

I get you have a concern about the issue but that is not even what the point of this article is about. If you have an issue please take this to the site we have and only post your opinion about the actual topic

This is not at all what the article is talking about.

This literally has nothing to do with the article brought up. You should really take your opinions somewhere else before you speak about something that doesn’t make sense.

we have the same name

so they have the same name what of it?

lol you tell her

totally agree

What does that have to do with homework, that is not what the article talks about AT ALL.

Yes, I think homework plays an important role in the development of student life. Through homework, students have to face challenges on a daily basis and they try to solve them quickly.I am an intense online tutor at 24x7homeworkhelp and I give homework to my students at that level in which they handle it easily.

More than two-thirds of students said they used alcohol and drugs, primarily marijuana, to cope with stress.

You know what’s funny? I got this assignment to write an argument for homework about homework and this article was really helpful and understandable, and I also agree with this article’s point of view.

I also got the same task as you! I was looking for some good resources and I found this! I really found this article useful and easy to understand, just like you! ^^

i think that homework is the best thing that a child can have on the school because it help them with their thinking and memory.

I am a child myself and i think homework is a terrific pass time because i can’t play video games during the week. It also helps me set goals.

Homework is not harmful ,but it will if there is too much

I feel like, from a minors point of view that we shouldn’t get homework. Not only is the homework stressful, but it takes us away from relaxing and being social. For example, me and my friends was supposed to hang at the mall last week but we had to postpone it since we all had some sort of work to do. Our minds shouldn’t be focused on finishing an assignment that in realty, doesn’t matter. I completely understand that we should have homework. I have to write a paper on the unimportance of homework so thanks.

homework isn’t that bad

Are you a student? if not then i don’t really think you know how much and how severe todays homework really is

i am a student and i do not enjoy homework because i practice my sport 4 out of the five days we have school for 4 hours and that’s not even counting the commute time or the fact i still have to shower and eat dinner when i get home. its draining!

i totally agree with you. these people are such boomers

why just why

they do make a really good point, i think that there should be a limit though. hours and hours of homework can be really stressful, and the extra work isn’t making a difference to our learning, but i do believe homework should be optional and extra credit. that would make it for students to not have the leaning stress of a assignment and if you have a low grade you you can catch up.

Studies show that homework improves student achievement in terms of improved grades, test results, and the likelihood to attend college. Research published in the High School Journal indicates that students who spent between 31 and 90 minutes each day on homework “scored about 40 points higher on the SAT-Mathematics subtest than their peers, who reported spending no time on homework each day, on average.” On both standardized tests and grades, students in classes that were assigned homework outperformed 69% of students who didn’t have homework. A majority of studies on homework’s impact – 64% in one meta-study and 72% in another – showed that take home assignments were effective at improving academic achievement. Research by the Institute for the Study of Labor (IZA) concluded that increased homework led to better GPAs and higher probability of college attendance for high school boys. In fact, boys who attended college did more than three hours of additional homework per week in high school.

So how are your measuring student achievement? That’s the real question. The argument that doing homework is simply a tool for teaching responsibility isn’t enough for me. We can teach responsibility in a number of ways. Also the poor argument that parents don’t need to help with homework, and that students can do it on their own, is wishful thinking at best. It completely ignores neurodiverse students. Students in poverty aren’t magically going to find a space to do homework, a friend’s or siblings to help them do it, and snacks to eat. I feel like the author of this piece has never set foot in a classroom of students.

THIS. This article is pathetic coming from a university. So intellectually dishonest, refusing to address the havoc of capitalism and poverty plays on academic success in life. How can they in one sentence use poor kids in an argument and never once address that poor children have access to damn near 0 of the resources affluent kids have? Draw me a picture and let’s talk about feelings lmao what a joke is that gonna put food in their belly so they can have the calories to burn in order to use their brain to study? What about quiet their 7 other siblings that they share a single bedroom with for hours? Is it gonna force the single mom to magically be at home and at work at the same time to cook food while you study and be there to throw an encouraging word?

Also the “parents don’t need to be a parent and be able to guide their kid at all academically they just need to exist in the next room” is wild. Its one thing if a parent straight up is not equipped but to say kids can just figured it out is…. wow coming from an educator What’s next the teacher doesn’t need to teach cause the kid can just follow the packet and figure it out?

Well then get a tutor right? Oh wait you are poor only affluent kids can afford a tutor for their hours of homework a day were they on average have none of the worries a poor child does. Does this address that poor children are more likely to also suffer abuse and mental illness? Like mentioned what about kids that can’t learn or comprehend the forced standardized way? Just let em fail? These children regularly are not in “special education”(some of those are a joke in their own and full of neglect and abuse) programs cause most aren’t even acknowledged as having disabilities or disorders.

But yes all and all those pesky poor kids just aren’t being worked hard enough lol pretty sure poor children’s existence just in childhood is more work, stress, and responsibility alone than an affluent child’s entire life cycle. Love they never once talked about the quality of education in the classroom being so bad between the poor and affluent it can qualify as segregation, just basically blamed poor people for being lazy, good job capitalism for failing us once again!

why the hell?

you should feel bad for saying this, this article can be helpful for people who has to write a essay about it

This is more of a political rant than it is about homework

I know a teacher who has told his students their homework is to find something they are interested in, pursue it and then come share what they learn. The student responses are quite compelling. One girl taught herself German so she could talk to her grandfather. One boy did a research project on Nelson Mandela because the teacher had mentioned him in class. Another boy, a both on the autism spectrum, fixed his family’s computer. The list goes on. This is fourth grade. I think students are highly motivated to learn, when we step aside and encourage them.

The whole point of homework is to give the students a chance to use the material that they have been presented with in class. If they never have the opportunity to use that information, and discover that it is actually useful, it will be in one ear and out the other. As a science teacher, it is critical that the students are challenged to use the material they have been presented with, which gives them the opportunity to actually think about it rather than regurgitate “facts”. Well designed homework forces the student to think conceptually, as opposed to regurgitation, which is never a pretty sight

Wonderful discussion. and yes, homework helps in learning and building skills in students.

not true it just causes kids to stress

Homework can be both beneficial and unuseful, if you will. There are students who are gifted in all subjects in school and ones with disabilities. Why should the students who are gifted get the lucky break, whereas the people who have disabilities suffer? The people who were born with this “gift” go through school with ease whereas people with disabilities struggle with the work given to them. I speak from experience because I am one of those students: the ones with disabilities. Homework doesn’t benefit “us”, it only tears us down and put us in an abyss of confusion and stress and hopelessness because we can’t learn as fast as others. Or we can’t handle the amount of work given whereas the gifted students go through it with ease. It just brings us down and makes us feel lost; because no mater what, it feels like we are destined to fail. It feels like we weren’t “cut out” for success.

homework does help

here is the thing though, if a child is shoved in the face with a whole ton of homework that isn’t really even considered homework it is assignments, it’s not helpful. the teacher should make homework more of a fun learning experience rather than something that is dreaded

This article was wonderful, I am going to ask my teachers about extra, or at all giving homework.

I agree. Especially when you have homework before an exam. Which is distasteful as you’ll need that time to study. It doesn’t make any sense, nor does us doing homework really matters as It’s just facts thrown at us.

Homework is too severe and is just too much for students, schools need to decrease the amount of homework. When teachers assign homework they forget that the students have other classes that give them the same amount of homework each day. Students need to work on social skills and life skills.

I disagree.

Beyond achievement, proponents of homework argue that it can have many other beneficial effects. They claim it can help students develop good study habits so they are ready to grow as their cognitive capacities mature. It can help students recognize that learning can occur at home as well as at school. Homework can foster independent learning and responsible character traits. And it can give parents an opportunity to see what’s going on at school and let them express positive attitudes toward achievement.

Homework is helpful because homework helps us by teaching us how to learn a specific topic.

As a student myself, I can say that I have almost never gotten the full 9 hours of recommended sleep time, because of homework. (Now I’m writing an essay on it in the middle of the night D=)

I am a 10 year old kid doing a report about “Is homework good or bad” for homework before i was going to do homework is bad but the sources from this site changed my mind!

Homeowkr is god for stusenrs

I agree with hunter because homework can be so stressful especially with this whole covid thing no one has time for homework and every one just wants to get back to there normal lives it is especially stressful when you go on a 2 week vaca 3 weeks into the new school year and and then less then a week after you come back from the vaca you are out for over a month because of covid and you have no way to get the assignment done and turned in

As great as homework is said to be in the is article, I feel like the viewpoint of the students was left out. Every where I go on the internet researching about this topic it almost always has interviews from teachers, professors, and the like. However isn’t that a little biased? Of course teachers are going to be for homework, they’re not the ones that have to stay up past midnight completing the homework from not just one class, but all of them. I just feel like this site is one-sided and you should include what the students of today think of spending four hours every night completing 6-8 classes worth of work.

Are we talking about homework or practice? Those are two very different things and can result in different outcomes.

Homework is a graded assignment. I do not know of research showing the benefits of graded assignments going home.

Practice; however, can be extremely beneficial, especially if there is some sort of feedback (not a grade but feedback). That feedback can come from the teacher, another student or even an automated grading program.

As a former band director, I assigned daily practice. I never once thought it would be appropriate for me to require the students to turn in a recording of their practice for me to grade. Instead, I had in-class assignments/assessments that were graded and directly related to the practice assigned.

I would really like to read articles on “homework” that truly distinguish between the two.

oof i feel bad good luck!

thank you guys for the artical because I have to finish an assingment. yes i did cite it but just thanks

thx for the article guys.

Homework is good

I think homework is helpful AND harmful. Sometimes u can’t get sleep bc of homework but it helps u practice for school too so idk.

I agree with this Article. And does anyone know when this was published. I would like to know.

It was published FEb 19, 2019.

Studies have shown that homework improved student achievement in terms of improved grades, test results, and the likelihood to attend college.

i think homework can help kids but at the same time not help kids

This article is so out of touch with majority of homes it would be laughable if it wasn’t so incredibly sad.

There is no value to homework all it does is add stress to already stressed homes. Parents or adults magically having the time or energy to shepherd kids through homework is dome sort of 1950’s fantasy.

What lala land do these teachers live in?

Homework gives noting to the kid

Homework is Bad

homework is bad.

why do kids even have homework?

Comments are closed.

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Homework and Developing Responsibility

As children enter the fourth grade, the purpose of homework changes to some extent. In grades one to three, students are learning to read; thereafter, they are reading to learn. In fourth grade both schoolwork and homework become more challenging. Learning tasks require more organization and more sus­tained attention and effort.

Because of this change, homework becomes a more integral part of children’s learning and is reflected more in their academic record. This shift comes at a good time, since at about the fourth grade; chil­dren are ready for and want more autonomy and responsibility and less parental hovering and interference.

Homework for older children has a number of purposes. It provides an op­portunity for review and reinforcement of skills that have been mastered and encourages practicing skills that are not. Homework also is an opportunity for children to learn self-discipline and organizational skills and to take responsi­bility for their own learning.

Many of the same suggestions for approaching homework that were recom­mended for younger children apply to older children as well. Homework is best done when the child has had a chance to unwind from school or after-school activities, is rested, and is not hungry. You and your child should agree upon a regular schedule for when homework will be done, and the length of time that should be devoted to it. This schedule should provide predictability and structure but should be sufficiently flexible to respond to special situa­tions. Some children do best if their homework time is divided into several short sessions instead of a single long one.

Usually parents can be helpful by assisting their child in getting settled and started. You can look together at each day’s homework assignment and decide what parts might require help from you, a sibling, or a classmate. The most dif­ficult parts should be done first. Reviewing for tests and rote memorization tasks also should be done early and then repeated at the end of the homework session or first thing the next morning. As is the case for younger children, homework should be done in a location with few distractions (no television, radio, telephone, video games, comics, toys, or conversation), and where all the necessary supplies and reference materials are available.

Here are some specific suggestions on how to approach homework of dif­ferent types:

Reading Assignments

• Divide chapters into small units or use the author’s headings as a guide.
• Find the topic sentence or the main idea for each paragraph and under­line it or write it down.
• Write a section-by-section outline of the reading assignment, copying or paraphrasing the main points; leave some room to write in notes from class discussions.

Writing (Composition)

• Begin by recognizing that the first draft will not be the last, and that rewriting will produce better work.
• Make a list of as many ideas as possible without worrying about whether they are good or correct.
• Organize these “brainstorm” ideas into clusters that seem reasonable, and then arrange the clusters into a logical sequence.
• Write down thoughts as to why these clusters were made and why the order makes sense.
• Use this work as an outline and write a first draft; at this stage, do not worry about spelling or punctuation.
• Meaning:  Does it make sense and meet the purpose of the assignment?
• Paragraph formation:  Does each paragraph have a topic sentence and are the other sentences logically related?
• Sentence formation:  Does each sentence express a complete thought? Are capitalization and punctuation correct?
• Word:  Was the best word chosen? Is it spelled correctly?
• Neatness:  Is the paper easy to read? Does it follow the format and style the teacher expects?
• Work toward mastering the basic facts and operations (addition, sub­traction, multiplication, and division) until they become automatic. Do this work in small doses, and limit the number of facts to three to five each session. Use writing, flash cards, and oral quizzes.
• Be sure the basic concepts of computation are well understood. Do com­putation homework slowly and check the results, since if the facts are un­derstood, most errors come from being careless.
• Use money examples when learning decimals.
• For fractions, use visual or concrete aids rather than oral explanations.

Studying for Tests

• Gather together homework assignments, class notes, outlines, quizzes, and handouts, and arrange them chronologically (by date).
• Four days before the test, read the information through in a general way.
• Three days before the test, look at major titles of sections in notes and books.
• Two days before the test, review the titles of sections and read the infor­mation and organize it into related clusters.
• The night before the test, repeat the process of the night before and re­cite as much as you can from memory.

What’s the Purpose of Homework?

• Homework teaches students responsibility.
• Homework gives students an opportunity to practice and refine their skills.
• We give homework because our parents demand it.
• Our community equates homework with rigor.
• Homework is a rite of passage.
• design quality homework tasks;
• differentiate homework tasks;
• move from grading to checking;
• decriminalize the grading of homework;
• use completion strategies; and
• establish homework support programs.
• Always ask, “What learning will result from this homework assignment?” The goal of your instruction should be to design homework that results in meaningful learning.
• Assign homework to help students deepen their understanding of content, practice skills in order to become faster or more proficient, or learn new content on a surface level.
• Check that students are able to perform required skills and tasks independently before asking them to complete homework assignments.
• When students return home, is there a safe and quite place for them to do their homework? I have talked to teachers who tell me they know for certain the home environments of their students are chaotic at best. Is it likely a student will be able to complete homework in such an environment? Is it possible for students to go to an after school program, possibly at the YMCA or a Boys and Girls Club. Assigning homework to students when you know the likelihood of them being able to complete the assignment through little fault of their own doesn’t seem fair to the learner.
• Consider parents and guardians to be your allies when it comes to homework. Understand their constraints, and, when home circumstances present challenges, consider alternative approaches to support students as they complete homework assignments (e.g., before-or after-school programs, additional parent outreach).

Howard Pitler is a dynamic facilitator, speaker, and instructional coach with a proven record of success spanning four decades. With an extensive background in professional development, he works with schools and districts internationally and is a regular speaker at national, state, and district conferences and workshops.

Pitler is currently Associate Professor at Emporia State University in Kansas. Prior to that, he served for 19 years as an elementary and middle school principal in an urban setting. During his tenure, his elementary school was selected as an Apple Distinguished Program and named "One of the Top 100 Schools in America" by Redbook Magazine. His middle school was selected as "One of the Top 100 Wired Schools in America" by PC Magazine. He also served for 12 years as a senior director and chief program officer for McREL International, and he is currently serving on the Board of Colorado ASCD. He is an Apple Distinguished Educator, Apple Teacher, National Distinguished Principal, and Smithsonian Laureate.

He is a published book author and has written numerous magazine articles for  Educational Leadership ® magazine,  EdCircuit , and  Connected Educator , among others.

ASCD is dedicated to professional growth and well-being.

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How to use homework to support student success.

• by: Sandra Chafouleas
• January 13, 2022
• Community Engagement

Editor’s Note: Board of Trustees Distinguished Professor Sandra Chafouleas shares insights on supporting students’ homework during the pandemic in the following piece, which originally appeared  in Psychology Today , where she publishes a blog.

COVID has brought many changes in education. What does it mean for homework?

School assignments that a student is expected to do outside of the regular school day—that’s homework. The general guideline is 10 minutes of nightly homework per grade level beginning after kindergarten. This amounts to just a few minutes for younger elementary students to up to 2 hours for high school students.

The guidance seems straightforward enough, so why is homework such a controversial topic? School disruptions, including extended periods of remote learning during the COVID-19 pandemic, have magnified the controversies yet also have provided an opportunity to rethink the purpose and value of homework.

Debates about the value of homework center around two primary issues: amount and inequity.

First, the amount of assigned homework may be much more than the recommended guidelines. Families report their children are stressed out over the time spent doing homework. Too much homework can challenge well-being given the restricted time available for sleep, exercise, and social connection. In a 2015 study , for example, parents reported their early elementary children received almost three times the recommended guidelines. In high school, researchers found an average of three hours of homework per night for students living in economically privileged communities.

“ Debates about the value of homework center around two primary issues: amount and inequity.”

Second, homework can perpetuate inequities. Students attending school in less economically privileged communities may receive little to no homework, or have difficulty completing it due to limited access to needed technology. This can translate into fewer opportunities to learn and may contribute to gaps in achievement.

There isn’t a ton of research on the effects of homework, and available studies certainly do not provide a simple answer. For example, a 2006 synthesis of studies suggested a positive influence between homework completion and academic achievement for middle and high school students. Supporters also point out that homework offers additional opportunities to engage in learning and that it can foster independent learning habits such as planning and a sense of responsibility. A more recent study involving 13-year-old students in Spain found higher test scores for those who were regularly assigned homework in math and science, with an optimal time around one hour—which is roughly aligned with recommendations. However, the researchers noted that ability to independently do the work, student effort, and prior achievement were more important contributors than time spent.

Opponents of homework maintain that the academic benefit does not outweigh the toll on well-being. Researchers have observed student stress, physical health problems, and lack of life balance, especially when the time spent goes over the recommended guidelines. In a survey of adolescents , over half reported the amount and type of homework they received to be a primary source of stress in their lives. In addition, vast differences exist in access and availability of supports, such as internet connection, adult assistance, or even a place to call home, as 1.5 million children experience homelessness in the United States

The COVID-19 pandemic has re-energized discussion about homework practices, with the goal to advance recommendations about how, when, and with whom it can be best used. Here’s a summary of key strategies:

Strategies for Educators

Make sure the tasks are meaningful and matched..

First, the motto “ quality over quantity ” can guide decisions about homework. Homework is not busy-work, and instead should get students excited about learning. Emphasize activities that facilitate choice and interest to extend learning, like choose your own reading adventure or math games. Second, each student should be able to complete homework independently with success. Think about Goldilocks: To be effective, assignments should be just right for each learner. One example of how do this efficiently is through online learning platforms that can efficiently adjust to skill level and can be completed in a reasonable amount of time.

Ensure access to resources for task completion.

One step toward equity is to ensure access to necessary resources such as time, space, and materials. Teach students about preparing for homework success, allocating classroom time to model and practice good study habits such as setting up their physical environment, time management, and chunking tasks. Engage in conversations with students and families to problem-solve challenges When needed, connect students with homework supports available through after-school clubs, other community supports, or even within a dedicated block during the school day.

Be open to revisiting homework policies and practices.

The days of penalizing students for not completing homework should be long gone. Homework is a tool for practicing content and learning self-management. With that in mind, provide opportunities for students to communicate needs, and respond by revising assignments or allowing them to turn in on alternative dates. Engage in adult professional learning about high-quality homework , from value (Should I assign this task?) to evaluation (How should this be graded? Did that homework assignment result in expected outcomes?). Monitor how things are going by looking at completion rates and by asking students for their feedback. Be willing to adapt the homework schedule or expectations based on what is learned.

Strategies for Families

Understand how to be a good helper..

When designed appropriately, students should be able to complete homework with independence. Limit homework wars by working to be a good helper. Hovering, micromanaging, or doing homework for them may be easiest in the moment but does not help build their independence. Be a good helper by asking guiding questions, providing hints, or checking for understanding. Focus your assistance on setting up structures for homework success, like space and time.

Use homework as a tool for communication.

Use homework as a vehicle to foster family-school communication. Families can use homework as an opportunity to open conversations about specific assignments or classes, peer relationships, or even sleep quality that may be impacting student success. For younger students, using a daily or weekly home-school notebook or planner can be one way to share information. For older students, help them practice communicating their needs and provide support as needed.

Make sure to balance wellness.

Like adults, children need a healthy work-life balance. Positive social connection and engagement in pleasurable activities are important core principles to foster well-being . Monitor the load of homework and other structured activities to make sure there is time in the daily routine for play. Play can mean different things to different children: getting outside, reading for pleasure, and yes, even gaming. Just try to ensure that activities include a mix of health-focused activities such as physical movement or mindfulness downtime.

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Homework: Helping Students Manage their Time

Two simple strategies for guiding students to improve a crucial skill.

This is the second of two parts. Part one can be found here: Is Homework Helpful?: The 5 Questions Every Teacher Should Ask .

Teachers assign work each and every day, either in class or for homework. That is the easy part. Put it on the board, tell students to copy it down, and move on to the next item on the day’s agenda. But why don’t teachers help students figure out how much time to allot to assignments? How do students know if an assignment should take 10 minutes or 40?

It is a blind spot in my own teaching. I never realized until lately that I wasn’t supporting students with time management skills. I wasn’t developing their ability to assess an assignment and correctly evaluate how much time it should take. 

Why is this important? With good time management, students know how much time they have, how long it will take to get assignments done, and what they can accomplish in the time they have. This gives them more breathing room, which reduces the feeling of being rushed, which in turn leads to less frustration and stress.

Here are two ways to support students in understanding time management.

Do the assignment yourself.  See how long it takes you to complete the work. Then remember, you are the expert with this material. Ask yourself, how long would it take for a proficient student to complete it? What about students with disabilities, what might hinder their progress? Then provide students with a range of times. If you believe an assignment should take 15-25 minutes, let them know. The benefit of this is that it allows students to plan better. They can situate homework in the context of their entire day. A student may get home from school at 3:30 and has soccer practice at 5pm. He now knows that he can complete your homework in any 25-minute window between the end of the school day and the start of practice. The downside to this is that some students may lose confidence and doubt themselves if an assignment takes much longer than you suggested. 

Rate the assignment.  Classify assignments into three categories with time frames for each so that students know what type it is and how long it should take to complete. Here are three ways that I categorize assignments:

Quick checks:  These assignments are measuring sticks of understanding and they are short and sweet. I expect students to spend 20-50 seconds on each question on these types of assignments. A 20-question quick check should take 6-10 minutes.  

Thorough Responses:  When you want answer with more substance and more development, I look for thorough responses. These types of assignments are different than quick checks because I expect students to spend 2-4 minutes per question. Thorough responses typically have fewer questions consequently.Thorough response assignments take my students 20-35 minutes.

Sustained Thought:  When students must access new material, when there is challenging reading, or when they must chew on ideas before they formulate responses,  students can expect to spend 30-40 minutes to complete an assignment. 

This piece was originally submitted to our community forums by a reader. Due to audience interest, we’ve preserved it. The opinions expressed here are the writer’s own.

KINDERGARTEN THROUGH SECOND GRADE

• Have child preview assignments with parents to make sure he or she understands what to do.
• If your child is able to stay on task, have him or her work for set intervals (five to ten minutes, until he or she completes a specific number of problems) by themselves with you somewhere in the background or nearby and then check in with you.
• If a child is unable to focus themselves for any period of time, sit with your child initially while he or she gets started, then work toward being able to get up and have them keep working themselves.

THIRD AND FOURTH GRADE

● Give your child some say in where he or she does homework as well as what time is chosen to complete it. Putting some parameters in, such as before dinner or a set time, is fine.

● Prompt your child to explain the directions of each assignment to you (or caregiver at home) before beginning.

● Ask your child to make a plan of what order he or she will complete assignments in.

● Encourage them to estimate completion times and then write out the plan. You may need to write for your child initially, with the idea that over time he or she can write the list by him/herself.

FIFTH GRADE

● Continue to give your child autonomy in choosing where and when to complete homework within reason. A visual schedule of homework time each day based on afterschool activities may be useful.

● Have your child review directions for assignments by him/herself and discuss them with you ONLY if he or she feels that she needs assistance or clarification.

● Using a specific notebook, template, or electronic document (such as a notes app or Google Docs), your child should write down his or her own to-do list for the day and estimate completion times. If your child needs help with planning, he or she should be encouraged to ask you and discuss. Ultimately, your child should write down the plan him/herself.

● It is suggested that you spend time meeting with your child each day or every other day to review long-term assignments to ensure that those are being planned out properly and assist as needed.

SIXTH THROUGH EIGHTH GRADE

● Continuing to give your child autonomy in choosing where and when to complete homework is important. If needed, setting up concrete criteria to evaluate the effectiveness of the plan may be helpful. And if the plan is not working, come up with a compromise on how to change it.

● Let your child do homework him/herself with as little input from you as needed UNTIL he or she demonstrates a need for greater oversight.

● If you have concerns about the quality of the child’s work or its completion, set up a plan where you review the work with the child each evening. Work toward cutting back the frequency of this as your child or teen can demonstrate being able to do more him/herself.

● Scheduling times every day or every few days to review an online portal of grades can be useful in helping a child or teen catch missing assignments quickly as well as realize when there is an issue with their performance in a given course.

● If needed, seek professional assistance in the form of a tutor, executive functioning coach, or therapist for your child or teen to help with homework-related issues.

NINTH THROUGH ELEVENTH GRADE

● It is especially important at this stage that your teen has continued autonomy in when and where he or she completes their homework. The hope is that at this point, your teen has learned good study habits that he or she can implement themselves.

● If the rigor of the school or other circumstances are very different when transitioning to high school or to a new school year in high school, encourage your teen to review daily plans with you as well as review assignments for the first two to three weeks of school to ensure that he or she is on top of things.

● Give your teen an opportunity to keep on top of homework and plan out long-term assignments independently. If problems arise, try to have a conversation about it. If your teen views the issues as a problem, work collaboratively to solve them or seek professional assistance if needed.

● Have one to two check-ins per week where you sit down and have your teen lead a discussion where he or she walks you through grades in the portal. Have your teen make notes on what needs to be followed up on/completed. Check the status of these items at the next scheduled check-in.

● If your teen does not view the issues as a problem (such as missing homework assignments, continuing to not do well on exams), explore what he or she would view as a problem with school. Work toward a compromise if possible, and set up concrete criteria that can be agreed upon to measure whether your teen is doing as well as he or she needs to. For example, if your teen feels that missing a few five-point homework assignments is not of concern, set up a plan where the amount of assignments missed each week are measured. Perhaps a goal the teen would agree with might be no more than 20 points lost in homework assignments in a two-week period.

TWELFTH GRADE

● Using this year as a trial run of college, with increasing independence for school and non-school related responsibilities, can be helpful in easing the transition to college or the workforce.

● Prior to the start of the school year, establish goals and criteria collaboratively to measure if your teen is on top of responsibilities. Set check-in dates at different points during the semester and year.

● If issues are occurring, especially if your teen views them to be a problem, work collaboratively to address them or seek outside professional assistance if needed.

The most important takeaway from this article should be that no matter how old your child or teen is, focusing on increasing independence at each stage of development is crucial in order for them to attain complete independence as an adult. Giving children and teens autonomy to try out things themselves and measure their own success is helpful. If a child or teen does not have the room to try doing things themselves, they are far less likely to see the value in doing the work. Giving your teen autonomy to try doing it their way is essential to the process of navigating adolescence to transition into adulthood. If you’ve allowed them to try it their way and it is not working, many teens become far more willing to be open to suggestions on other ways of doing things.

Carey A. Heller, PsyD, is a licensed psychologist based in Maryland and an assistant clinical professor of clinical psychology at The George Washington University. His assessment specialties include evaluations for learning disabilities, ADHD, and mood/behavioral disorders in children and adolescents. Learn more at www.hellerpsychologygroup.com. A board member for the Montgomery County chapter of CHADD, Dr. Heller also serves on Attention’s editorial advisory board.

Other Articles in this Edition

Mindfulness, Meditation, and Yoga as Treatments for ADHD

Celebrating Emerging ADHD Researchers

The Challenging Horizons Program and School Success

ADHD and Life Expectancy: Treatment Matters More Than You Might Think

Health Outcomes of ADHD: Is There an Effect on Life Expectancy?

Children and Violent Behavior: Where it Comes From and What to Do

Managing Inattentive ADHD with Psychosocial Treatments

Summer Camps: Like Horses for Courses

Frenzied, Frazzled, and Overwhelmed: The Interaction of Hormones and ADHD in Women in Midlife

Neurofeedback Treatment for ADHD

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Teaching Responsibility to Students

I frequently hear teachers and school faculty talking about how their students lack responsibility. They wonder how to convey to students the importance of this lifelong skill. I use the word skill instead of trait because when we think of things like respect or responsibility or perseverance when related to a character trait, we’re saying you’ve got it or you don’t. By framing it for ourselves, other educators, and students as a skill, we’re showing that it’s something we can absolutely become better at if we understand it and practice it often.

We see the importance of teaching kids responsibility skills in many different ways. It may look like frequently asking about due dates, struggling to complete homework, or lack of class participation, etc. It’s important to remember that kids don’t want a lecture. That’s why it’s crucial to incorporate student voices when we talk about responsibility. We also find ways for students to see how being responsible helps them (not just grownups). Students then see responsibility as a valuable skill that can help them be the best version of themselves. 

One of my favorite PD books is Relationship, Responsibility, and Regulation by Kristin Van Marter Souers and Pete Hall. It helped me to reframe and redefine some of my ideas about responsibility. In this book, the authors believed that feeling capable was crucial to acting responsibly. They further defined responsibility as including positive self-concept, sense of efficacy (effort optimism – believing if they put forth the effort, they will have success), sense of capability and competence, belief in control over one’s success, self-reliance, ability to plan and problem solve and organize information, and ability to pause and think before responding.

Using this definition of responsibility we need to provide them with lots of opportunities to experience success. Only then can we begin to help our students become more responsible

We need to show them their strengths and point out when their actions lead to positive outcomes. And of course, we need to teach them explicitly about responsibility!

Emphasize WHY Responsibility is Important: 

Students should walk away with a good understanding of what makes showing responsibility important and valuable to themselves and the community. If students can see the value here, they will be more likely to have the motivation necessary to show responsibility consistently. Below are a few reasons I like to provide: 

• Everyone doing their part is what a community is all about. For communities like the ones at school or home to thrive, each person is depended on to do their part to create a safe, welcoming, and thriving environment. Jobs according to each community members’ strengths are divided among all members so that all expectations and goals for the group are met. Generally, communities that have members who are responsible for the collective success rather than one or a few members who have the responsibilities are more enjoyable to participate in. 
• People are able t o achieve more when they possess and practice strong responsibility skills. In order to meet goals, you must take aligned action. Without taking action you can’t make you. Responsibility comes in when you must make plans for and take the action steps necessary to meet those goals. If students can see the connection between practicing responsibility to take action and meeting their goals, then they will most likely see the benefits of being responsible. 
• We need to understand what is in our control and what is out of our control. It is important for students to see that sometimes, they do not have control over things that happen to them or around them. They need to be able to decipher between what they can make choices about and what is simply beyond their realm of control. In this previous post about problems inside or outside your control , I walk you through how I use the book Alexander and the Horrible, No Good, Very Bad Day to discuss problems in and out of our control. Students see that some problems can be avoided or changed by making different choices. Other problems cannot be changed and we do not have control over them. 

Show Students the Different Elements of Responsibility at School

1. connect their choices with consequences..

This shows children how much power and control they have in a given situation and creates empowered students who know they are in control of how situations go many times. Since they are children, they will not always be in control, so when possible, it is important for teachers, parents, and other adults in the child’s life to allow freedom of choice when possible. This in turn will give the child a major confidence boost! 

Allowing children the freedom to make their own choices also helps kids see that our actions can have positive or negative consequences. Many students need help to see that the choices they make are connected to consequences, so I created a lesson that shows students various situations where they would need to make choices. 

For primary grades, it is important to introduce responsible decision-making skills. This 3 part interactive lesson for lower elementary helps students understand and connect choices and consequences, make helpful decisions at school, and recognize dysregulation, use a calming skill, then make a helpful choice. It also includes differentiated activities and worksheets to help students practice these skills. 

In this upper elementary Choices and Consequences Lesson , students were able to recognize the impact of their choices and become more responsible decision-makers. I paired it with a Kid President video, but you could also look at a Chutes and Ladders game board as a hook to scaffold or preview the concept!

2. Whose job is it?  

Students are in the unique position of being only partially responsible (and having only partial control) over many things in their lives. They share responsibilities with parents, teachers, and other adults in their lives. We need to be explicit with them about which bits and pieces are their responsibility.

Many times students will say, “My mom forgot to sign that!” or “You didn’t tell me to do that!” Teachers frequently find themselves giving constant reminders and repeating themselves in an effort to get students to remember to even take responsibility. 

In this previous blog post , I explain my lesson “Whose Job Is It?” which teaches how students can decipher whose jobs are whose. Students were given important school tasks like learning reading skills, being on time and present at school, and completing homework. Then students must decide what jobs are the teachers, parents, or students for each school task. Students were able to see that much of the responsibility fell to them, but other jobs were up to the adults. It helped them see that there are many jobs that a student should have when completing those school tasks. They were made aware of the things that they could have control over when it comes to school and places where they may have been relying too much on the adults. 

3. Take responsibility for your actions .

We need to understand that everyone makes mistakes. But the important thing is that we acknowledge them and learn from them. When you know better, then you can do better. This is such a good skill to model for students. Even as teachers and counselors we make mistakes. Next time you make one, talk to students about how you learned from it! They love hearing real-world examples from grown-ups! 

Help students to identify what to say to take responsibility for their actions. Students need a clear understanding of how to take responsibility for a mistake. Model good apologies when mistakes involve others. Apologies should have 3 parts: the “I’m sorry,” the reason why you are sorry, and a resolution like “I won’t make that mistake again.” 

Students should also understand what NOT to say in these situations. They should not blame others for their own mistakes or completely ignore that a mistake has been made. 

Help students practice figuring out what to do after they’ve made a mistake to make it better. Teachers and counselors can guide students to the right words to use when taking ownership and responsibility by asking questions like: 

• What happened?
• How did that make you feel?
• What was your brain saying?
• What was the hardest part for you?
• Who else was affected?
• What do you think you can do to make this better?

Now, not everything can be made 100% better, especially if there was an injury or unkind words used, but you should always try your best.

4. Be a problem solver .

Children need guidance on how to solve problems independently. Discuss different possible solutions to common problems with students. If they don’t have a pencil, they can go to the jar of new pencils in the classroom. Lost homework? Ask for a new copy to do over. If they want to use the swing at recess? They could ask whoever is on it that they get a chance to swing. 

Many times children just need some general ideas of how to solve problems. An easy class activity is to have students generate common problems and write on notecards and discuss solutions as a class. You could also create cards with given solutions to common problems that students can then match to the problem. 

Here is a previous blog post and lesson on teaching problem solving and taking responsibility . Students already learned about problems inside and outside of their control. So, next, we read the book But It’s Not My Fault! and discussed taking ownership of their own problems. We had a “snowball” fight where students wrote common problems on sheets of scrap paper and threw them(safely) across the room. After all the “snowballs” were thrown, students opened one that landed near them, read the problem, and wrote a good solution to their problem. I only recommend the snowball fight if students have had some practice generating solutions to problems. Otherwise, a matching activity works best here. 

Looking for More?

Take a look at this previous blog post about restorative practices . Restorative practices are a mindset, a set of beliefs about why people choose positive behavior and the power of relationships. Restorative practices are also a set of strategies schools can use. These practices are to help repair harm and build and repair relationships. 

I hope you got some valuable information and reminders that you can bring back to your school or home. Hopefully you can use them to teach children about taking responsibility and brushing up on their responsibility skills. 

How do you go about teaching students about responsibility? How do you and your school faculty model responsibility skills? What other ways do you enjoy teaching about taking responsibility?

• Filed Under: Responsibility/Decision Making , SEL and Guidance Lessons

4 Responses

I love your book . May I purchase it ( Relationship, Responsibility, and Regulation) directly from you instead of Amazon.

Hi! I am not the author of this book, so I don’t sell it myself. Thank you for wanting to support authors, though! One of the authors has three purchase options on her site: https://www.fosteringresilientlearners.org/publications

Hello friend, I really appreciate your various beautiful ideas meant to teach our learners how to be responsible. i feel we are still a long way from achieving this but am very much hopeful that we shall get there one day. God bless you.

These are really great for my lessons thanks for sharing

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With 10 years of experience in elementary school counseling, I get to serve in a different way now – by helping fellow counselors and educators!

I value quality over quantity, effective practices and resources, and meeting the unique needs of all our diverse learners.

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Helping Your Child Gain Independence with Homework

Fostering independence is accomplished by moving your child from dependence on you to dependence on homework buddies and material resources (e.g., references, lists, reminders). Remember that focusing on what is right about your child is the best way to help him or her strengthen and develop homework completion skills.

Although young children require your close observation, support, and your ability to identify their work style and preferences, eventually you must provide your child with opportunities for decision making, planning, and goal setting. This is particularly important to achieve prior to the adolescent years when there is a more delicate balance between assistance and interference. As we have written in previous columns, during the elementary years, perhaps even more important than the goal of practice and rehearsal, homework helps your child develop the skills necessary to become an independent learner. Independent learning is a critically important skill for middle, high school and college success.

By laying this important foundation you and your teen will be prepared when he or she expresses a preference to work alone and your assistance may be perceived as an intrusion. Many teenagers find parent help with homework an unwelcome offer. By the late elementary school years your involvement may be most effective when it is defined as awareness and monitoring, rather than direct assistance or physical supervision. By the middle school years homework should be completed independently. You should act as a consultant and information source rather than a task master or supervisor. Forcing your assistance on your child at any age will only result in conflict and reduced motivation.

Authors: Dr. Sam Goldstein and Dr. Sydney Zentall

• Professional development
• Managing resources

The role of homework

Homework seems to be an accepted part of teachers’ and students’ routines, but there is little mention of it in ELT literature.

The role of homework is hardly mentioned in the majority of general ELT texts or training courses, suggesting that there is little question as to its value even if the resulting workload is time-consuming. However, there is clearly room for discussion of homework policies and practices particularly now that technology has made so many more resources available to learners outside the classroom.

Reasons for homework

• Attitudes to homework
• Effective homework
• Types of homework
• Homework is expected by students, teachers, parents and institutions.
• Homework reinforces and helps learners to retain information taught in the classroom as well as increasing their general understanding of the language.
• Homework develops study habits and independent learning. It also encourages learners to acquire resources such as dictionaries and grammar reference books. Research shows that homework also benefits factual knowledge, self-discipline, attitudes to learning and problem-solving skills.
• Homework offers opportunities for extensive activities in the receptive skills which there may not be time for in the classroom. It may also be an integral part of ongoing learning such as project work and the use of a graded reader.
• Homework provides continuity between lessons. It may be used to consolidate classwork, but also for preparation for the next lesson.
• Homework may be used to shift repetitive, mechanical, time-consuming tasks out of the classroom.
• Homework bridges the gap between school and home. Students, teachers and parents can monitor progress. The institution can involve parents in the learning process.
• Homework can be a useful assessment tool, as part of continual or portfolio assessment.

Attitudes to homework Teachers tend to have mixed feelings about homework. While recognising the advantages, they observe negative attitudes and poor performance from students. Marking and giving useful feedback on homework can take up a large proportion of a teacher’s time, often after school hours.

• Students themselves complain that the homework they are given is boring or pointless, referring to homework tasks that consist of studying for tests, doing workbook exercises, finishing incomplete classwork, memorising lists of vocabulary and writing compositions. Where this is actually the case, the negative effects of homework can be observed, typified by loss of interest and a view of homework as a form of punishment.
• Other negative effects of poorly managed homework include lack of necessary leisure time and an increased differential between high and low achievers. These problems are often the cause of avoidance techniques such as completing homework tasks in class, collaborating and copying or simply not doing the required tasks. In turn, conflict may arise between learners, teachers, parents and the institution.

Effective homework In order for homework to be effective, certain principles should be observed.

• Students should see the usefulness of homework. Teachers should explain the purpose both of homework in general and of individual tasks.
• Tasks should be relevant, interesting and varied.
• Good classroom practice also applies to homework. Tasks should be manageable but achievable.
• Different tasks may be assigned to different ability groups. Individual learning styles should be taken into account.
• Homework should be manageable in terms of time as well as level of difficulty. Teachers should remember that students are often given homework in other subjects and that there is a need for coordination to avoid overload. A homework diary, kept by the learner but checked by teachers and parents is a useful tool in this respect.
• Homework is rarely co-ordinated within the curriculum as a whole, but should at least be incorporated into an overall scheme of work and be considered in lesson planning.
• Homework tends to focus on a written product. There is no reason why this should be the case, other than that there is visible evidence that the task has been done.
• Learner involvement and motivation may be increased by encouraging students to contribute ideas for homework and possibly design their own tasks. The teacher also needs to know how much time the students have, what facilities they have at home, and what their preferences are. A simple questionnaire will provide this data.
• While homework should consolidate classwork, it should not replicate it. Home is the outside world and tasks which are nearer to real-life use of language are appropriate.
• If homework is set, it must be assessed in some way, and feedback given. While marking by the teacher is sometimes necessary, peer and self-assessment can encourage learner independence as well as reducing the teacher’s workload. Motivating students to do homework is an ongoing process, and encouragement may be given by commenting and asking questions either verbally or in written form in order to demonstrate interest on the teacher’s part, particularly in the case of self-study and project work.

Types of homework There are a number of categories of useful and practicable homework tasks.

• Workbook-based tasks Most published course materials include a workbook or practice book, mainly including consolidation exercises, short reading texts and an answer key. Most workbooks claim to be suitable for both class and self-study use, but are better used at home in order to achieve a separation of what is done in class and at home. Mechanical practice is thus shifted out of class hours, while this kind of exercise is particularly suited to peer- or self-checking and correction.
• Preparation tasks Rarely do teachers ask learners to read through the next unit of a coursebook, though there are advantages in involving students in the lesson plan and having them know what is coming. More motivating, however, is asking students to find and bring materials such as photographs and pictures, magazine articles and realia which are relevant to the next topic, particularly where personalisation or relevance to the local context requires adaptation of course materials.
• Extensive tasks Much can be gained from the use of graded readers, which now often have accompanying audio material, radio and TV broadcasts, podcasts and songs. Sometimes tasks need to be set as guidance, but learners also need to be encouraged to read, listen and watch for pleasure. What is important is that learners share their experiences in class. Extensive reading and listening may be accompanied by dictionary work and a thematic or personalised vocabulary notebook, whereby learners can collect language which they feel is useful.
• Guided discovery tasks Whereas classroom teaching often involves eliciting language patterns and rules from learners, there is also the option of asking learners to notice language and make deductions for themselves at home. This leads to the sharing of knowledge and even peer teaching in the classroom.
• Real-world tasks These involve seeing, hearing and putting language to use in realistic contexts. Reading magazines, watching TV, going to the cinema and listening to songs are obvious examples, offering the option of writing summaries and reviews as follow-up activities. Technology facilitates chat and friendship networks, while even in monolingual environments, walking down a shopping street noticing shop and brand names will reveal a lot of language. As with extensive tasks, it is important for learners to share their experiences, and perhaps to collect them in a formal or informal portfolio.
• Project work It is a good idea to have a class or individual projects running over a period of time. Projects may be based on topics from a coursebook, the locality, interests and hobbies or selected individually. Project work needs to be guided in terms of where to find resources and monitored regularly, the outcome being a substantial piece of work at the end of a course or term of which the learner can claim ownership.

Conclusion Finally, a word about the Internet. The Web appears to offer a wealth of opportunity for self-study. Certainly reference resources make project work easier and more enjoyable, but cutting and pasting can also be seen as an easy option, requiring little originality or understanding. Conferring over homework tasks by email can be positive or negative, though chatting with an English-speaking friend is to be encouraged, as is searching for visual materials. Both teachers and learners are guilty of trawling the Net for practice exercises, some of which are untried, untested and dubious in terms of quality. Learners need guidance, and a starting point is to provide a short list of reliable sites such as the British Council's  LearnEnglish  and the BBC's Learning English  which provide a huge variety of exercises and activities as well as links to other reliable sources. Further reading Cooper, H. Synthesis of Research on Homework . Educational Leadership 47/3, 1989 North, S. and Pillay, H. Homework: re-examining the routin e. ELT Journal 56/2, April 2002 Painter, L. Homework . English Teaching Professional, Issue 10, 1999 Painter, L. Homework . OUP Resource Books for Teachers, 2003

First published in October 2007

Mr. Steve Darn I liked your…

Mr. Steve Darn I liked your method of the role of the homework . Well, I am one of those laggard people. Unfortunately, when it comes to homework, I definitely do it. Because, a student or pupil who understands new topics, of course, does his homework to know how much he understands the new topic. I also completely agree with all of Steve Darn's points above. However, sometimes teachers give a lot of riff-raff homework, just like homework is a human obligation. This is a plus. But in my opinion, first of all, it is necessary to divide the time properly, and then to do many tasks at home. Only then will you become an "excellent student" in the eyes of the teacher. Although we live in the age of technology, there are still some people who do not know how to send homework via email. Some foreign teachers ask to send tasks by email. Constant email updates require time and, in rare cases, a fee. My above points have been the cause of constant discussions.

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Home » The Importance of Homework in Learning

The Importance of Homework in Learning

Posted on January 16, 2019 by Cognitive - Articles

The last thing that children would want to do after a long day at school is homework. It is difficult to make them do their homework because they are often too tired from school and other co-curricular activities. They are also distracted by the games and other forms of entertainment at home. This is a real challenge for parents because it often starts dispute between them and their children especially when their children refuse to do their homework. However, it is important to know that while doing homework merely feels like completing a task just because it was assigned by the school, homework does play an important role in the learning process of children.

• Homework teaches children to be independent, to take initiative and responsibility for completing a task, and it helps children to develop a sense of self-discipline. Doing school work at home helps the children to practice working alone without asking for help from their classmates and teachers.
• Homework teaches children to be resourceful. As they must do things on their own, they have to learn how to use available sources of information at home such as the internet and books. This boost their confidence in independent problem-solving and in handling situations alone in the future. This also improves their research skills and exposes them to wider range of learning through the usage of additional materials.
• Homework gives an opportunity for parents to monitor their children’s academic progress. Throughout the years, research studies have consistently shown that parental involvement in a child’s learning is an important factor in determining a child’s achievement in school. Homework allows parents to have an active role in their child’s education and helps them to evaluate and monitor their child’s progress. Moreover, the process of doing homework also provides an extra venue for parents to interact and bond with their child.
• Homework allows children recap on the skills, concepts and information that they have learned in class. They get to practice on what they have learned and apply it in their homework. This continuous process of recap and application would provide a stronger reinforcement regarding the information and would allow for a stronger retention of information in their minds and make learning more efficient.

However, as much as doing homework contributes to the learning process of children, it must also be noted that too much homework can cause them stress and exhaustion. Too much pressure can lead to debilitating effects on the child’s health and mental psyche. A child’s health should not be compromised just for the sake of doing homework. As the saying goes “All work and no play make Jack a dull boy.” Allowing them a 15-minute break in between each task makes a vast difference in the child’s concentration and attention levels towards the tasks.

It must also be noted that homework that are out of their depth will cause the child to lose interest and confidence in the subject. They will feel that no one provide help for them and no matter how hard they try, they are just going to get the questions wrong. So, it is advisable that whenever your child is learning something new in school, take time to sit with them and go through the homework first before allowing them to complete the rest of the homework independently. Don’t forget to also check in on their homework progress every once in a while and help them out. There might be a few things that they have forgotten, or they don’t feel confident enough to attempt independently so it will be good to let the child know that you are always ready to help them and that they are not alone.

Homework Support Program (Please click here to contact us about this service from Cognitive)

Homework Support Program is a service provided to assist children in their homework. The service includes giving additional activities and learning materials for children to help them fully understand the various skills and concepts that they have learnt in school. It also provides a platform for constant revision to take place and allows the child to constantly revise and reinforce on the information that they have learnt before. This program is ideal for families whereby both parents are working. It also provides parents with more opportunities to build and maintain a harmonious relationship with their child because parents will be free from the worries and frustrations regarding their child’s homework issues, thus lessening the probability for arguments to take place.

Bibliography

Atkinson, J. (n.d.). Why Homework is Important . Retrieved from scholastic.com: https://www.scholastic.com/teachers/articles/teaching-content/homework-why-it-important/

e-skool. (2010, October 27). E-skool . Retrieved from Top 14 Reason Why Homework is Important: http://blog.eskool.ca/parenting/why-homework-is-important/

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Education scholar Denise Pope has found that too much homework has negative effects on student well-being and behavioral engagement. (Image credit: L.A. Cicero)

A Stanford researcher found that too much homework can negatively affect kids, especially their lives away from school, where family, friends and activities matter.

“Our findings on the effects of homework challenge the traditional assumption that homework is inherently good,” wrote Denise Pope , a senior lecturer at the Stanford Graduate School of Education and a co-author of a study published in the Journal of Experimental Education .

The researchers used survey data to examine perceptions about homework, student well-being and behavioral engagement in a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California communities. Along with the survey data, Pope and her colleagues used open-ended answers to explore the students’ views on homework.

Median household income exceeded $90,000 in these communities, and 93 percent of the students went on to college, either two-year or four-year.

Students in these schools average about 3.1 hours of homework each night.

“The findings address how current homework practices in privileged, high-performing schools sustain students’ advantage in competitive climates yet hinder learning, full engagement and well-being,” Pope wrote.

Pope and her colleagues found that too much homework can diminish its effectiveness and even be counterproductive. They cite prior research indicating that homework benefits plateau at about two hours per night, and that 90 minutes to two and a half hours is optimal for high school.

Their study found that too much homework is associated with:

* Greater stress: 56 percent of the students considered homework a primary source of stress, according to the survey data. Forty-three percent viewed tests as a primary stressor, while 33 percent put the pressure to get good grades in that category. Less than 1 percent of the students said homework was not a stressor.

* Reductions in health: In their open-ended answers, many students said their homework load led to sleep deprivation and other health problems. The researchers asked students whether they experienced health issues such as headaches, exhaustion, sleep deprivation, weight loss and stomach problems.

* Less time for friends, family and extracurricular pursuits: Both the survey data and student responses indicate that spending too much time on homework meant that students were “not meeting their developmental needs or cultivating other critical life skills,” according to the researchers. Students were more likely to drop activities, not see friends or family, and not pursue hobbies they enjoy.

A balancing act

The results offer empirical evidence that many students struggle to find balance between homework, extracurricular activities and social time, the researchers said. Many students felt forced or obligated to choose homework over developing other talents or skills.

Also, there was no relationship between the time spent on homework and how much the student enjoyed it. The research quoted students as saying they often do homework they see as “pointless” or “mindless” in order to keep their grades up.

“This kind of busy work, by its very nature, discourages learning and instead promotes doing homework simply to get points,” Pope said.

She said the research calls into question the value of assigning large amounts of homework in high-performing schools. Homework should not be simply assigned as a routine practice, she said.

“Rather, any homework assigned should have a purpose and benefit, and it should be designed to cultivate learning and development,” wrote Pope.

High-performing paradox

In places where students attend high-performing schools, too much homework can reduce their time to foster skills in the area of personal responsibility, the researchers concluded. “Young people are spending more time alone,” they wrote, “which means less time for family and fewer opportunities to engage in their communities.”

Student perspectives

The researchers say that while their open-ended or “self-reporting” methodology to gauge student concerns about homework may have limitations – some might regard it as an opportunity for “typical adolescent complaining” – it was important to learn firsthand what the students believe.

The paper was co-authored by Mollie Galloway from Lewis and Clark College and Jerusha Conner from Villanova University.

Media Contacts

Denise Pope, Stanford Graduate School of Education: (650) 725-7412, [email protected] Clifton B. Parker, Stanford News Service: (650) 725-0224, [email protected]

By: Cathy Vatterott, Lee Jenkins, and Larry Sandomir

To assign homework or not to assign homework? To grade homework or not to grade homework? Educators, parents, students—they all have an opinion. So, what is the value of homework and should it be graded?

Giving Feedback

Cathy Vatterott

When you ask teachers about the value of homework, they often say it teaches responsibility—to complete the task you’ve been given and return it on time. That may encourage obedience and responsibility for working, but the more important purpose is to encourage students to take responsibility for learning. When properly designed, homework encourages students to self-evaluate and reflect on their learning. “What do I know and how well do I know it? What am I confused about?”

For the teacher, whether homework is for practice, to check for understanding, or for application, homework is feedback about learning. Homework allows teachers to assess student understanding, diagnose problems, and prescribe remedies. Homework creates a private conversation between the student and the teacher. But students will only have that conversation if there is no shame or penalty for not understanding. “I didn’t do it—it was a stupid assignment” often means “I couldn’t do it—it made me feel stupid.” Struggling students would gladly take the zero. Then the question becomes: “Why grade homework?”

The most common reply is “If I don’t grade it, they won’t do it.” But teachers can wean students off their addiction to points. The other common reply is “Homework grades help poor test takers.” But a passing grade is no gift to a student who goes on to advanced classes without mastering prerequisite skills. A better solution is to rethink the test and create alternatives.

The current consensus is that homework is formative assessment that informs the summative assessments. Does it “count”? Yes, because it helps you pass the assessment. Should homework be graded? No. Should homework receive feedback? Absolutely!

Teachers who don’t grade homework still monitor completion of assignments and communicate with parents about missing work. They just don’t count it as part of the student’s grade.

Coaches don’t keep score during practice, but they do give lots of individualized feedback and they do require their athletes to practice.

Cathy Vatterott  is professor of education at the University of Missouri-St. Louis.  [email protected]   www.homeworklady.com

Removing Pressure

Lee Jenkins

First, the premises:

• Homework is a method; it is not a subject.
• No method works on 100% of the students.
• Homework is good for some students, but not all.
• The issue is not whether you complete your homework, but whether you learn the content.
• Homework refers to daily assignments, not to long-term projects.

Next, the problems:

• Teachers say that most homework in secondary schools
• Teachers often do not have adequate time to prepare lesson plans because they are grading homework.
• Almost all classrooms have students who score an “A” on exams and are given a lower grade because they did not use the preferred method (homework) to learn the content.

Now the possibility:

• Assign homework.
• Do not collect it.
• Give a 2–5 item homework quiz, selecting some of the problems verbatim from the homework. Roll dice to see which questions to use.
• Grade the homework quiz.

Pressure removed. This simple possibility, which John MacDonald of Mayo High School in Rochester, Minnesota, shared with me, has greatly reduced the pressure for grading homework and the pressure for doing it in many classrooms across the United States. The homework quiz measures what is in the students’ heads and not what they copied or was completed by their parents. The quiz can be graded quickly, relieving the pressure on teachers for so much paperwork.

Almost all kindergarten students love school. After kindergarten, fewer and fewer students love school until we reach the low point of 39% in grade 9.

Our job as educators is not to motivate students; they come already motivated. Our job is to find out why two-thirds of the students don’t want to be there anymore and stop trying. Traditional homework practice is one of the major contributors of dislike or even disdain for school. How do we expect to have high standards and high success rates when two-thirds of the students have lost their kindergarten level of motivation?

Lee Jenkins,  education consultant, is author of Permission to Forget: And Nine Other Root Causes of America’s Frustration with Education  [email protected]   www.lbellj.com

Making Meaning

Larry Sandomir

There are many reasonable arguments against homework: Students are in school long enough. They need time to explore different parts of their lives after school. They need to rest, relax, and socialize. They need time to just be ridiculous and do things kids do when they can control their own time, just for a little while. Homework is often an exercise in repetition and boredom.

All true. So why give it?

For me, the question is not whether to give homework, but rather what kind, why, and when. Homework matters if it deepens and expands a student’s understanding of and appreciation for a particular subject. It matters if it helps a student better balance his or her life in terms of time management and sense of proportion. It matters if it gives a student an understanding of how to set priorities. It matters if, despite the challenge of time, it means something to the person doing it.

In my progressive environment, homework helps give students ownership of the material and allows them to personalize it. It asks them to apply the concepts to other parts of their lives. They make the meaning rather than answer teacher-directed questions. The homework sometimes is generated spontaneously from what’s happening in a given class. The class sparks an idea that’s worth considering, and the students give it shape while the teacher provides the foundation.

If I want my students to love words and their power, what I ask them to do must engage and invest them. There must be a purpose they can see. They should want to discuss what they are doing with their parents because it makes them think, wonder, get excited, or even struggle.

There must be flexible due dates. The fastest work is not the best work and students are more motivated to do well if they believe the teacher is sensitive to their outside lives or that to do their best, they might need an extra few days. Then students don’t mind evaluation.

I try to create a learning process rather than unnecessary learning tension.

Larry Sandomir  is a middle school teacher at The Calhoun School in New York City.  [email protected]

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Teaching Responsibility in the Classroom: An Important Task

Ideas for teaching responsibility in the classroom. Best social responsibility strategies to teach kids to be responsible, make good choices and set goals.

As a classroom teacher, you are responsible for preparing your students. You need to prepare them for the next school year, giving them a strong educational foundation. You should also prepare them to be responsible and act responsibly in the classroom. Here are strategies for teaching responsibility in the classroom.

The Important Task of Teaching Responsibility in the Classroom

Teaching responsibility in the classroom is important. By teaching your students to be responsible in the classroom, you’re also teaching them to be responsible at home and in their communities. This is a life skill that they will need to practice throughout their lives.

What is Responsibility?

• Teach the Meaning – Before your students can learn how to be responsible, they need to understand what responsibility is. To teach your students this important skill, lead a discussion on the meaning of responsibility. Discuss the meaning of it, as well as what responsibility might look like and sound like in real life.
• Discuss Student Responsibilities – Since you’ve discussed what responsibility might mean, your students should start making connections to responsibilities they already have. Start talking with students about what kind of responsibilities they already have at home and at school.

• Don’t Play the “Blame Game” – Kids should understand that each person has responsibilities and that they need to take responsibility for their actions. It can be easy to blame others when you forget something or do something wrong, but part of being responsible is taking responsibility for yourself. You can help teach children this concept by reading the story, But It’s Not My Fault  by Julia Cook. In this story, the main character continues to blame others for everything that goes wrong with his day. He has to learn that he needs to accept responsibility rather than playing the blame game. Your students will enjoy the humor in the book as they learn more about being responsible.

Teaching Responsibility with Taking on Responsibilities

• Brainstorm Ways to be Responsible – Since students have a solid understanding of what responsibility means , as well as ways that they’re already responsible, it’s time to take on new responsibilities. Gather students together to brainstorm ways that they can be responsible. This should include responsibilities for the home, the classroom, and their community.
• Be a Responsible “Super Kid” – Making connections is a great way to help kids remember what they’ve learned. One way to do this is to do a fun activity or craft such as this Responsible “Super Kid” tie . Kids will love personalizing their ties and will feel proud when they wear them.

• Role-Play Different Scenarios – Another way for kids to learn responsibility is to have them act out different scenarios. By role-playing, you’re giving kids a chance to see what responsibility looks like in action. You can help guide students during these role-play scenarios, helping them understand the true meaning of responsibility in all types of situations.

• Rewards System – Good work deserves rewards. When your students actively practice responsibility, you should acknowledge them. When you notice a child being responsible, point out how wonderful of a job they’re doing. Catch them being responsible and reward them with a hold punch in a card (free resources below) . If you have a classroom rewards system, you can make “being responsible” a way for them to earn their reward.
• Create Classroom Jobs – Responsibilities for adults include going to work and having a job. This can be true for your students as well! Create classroom jobs that students are responsible for throughout the week. Each child can be assigned a job, whether it’s sharpening pencils at the end of the day or turning off the lights when everyone leaves the classroom.
• Use Responsibility Cards – If you want to make things interesting, you can offer kids extra responsibilities. Have cards ready with different responsibilities on them. Encourage kids to pick and complete one every day or week.

Teaching Responsibility with Goal Setting

• What is a goal? – Since your students know what responsibility means, they can now work on setting goals. Discuss with students what the word “goal” means so that they understand a goal is something you work towards.
• Different Types of Goals – There are many different kinds of goals. One goal a student might have is to get a 100% on a spelling test. Another might be to run a 5k in an hour. These could be anything, from getting their homework done on time to completing their chores without being asked. Brainstorm school-related goals (academic or social-emotional) together to help focus their efforts in class.
• Follow a Goal Setting Plan – Once students know what a responsibility goal is and you’ve created a list together, it’s time for them to come up with their own goal. Encourage them to reflect, set a goal, make a plan, and then practice.
• Create a Bucket List – A fun way to set goals for the future is to make a bucket list of goals. They can get creative here and record their dream adventures and goals for their life.

• 3 Stars & a Wish –  Another way to record goals is to use the 3 stars and a wish strategy. Kids will share a few things they are good at and do well (stars) and something they want to work on and get better at (a wish). This simple technique is ideal for our younger students who are just starting out with goal setting. It also works well when you want kids to reflect on an activity they did or make a new goal each season or term.

Resources for Teaching Responsibility

Free responsibility punch cards.

Catch kids when they are being independent and responsible problem solvers with a hole punch in the “Caught Being Responsible” punch cards.

Click the image below to download the FREE Responsible Punch Cards .

Curriculum for Teaching Responsibility

The  Responsibility SEL Curriculum  includes 5 lessons and many activities that teach children about responsibility, goal setting, conflict resolution, and anti-bullying.

mind+heart Social Emotional Learning Curriculum

The  mind + heart Social Emotional Learning Curriculum  includes 8 units with 5+ detailed, character education, research-based LESSONS. In addition, it’s filled with TONS of hands-on and mindful ACTIVITIES. These activities encourage children to express themselves and build important emotional and social skills. Click HERE for more details on the program .

Read more Teaching Responsibility

Responsibility Books and Videos

Conflict Resolution Activities

Self-Regulation Strategies

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Teaching Responsibility to Your Child

• Stepping Back
• Create Opportunities for Responsibility
• Providing Support
• When to Teach Responsibility
• When to Take Breaks

Respect Where Your Child Started

• Your Own Habits Are Key

The tween years are the perfect time for teaching responsibility. As adolescence approaches, levels of conscientiousness begin to rise for the first time. You can capitalize on this natural trend by using the following tips for teaching responsibility to help your tween now and throughout their life.

Teaching Responsibility Often Means Stepping Back

During early and middle childhood, you probably needed to constantly remind your child about their obligations or else things wouldn't get done. As a tween, though, your child has more autonomy , or the ability to take charge of many of their own responsibilities, like due dates for school projects and when they need to leave for sports practice (Granted, you still need to drive your child, but they now have the capability to remind you instead of the other way around.). Let your child exercise this ability. If you always do your child's thinking for them, they'll never get the chance to learn.

Stepping back also means letting kids "fail" once in a while, which can help build their resilience. Choose "low stakes" moments to let them flounder.

For instance, if your child is bad at paying attention to the time, don't remind them that their favorite show is about to come on, but rather let your child discover it on their own. You may need to continue to step in for important events, however, like getting to the dentist on time or to the bus stop.

Create Opportunities for Responsible Behavior at Home

Household chores can be the perfect arena for teaching responsibility. You're the supervisor, so there's no risk of your child failing in public, yet they have a chance to take on a task and complete it on their own. Taking on chores not only helps your child become more responsible, but it can also raise their self-esteem  and lets your tween know how important it is for everyone in the family to chip in. Make sure their tasks are explained clearly, that a timeline for completion is set, and that they know what will happen if the task is not followed through. Be sure to provide frequent, clear, concrete feedback about your tween's efforts; tell your child precisely which behaviors did and/or did not work well, then give your tween a chance to fix it.

Provide Tools That Support Responsibility

It may sound simplistic, but does your tween have the tools they need to be organized, on time, and self-disciplined? Think of the responsibilities you're still taking on for your tween—like watching the clock in the mornings or before practices, reminding them about homework, keeping school papers organized—and find tools that will shift those responsibilities onto your child. Take a fun trip to the office supply store and encourage your tween to pick out organization tools like binders and planners that speak to them. While it's fine to make suggestions, keep in mind that the tools probably won't be used if you impose an organization system; your child has to figure out what works for them. 

Choose the Right Moments for Teaching Responsibility

As with the teaching of any skill, timing is key to teaching responsibility effectively. It may be tempting to try a new approach—such as using a planner for the first time—when things are already changing, thinking that new habits can be set up all at once.

New habits tend to be retained best when they're introduced during relatively stable times. Therefore, you may want to avoid introducing new strategies as your child is transitioning to middle school or when your child is very actively searching for their identity .

Your child is already facing so many emotional, social, and academic challenges during these transitions that they'll likely cling to old habits for a sense of stability. Better to set up the responsible habits long before the transitions occur or else wait until after they have passed.

Take Breaks From Teaching Responsibility

It's healthy to increasingly shift responsibility onto your tween, but as when learning any new skill, your tween will need breaks. You don't need to demand responsibility 24-7 in order to get your child to be more prompt, self-disciplined , and dependable. Keep in mind that your tween is still developing, so cut them some slack once in a while. Weekends are often the perfect time to do just this. After all, we adults often lay back on our level of responsibility then, too.

If at the beginning of the tween years your child was the least conscientious person in their class, it's highly unlikely that they'll ever become the most responsible person compared to their peers. There's nothing wrong with that. Conscientiousness is a trait. Like any trait, some of us have it more than others. Experience can alter these basic inclinations to an extent, but there is a limit.

As long as children are becoming increasingly responsible relative to their own starting point, things are progressing well. Encouraging responsibility is a great idea, but don't put excessive pressure on them to be someone they're not.

Your Own Habits Are Key to Teaching Responsibility

Perhaps the most effective way of teaching responsibility is modeling conscientious behavior yourself. Are you perpetually late to appointments? Do you pay bills behind schedule or require your boss looking over your shoulder constantly so that you get your work assignments done? It's the old case of "do what I say, not what I do"—that just doesn't cut it. Your tween learns through watching, not listening. If you are dedicated to working on improving your own habits, your tweens just might follow. 

Eisenberg N, Duckworth AL, Spinrad TL, Valiente C. Conscientiousness: origins in childhood? . Dev Psychol . 2014;50(5):1331-1349. doi:10.1037/a0030977

Loderup CL, Timmons JE, Kimball ER, Hill EJ, Marks LD, LeBaron AB. How do parents teach their children about work? A qualitative exploration of household chores, employment, and entrepreneurial experiences . J Fam Econ Iss . 2021;42:73-89. doi:10.1007/s10834-020-09709-5

American Academy of Child & Adolescent Psychiatry. Chores and children .

Lally P, Gardner B. Promoting habit formation . Health Psychol Rev. 2013;7(S1):S137-S158. doi:10.1080/17437199.2011.603640

By Rebecca Fraser-Thill Rebecca Fraser-Thill holds a Master's Degree in developmental psychology and writes about child development and tween parenting.

Schoolwork and Homework Responsibility

• By Various Authors
• September 6, 2019

Getting kids to practice or complete schoolwork and projects can be a homework battle , full of tension. As a parent, what can you do . . . and what should you do . . . or not do? Here are ways other parents have encouraged academic skills, have come alongside their children, or have released the schoolwork and deadlines to their kids.

Triple Power Test Prep

First, I wrote each term on separate notecards in different-colored markers. The color association helped them picture and remember the word and corresponding definition.

Then, for the Scientific Method notecard, I created an acrostic, each letter representing one of the six steps.

Next, I hooked up a small basketball hoop to the playroom door for a game of “study basketball.” I quizzed my kids on the science terms, and if they answered correctly, they scored a point and attempted to shoot the ball into the basket for an extra point.

Not only were my children prepared for their test, but they also enjoyed the process.

—Linsey Driskill

Studying Without Distractions

I have three children (ages 9, 5 and 1). Life can get noisy, so we try to keep distractions to a minimum when my oldest child is doing her homework. So my 5-year-old and I might do the dishes, fold laundry or tidy the house together, with my 1-year-old in tow. For us, the key is to keep the TV off and avoid engaging in loud activities.

This allows my 9-year-old to complete her homework quicker and with fewer mistakes.

—Marissa Andrick

Reading Exercises

Home-schooling rambunctious boys on rainy days can be challenging. To help them, we read our lessons on the floor in the planking position (only our forearms and toes touch the ground) for as long as we can hold ourselves up. Then after we’ve read a few pages, we take a break and do 10 pushups. These exercises help my sons focus on their school lessons.

—Evie Palmer

Running Through Homework

After a long day of school, getting my kids to sit down to complete homework is nearly impossible. They want to be moving. So I have my kids tackle shorter tasks, like a few math problems or a page of reading, and then run a lap around the house. It allows them to complete their work while getting their energy out. They are so excited for their next lap around the house that they focus better on each task.

—Alicia Gorski

Find ways to make learning more active

One fun way I found to help my kids when they struggled in memorizing math facts was to tape flash cards on the floor. Then I have them hop onto each card as they gave the answer to that flash card.

For example, I would tape multiplication facts about one foot apart. If they said the next equation with the correct answer, they could jump onto that card. They would spend more time on their math facts because it was fun to jump to the flash cards. It was a great way to get my kids moving and memorizing.

—Hannah Maple

Build sibling relationships

Home-schooling six children can be tough, but what helps is designating time in the day for my older students to tutor the younger ones. Not only do the younger ones receive quality time with an older sibling, but the high schoolers also get a little teaching experience, which can count as credit on their transcripts in some states.

Engage your kids’ senses

As my kids began the new school year, I supplemented their schoolwork with sensory activities:

Instead of just teaching my children about shapes, I poured water into different-shaped containers and froze them. Then I placed all the shapes into a long, plastic bin with low edges. They spun and moved the ice pieces around. They felt the roundness of a sphere or the corners of a rectangle or cube and watched them melt into other shapes. By adding washable paint, I reinforced colors, too.

When my children lost interest in practicing their alphabet, they wrote in cornmeal poured into a flat container. This made writing fun enough for them to continue practicing.

I used candy to explain math when they were older. If they had 3+2 as a problem, they counted out three pieces of candy and added two. Eventually they would get to eat the candy.

I used whatever I could — playing with mud, slime or whatever was on hand—to pique their curiosity and ignite an eagerness for learning.

11 Activities That Help Improve Handwriting

Learning to write can be challenging for children, especially in a world of predominately digital communication. To write, children need strong visual and gross motor skills before they can achieve the necessary fine motor skills. So here are several fun activities you can do with your kids. These exercises strengthen muscles and sharpen the skills that can improve a child’s handwriting. In addition, they’re a fun way to spend time together as a family.

Fine motor skills

• Play cotton ball hockey on a table.
• Pick up pennies, one at a time, holding them in the same hand.
• Crumple a piece of paper with one hand only. Then flatten it back out with that same hand.
• Use tweezers to pick up or remove items from an ice cube tray.

Gross motor skills

• Race while crawling, crab-walking or rolling.
• See how long you can hold something at shoulder level or higher.
• Create an obstacle course, and then race through it.

Visual skills

• License plate game: When riding in the car, find letters of the alphabet in order on license plates of passing cars.
• View a tray of random items, cover it and try to remember what was there.
• Trace a letter on a child’s back. Have the child guess what letter it is. Then draw it on paper for her to see.

If you want to reinforce handwriting techniques, play tic-tac-toe with your child. This simple game uses basic handwriting strokes.

The Bug Project

When a letter arrived from my daughter’s middle school, I immediately began to worry. “I’m nervous,” I confided to my husband, Dennis. “We got this today.”

Dennis scanned the letter. “Why is the school sending information in June about a sixth-grade bug project due in September?”

“So the kids can get started now, I guess,” I said. “I’m afraid Rebekah will procrastinate.”

“She probably will. And?”

“What if she doesn’t get it done?”

“Then she learns a great lesson about time management, responsibility and consequences. Seems like a good deal to me.” Dennis grinned.

Her responsibility

“Are you suggesting we let her fail?”

“Better she fail by her own effort — or lack of it — than to succeed by our nagging. We’ve taught her how to manage her time and how to break a project down into manageable pieces. Let’s give her a shot at this.”

I frowned. “I still think she should start sooner rather than later.”

“This is more serious than I thought,” Dennis mused. “We don’t have one problem. We have two.”

“Two?” I raised an eyebrow.

Dennis continued. “Problem No. 1: Rebekah is a regular kid who would rather have fun than work. Problem No. 2: Rebekah will not grow out of problem No. 1 if we don’t let her try some things on her own.”

Homework check

Saturday over breakfast, I told Rebekah about her project. “You can either collect bugs or take pictures.”

“I’d like to take pictures,” Rebekah said.

“Great. You can get some neat pictures in Texas at the family reunion.”

“OK. Can I play with Aubree?”

“Sure. Why don’t you take the digital camera?”

“Mom. It’s June. My project isn’t due until September.”

“I know, but if you use your time wisely now . . . ”

Dennis cleared his throat, giving me his “remember-our-conversation” look.

I sighed. “Yes, you can play with Aubree.” Rebekah bolted from her chair. Letting go was going to be harder than I thought.

Alone in my room, I prayed, “Father, I don’t want my emotional stability tied to a sixth-grader’s bug project!”

Stop nagging

I turned to my Bible and read Isaiah 40:11 , which reminded me that He gently leads those with young. Perhaps I felt a tinge of conviction. I knew I needed to trust God as He led me through this parenting challenge. Next, I flipped to Philippians 1:6. It assured me that God would finish the good work He began in me. And Rebekah, too, Lord?

I closed my Bible and took a deep breath. “I get it, Lord. I’ll cut the nagging.”

Rebekah needed a grand total of 30 bug pictures. At our July reunion, she netted seven. In August, a sixth-grade mom invited the class to gather bugs or take pictures from her massive garden. Rebekah snapped seven photos of bugs — and 13 of herself and her friends jumping in midair.

She thought the day was a huge success. I nervously checked the calendar; she still needed 16 bugs. Time was rushing past us like water over Niagara Falls. I bit my lip.

School starts

School started. Over the next several days, Rebekah studied, finished her homework and even told me, “My project is due in two weeks!”

But on Saturday morning, two days before her project was due, Rebekah was still only half done. She woke up and announced, “I want to have fun all day!” I breathed deeply, pouring another cup of coffee.

Dennis put his arm around my shoulders. “It’s hard, but you’re doing great.”

Several times that day I fought the urge to nag. I made frequent trips to my Bible to remind myself of God’s goodness.

The deadline

The night before the long-dreaded deadline, Rebekah finished her project. She took the rest of her photos, created her PowerPoint presentation and turned it in on time. If I had insisted on nagging her, I would never have known she was capable of completing this project on her own. She earned my respect.

As for me, my emotional stability is tied more to the Lord and less to my kids’ school projects. I’m far from perfect, though. I have to hit the Book again for a test I’ve got coming next week. You see, Rebekah has a book report due in four days.

— Heather Trent Beers

“Triple Power Test Prep” © 2019 by Linsey Driskill. “Studying Without Distractions” © 2019 by Marissa Andrick. Reading Exercises” © 2019 by Evie Palmer. “Running Through Homework” © 2019 by Alicia Gorski. “Find Ways to Make Learning More Active” © 2018 by Hannah Maple. “When Possible, Build Sibling Relationships Through Homework” © 2018 by Evie Palmer. “Engage Your Kids’ Senses to Reinforce What They’e Learning at School” © 2018 by Linsey Driskill. “11 Activities That Help Improve Handwriting” is copyrighted © 2017 by Sarah Adkisson. “The Bug Project” is copyrighted © 2009 Heather Trent Beers. All rights reserved. Used by permission.

“Triple Power Test Prep,” “Studying Without Distractions,” “Reading Exercises” and “Running Through Homework” first appeared in the August/September 2019 issue of Focus on the Family magazine. “Find Ways to Make Learning More Active,” “When Possible, Build Sibling Relationships Through Homework,” “Engage Your Kids’ Senses to Reinforce What They’e Learning at School” first appeared in the August/September 2018 issue of Focus on the Family  magazine. “11 Activities That Help Improve Handwriting” first appeared in the August/September 2017 issue of  Focus on the Family  magazine. “The Bug Project” first appeared in the August/September 2009 issue of  Focus on the Family  magazine.

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6 Tips for Teaching Responsibility to Children: a Step-by-Step Guide

Most kids aren’t naturally responsible and need to be taught. Here are six tips for teaching responsibility to kids.  

If you’re like most parents you’ve probably dreamed of a world where your kids are more responsible:

• They pick up their toys without reminders
• Consistently place their laundry in the hamper instead of the floor
• Brush their hair (for once!) without being told

Life with responsible kids would be an ease. It would mean less work for you or the need to constantly bark out orders.

The truth is, however, that few kids are naturally responsible. Most kids need instruction.

And unfortunately, in many families, attempts at teaching responsibility result in nagging, defiance, and power struggles.

Teaching your child to be responsible doesn’t have to be a constant struggle that adds negativity to your relationship.

Having the right mindset about what to reasonably expect from your child, setting them up for success, and effectively coaching them on appropriate behavior will help lead them towards greater incremental responsibility.

Developmental readiness and responsibility

But before you take on the task of teaching responsibility, it’s important to be realistic about what you can expect from your child.

Just like we wouldn’t expect an infant to begin reading, we can’t expect our children to do more than they’re developmentally ready to do. This is true with responsibility, and often parents mistakenly assume that their child is capable of taking on a level of responsibility they’re simply not ready for. 

Here’s what you can expect from your child at different ages and stages:

Infants:  As silly as it may seem, babies can start to learn responsibility! They learn through what is modeled for them, such how well their needs are being taken care of by adults. Once babies can grasp objects and walk, they can help put away toys or tidy their room but only with an adult cleaning alongside them, modeling what needs to be done. 

Toddlers:  Toddlers are eager helpers and getting them involved in chores will encourage greater willingness to help. Toddlers still need to work alongside an adult who models what needs to be done. Don’t expect any task to be done well at this stage. The goal is simply to encourage a helping mindset regardless of the outcome. Also recognize that toddlers have a short attention span and may naturally lose interest. The idea at this stage is simply to encourage participation. 

Preschoolers:  Preschoolers still need the help of their parents to model appropriate responsibility. They’re not developmentally ready to independently brush their teeth or put their dirty clothes in a hamper, for example. They can, however, begin to dress themselves . And having preschoolers do chores helps them feel like contributors to the family and boosts their self-esteem. This still isn’t the age when you can expect chores to be done well.

Elementary schoolers:  Between the ages of six and twelve, kids can be expected to take on greater responsibility, but they’ll still need a lot of guidance and positive support from you. Tools like routines , checklists , and timers can help aid kids’ independence . And it’s especially helpful to have a family meeting where everyone decides which chores will be completed, at what time, and the expectations around completing them. The developmental trajectory for demonstrating responsibility is long. While more can be expected of elementary schoolers, they’ll still make mistakes and require patience as they continue to learn.

Tweens/teens : This is the age when more responsibility can be expected, especially with schoolwork and homework . But it’s helpful to keep in mind that even though tweens and teens can take on greater responsibility, it doesn’t always come easy for them. Mistakes are bound to happen as tweens and teens continue learning. Instead of criticizing their mess-ups, teens will appreciate your support as you help them with problem-solving and thinking through ways they can do better in the future. 

Interested in getting your kids started on chores? My four-lesson course will teach you how to get started, avoid nagging & power struggles, and keep your kids motivated. Click here or the image below to learn more.

6 Tips for teaching kids responsibility

Now that you have a clear understanding of what your child(ren) are developmentally capable of accomplishing, the following tips will help you support your child’s growth in responsibility:

Model responsibility

This may be obvious, but we can’t expect our children to be responsible if we’re not modeling responsibility. If we’re consistently showing up late to events, for example, or fail to tidy our own bedroom we can’t expect more from our kids. 

Kids learn more from what we model than what we say or teach them. So modeling responsibility is the first step in teaching. 

Expect responsibility

It’s also necessary to expect our kids to be responsible in an age-appropriate way. This doesn’t mean we demand it, but rather, that we have an expectation that our children are capable. The opposite would be cleaning up our toddler’s toys for them without their help, organizing and tidying our elementary school child’s bedroom, or constantly doing for our teen what they’re capable of doing for themself. 

Let go of perfection

Often parents miss the chance to encourage responsibility in their child by focusing too much on outcomes – whether the floor was perfectly swept to our standards or dishes from the dishwasher put away in exactly the right place. We can coach our child in completing a task well but criticism and condemnation will only discourage motivation to help in the future.

Work together

As mentioned previously, in the early years, your child will need you to work alongside them as they take on chores and other tasks. As they get older, work with your child to determine which chores they should do and when and how they should do them. Never dictate to your child what needs to be done, instead, hold a family meeting or have a one-on-one conversation. Encouraging responsibility is as much about internal motivation and self-discipline as it is completing tasks. 

Support and coach

Once you and your child has determined what they will do and when, it’s important to set them up for success by teaching them how to do a task well. It’s unrealistic to assume your child naturally knows what’s needed to achieve a clean bedroom , manage time , or organize belongings. See the section below on steps to teach your child how to do a chore or task well.

Use tools for teaching responsibility

Although our kids will need our continued guidance, the goal is to help them be as independent as possible. Tools like routines , checklists , and timers can help remind kids and teens what they need to do when and in what order. 

Kids and teens can use this step-by-step guide to both learn and remember what they need to do to complete common household tasks. Examples include washing dishes, vacuuming, clean a toilet, make a bed and more. Click here to learn more and get your own copy.

Four steps to coaching kids in specific tasks (while keeping the peace)

Kids need us to coach and train them in specific tasks, but how can we do this so without resistance or a fight? 

Here are four steps to take when coaching kids that will make them more open to your guidance:

Step #1 – Have your child observe:  As you perform the given task, have your child look on. Explain what you’re doing step by step.

Step #2 – Do the task together:  The next time the task needs to be done, or in the moment, do it with your child. Or you could do part of the task (such as washing dishes) while your child does the other part. Always ask your child if they’d like your tips or advice. They’ll be more open to listening if asked first.

Step #3 – Supervise while they do the task:  When the opportunity arises again, have your child do the task by themselves while you supervise. Be careful at this stage not to point out every mistake – that could discourage your child. Again, ask if they’d like tips or advice and praise when possible.

Step #4 – Let your child do the task independently:  When your child feels ready, let them perform the task on their own. Remember that they probably won’t complete it to your standards for a long time. Keep your focus on encouraging a helping mindset. Mastery of a given task will come in time.

Don’t overlook the importance of connection

If you’ve tried all of the advice above and are still having trouble, don’t overlook the importance of connection with your child . When kids feel connected to parents or adults they’re more eager and willing to work with us and do what we ask.

Connection means more than just spending time together. In fact, real connection has less to do with time and more to do with quality.

Connection occurs when we listen to our child’s opinions, thoughts, and fears, accept them for who they are, and take an interest in what interests them. It’s letting them know they matter and that we’re here to help them learn how to function in the world appropriately.

As we connect with our kids, we’re in the best position possible to help coach and guide them. Leading them towards a more fulfilling life and an adulthood of self-sufficiency.

Ready to teach your child life skills? These cards can help! Each card in this eighty-one deck contains a skill your child can begin practicing with you or on their own. Click here or the image below to learn more.

See related:

How to Raise Responsible Kids, Not Just Obedient Ones

How to Raise Responsible Kids Who Want to Help

10 Responsibilities at Home that Make Kids Feel Capable and Significant

What to do next…

1. subscribe to self-sufficient kids’ email list., 2. take one of my quizzes.

Find out if you’re raising a self-sufficient kid ( click here ) or if you’re doing too much for your kids ( click here ). At the end of each quiz, you’ll be asked to provide your email address to see the results.

3. Get your kids started on chores.

Learn how to get your child started on chores (& keep them motivated + avoid power struggles) by enrolling in my Get Your Kids Successfully Started on Chores course. Click here to learn more and sign up.

About Kerry Flatley

Hi! I’m Kerry, the mother of two girls and a certified parent educator. I believe it is possible for parents to have a supportive, loving, and warm relationship with their kids while raising them to be independent and ultimately self-sufficient. Over the years, I’ve read numerous books and articles that support this belief and I’ve put these ideas into practice with my own kids. Read more about me and Self-Sufficient Kids here.

2024 ICAS registrations are now open! Click here to register .

Focus Education NZ

The role of homework in your child’s education.

Most students are set homework as a default. Schools may have different homework policies, which can also vary by student age. In general, homework expectations increase as students enter intermediate and then high school. Students can struggle to understand why they need to do homework, or parents can struggle to support their child to complete difficult or confusing tasks in what free time they have.

So what is the role of homework, and how can you help your child navigate it?

Reinforcing learning

The expectation is, for many countries worldwide, that homework reinforces what students learn in school. It is now commonly agreed by educational researchers that retention of learning drops quickly if not reinforced by regular practice.

Expanding the scope of school activities

Schools have limitations in what they can guide students to do in class, such as pursuing individual research projects, self-directed writing, and community trips. Sending a student home with an activity such as this helps to enlarge the scope of the student’s educational experiences.

Building self-discipline and study routines

A key aspect of homework is how it encourages students to build good routines around their education and practice doing something unwelcome in order to achieve a good outcome. Many future life experiences rely on sustained effort that is not always pleasant, such as building the qualifications to enter a desired job, maintaining good physical health, having a long term satisfying relationship, and contributing to the community.

Busywork and stress

However, homework is not necessarily helpful. Homework should be pertinent to your child’s learning, suitable for their age and stage, and achievable in the time available. Simply doing work for the sake of it may not reinforce any learning. Homework can also cause your child stress, with the pressures to complete it and to do a good job. This is particularly a danger in high school where students are preparing for external assessments.

Inappropriate or stressful homework experiences can, unfortunately, reinforce a negative feeling and attitude towards study and make it more of a struggle for your child and the family. Ultimately, this will also negatively impact your child’s learning, whether in school or out.

Tips for a positive homework experience

So what can you do to help? Here are some tips for supporting your child to have a positive and useful homework experience.

• Create a set time and place to study. Homework becomes part of the daily routines of your child, and this can minimize time management issues and avoidance.
• Model a learning mindset. Your child’s attitude to learning rests on how you behave towards it too. By showing that you value learning in your own life, you demonstrate to your child that despite difficulties, learning is intrinsically important in life, not just in childhood.
• Make the study environment as pleasant as possible. Learning happens most when students are engaged in their work. Elements such as lighting, music, stationery, snacks, and rewards can help to make doing homework a much more pleasant part of your child’s daily routine. Adjust these so that they are not distracting but allow your child to relax into the studying process.
• Communicate with your child’s teachers. Understanding the role of specific homework tasks, as well as which topics and skills your child needs to work on, can allow you to guide your child’s approach to their homework.
• Take action when things go wrong. Inevitably there will be successes and disappointments in your child’s education. Some issues, such as misunderstanding a homework task, or running out of time to complete all homework, are minor and can be gradually worked on. If major issues crop up, such as your child struggling to learn at all, seek out information and advice. While educational issues are rarely urgent, they do need to be addressed sooner rather than later, so that your child can keep developing their knowledge and skills for the future.

Further Reading

Primary School – Homework (Ministry of Education)

What Research Says About the Value of Homework (Reading Rockets)

Homework: Why It’s Worth the Hassle and How to Make it Work in Your Family (LearnWell)

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Mamas Uncut

Best Ways to Teach Your Child Responsibility

Posted: March 5, 2024 | Last updated: March 5, 2024

Responsibility helps children become more self-sufficient and prepares them for adulthood, but teaching responsibility is an uphill battle for most parents.

This post appeared first in Mamasuncut - https://mamasuncut.com/ , visit the original post here: Best Ways to Teach Your Child Responsibility

MamasUncut Community Responds With Mixed Feelings

Some parents agreed with the mother – arguing that it teaches financial responsibility and prepares the daughter for the future. Others agreed with the daughter and argued that the mother's expectations were too high – especially considering how much the teen was already contributing in gas and car payments. 

Despite the mixed feelings, our community was in agreement on one fact. 

And it was the importance of teaching our children responsibility at a young age. 

How we teach our kids responsibility is up for debate, but that's the beauty of parenting – all parents have their own way of teaching, and all children have their own way of learning. The how doesn't matter, so long as our children understand what responsibilities they have and why they're expected to fulfill them.

10 Ways to Teach Your Children Responsibility At an Early Age

Teaching your child responsibility can feel like an uphill battle at times. There's no cookie-cutter solution or tried-and-true recipe, but with patience and consistency, instilling this important life skill is possible. 

What's important is that you remember why you're doing it. 

Responsibility helps children become more self-sufficient and prepares them for adulthood. By giving children age-appropriate responsibilities, parents can instill good and healthy habits at an early age. 

With guidance and encouragement , parents can foster responsibility in children and equip them for the future. And while there's no cookie-cutter solution, we do have some very valuable tips that can help you get through to your child – so let's take a look at our 10 most effective ways to teach a child responsibility.

Lead By Example

You know what they say – monkey see, monkey do. 

If you want to instill a strong sense of responsibility in your child at an early age, the most effective approach is to demonstrate it yourself through your own actions. After all, children learn primarily through imitation, especially when it comes to behavior modeling from their parents, guardians, or older siblings.

So, what does this mean for the parent? 

It means owning up to your mistakes, holding yourself accountable, being punctual and prepared, keeping your commitments, holding your promises (and not making promises you can't keep), being honest with yourself and those around you, and staying true to the standards expectations you set in the household.

Remember – actions speak louder than words. 

Words are important and your child needs to hear them often, but they also need to see it in action. Think of it this way – what reason would a child have to clean their bedroom, if their parent's room is always a mess? By setting the right example first, you can then reinforce those values with open communication. 

Let Them Help With Everyday Tasks

Look, we get it – life as a parent can be hectic. 

The to-do list never stops growing, and the errands are piling up, but there are only so many hours in the day – so finding time to teach your child responsibility is difficult. But what if we changed our perspective – what if we started using those errands and to-do lists as a way of teaching our child responsibility ? 

It might take extra time to complete those tasks, but hear me out. 

By involving preschoolers in simple, age-appropriate jobs like putting away toys or setting the table, parents grant opportunities to build crucial life skills. For example, it helps them gain self-confidence, independence, and gives them a sense of purpose as they contribute to the needs of the household. 

And don't think of these as chores – toddlers are too young for that. 

Instead, think of it as having a little helper. Give them small, easy tasks to do while you complete the bigger, more important tasks. When doing the dishes, give them a small cup to clean – even if they don't clean it well, let them do it how they want and then show them how you would do it, but make it fun!

Give Your Child Chores

Gradually turn those small tasks into chores. 

Allowing preschoolers to help with tasks around the house builds a strong foundation when teaching your child responsibility, but that foundation needs to be tested (and strengthened) as your child grows older. At a certain point, parents need to turn those small tasks into chores – expectations that must be met. 

But make sure those chores are age-appropriate. 

Parents can start giving their children chores as early as 5 years old, but make sure your expectations are realistic. Instead of having them help you pick up toys, start directing them to do it themselves. They might make mistakes, and it might not be done perfectly, but it gives you another opportunity to teach. 

Increase those expectations as they grow older. 

Growing up, my mother gave me (as well as each of my three siblings) a folder every week. In the folder was a daily list of chores that needed to be done each day of the week. Every day was something different, but the household duties were split evenly among us – and we worked together to get it done.

Establish Healthy Habits & Routines

Healthy habits translate to a happy child.

As parents and caregivers, we have a unique opportunity to model accountability and responsibility by creating structure and consistency in our child's life. Small daily habits like making their bed or brushing their teeth can evolve into broader life skills like managing time, prioritizing tasks, and staying productive.

These habits should supplement their chores. 

I'm a big believer in keeping chores and habits separate from one another. Chores are more for the good of the household, but habits are more focused on the good of the individual. While chores provide tangible results like a clean house, habits satisfy emotional needs and desires – different, but equally as important.

Together, chores and habits create a normal routine. 

Building a strong routine in a child’s life is like constructing the foundation of a home – it takes time, the right materials, and patience. The bricks and mortar of a child’s routine are their chores and habits. Laying these bricks through consistent repetition over time cements healthy patterns and builds responsibility.

Be Specific About Your Expectations

If your expectations aren't clear, they won't be understood.

Clear expectations provide children with a precise understanding of what is required – minimizing confusion and fostering accountability for their actions. By delineating boundaries and limitations, children not only comprehend what behaviors are acceptable, but they consciously avoid behaviors that aren't.

So, how do parents achieve this? 

We're not saying you need to type out your expectations on a piece of paper and frame it on a wall in the house, but make sure you're communicating what you want to see out of your child – and not in a demeaning way. Don't just tell them what you expect of them, but also why you expect that out of them.

And don't forget – feedback is important.

Communication isn't a one-way street – and you should treat expectations the same way. Where parents need to be clear about what they expect, they should also be open to criticism and/or feedback from the child – within reason, of course. If they can't meet expectations, work with them to figure out why. 

Reward When Necessary

Rewards offer incentive, but use them wisely.

Positively reinforcing desirable actions and habits allows parents and guardians to instill a sense of accountability and self-discipline in children, laying the groundwork for responsible behavior later in life. Over time, the child will start to associate positive outcomes with good habits and responsible behavior.

But the key is to praise the behavior, not the child.

As you continue to reward your child for demonstrating responsibility, those behaviors gradually become internalized. Over time, they learn to understand that being responsible is its own reward – which motivates them to act responsibly even when external rewards aren't present or aren't being offered. 

So, what are good ways to reward our children? 

It all depends on the situation. Sometimes recognition is more than enough – verbal praise is a good example of this, but I recommend being specific about why they're being praised. On the other hand, some actions or behaviors call for a greater reward – something a little more tangible or monetary. 

Teach Consequences

Consequences are just as effective as rewards.

Allowing children to experience the natural outcomes of their choices helps them draw connections – some more positive than others – between actions and results. It might be painful to watch them suffer such consequences, but not allowing them to overcome these moments does more harm than good.

So, what should parents do when consequences arise?

Instead of shielding our children from mistakes, parents should use their missteps as opportunities to discuss and improve decision-making. Over time, your child will learn to reflect on their choices and become more mindful of how their actions impact not only themselves but also the world around them. 

It's only a mistake if they don't learn anything from it.

There's an old quote by Henry Ford that describes this idea perfectly. "The only real mistake is the one from which we learn nothing." This is the message we should be sending to our children. Mistakes happen, and, while we must face the consequences, that shouldn't stop us from being and doing better.

Institute a Pay Allowance

Allowances are welcome, but not without expectation. 

A pay allowance, in and of itself, won't instill any sense of responsibility in your child – if anything, it'll foster a sense of entitlement. The responsibility comes when they have to work for that allowance – something that's usually achieved through chores, good grades in school, or achieving accomplishments.

My mother always made this a point when I was growing up. 

I already talked about the list of chores me and my siblings had, but our hard work never went unnoticed. If we did a good job, we were paid a weekly allowance. My mom also paid us on report card day. The better the grade, the more money we earned – which gave me a little extra incentive to do well in school. 

Think of it as a reward, but treat it like a lesson. 

From a parent's standpoint, weekly allowances (no matter how they're earned) are a great way to reward your child, but it's also an opportunity to teach them about financial responsibility. Let them spend it however they want, but teach them the importance of spending it wisely and let them see it in action. 

Use the Word ‘Responsibility' Often

How we talk to our children is also important. 

Earlier, we talked about modeling responsibility for your child – so they can see it in action. The same is true with the language we use around our children – except, in this case, they need to hear it. The more we use the words ‘responsible' and ‘responsibility,' the more meaningful those words are to the child. 

It's the same reason why we don't swear around children. 

They might not know what the swear words mean – but if they hear them, they'll repeat them. And the more they repeat them, the more those words influence their behavior. By repeating positive language often, you're exposing your child to all the right words that'll help shape who they are in the future. 

But don't stop there – take it a step further. 

It's not just about the language you use on an everyday basis, but you can teach your child responsibility through the types of books they read, television shows they watch, and games they play. Just like there are shows and educational apps centered around counting, there are also some that teach responsibility.

Don't Forget About Social Responsibility

There are a lot of different types of responsibility. 

Responsibility doesn't have one clear definition – it's more of an umbrella term that refers to the various obligations and expectations we have as humans. That could be a financial responsibility, a moral responsibility, or – one we haven't talked about yet – a social responsibility . They're all equally important.

With social responsibility, you're teaching your child about community.

It involves helping your child understand their role in society and how they can contribute positively to their community as a whole. Social responsibility plays an important part of raising caring, empathetic, kind, and compassionate kids – and one no parent should overlook, especially in a child's younger years. 

So, how can parents teach their children about social responsibility?

As we mentioned earlier – lead by example. Make helping part of your family’s routine – prepare meals for those in need, donate old toys and clothes, and help elderly neighbors with their yard work. When parents volunteer and help others, kids notice and often mimic these actions – which helps the world go ‘round. 

Obedience: What's the Difference?

At the beginning of this article, we asked two very important questions – what does responsibility mean to you, and what do you want it to mean to your child? It's something most parents should think about often. 

To me, responsibility isn't just about doing what you're expected or obligated to do – I would consider that obedience, if anything. Responsibility is deeper than that – it requires awareness and acceptance. 

It's not so much about what you're doing, but rather why you're doing it.

And that's what we need to teach our youth – not just to obey, but to do it with purpose.  

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Teaching children responsibility lays the foundation for their personal growth, success, and well-being throughout their lives. It makes them more accountable, reliable, disciplined, independent, trustworthy, resilient, and prepared for the many challenges they'll face as they grow older in this beautiful world.

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