how does homework improve work ethic

Are You Down With or Done With Homework?

• Posted January 17, 2012
• By Lory Hough

The debate over how much schoolwork students should be doing at home has flared again, with one side saying it's too much, the other side saying in our competitive world, it's just not enough.

It was a move that doesn't happen very often in American public schools: The principal got rid of homework.

This past September, Stephanie Brant, principal of Gaithersburg Elementary School in Gaithersburg, Md., decided that instead of teachers sending kids home with math worksheets and spelling flash cards, students would instead go home and read. Every day for 30 minutes, more if they had time or the inclination, with parents or on their own.

"I knew this would be a big shift for my community," she says. But she also strongly believed it was a necessary one. Twenty-first-century learners, especially those in elementary school, need to think critically and understand their own learning — not spend night after night doing rote homework drills.

Brant's move may not be common, but she isn't alone in her questioning. The value of doing schoolwork at home has gone in and out of fashion in the United States among educators, policymakers, the media, and, more recently, parents. As far back as the late 1800s, with the rise of the Progressive Era, doctors such as Joseph Mayer Rice began pushing for a limit on what he called "mechanical homework," saying it caused childhood nervous conditions and eyestrain. Around that time, the then-influential Ladies Home Journal began publishing a series of anti-homework articles, stating that five hours of brain work a day was "the most we should ask of our children," and that homework was an intrusion on family life. In response, states like California passed laws abolishing homework for students under a certain age.

But, as is often the case with education, the tide eventually turned. After the Russians launched the Sputnik satellite in 1957, a space race emerged, and, writes Brian Gill in the journal Theory Into Practice, "The homework problem was reconceived as part of a national crisis; the U.S. was losing the Cold War because Russian children were smarter." Many earlier laws limiting homework were abolished, and the longterm trend toward less homework came to an end.

The debate re-emerged a decade later when parents of the late '60s and '70s argued that children should be free to play and explore — similar anti-homework wellness arguments echoed nearly a century earlier. By the early-1980s, however, the pendulum swung again with the publication of A Nation at Risk , which blamed poor education for a "rising tide of mediocrity." Students needed to work harder, the report said, and one way to do this was more homework.

For the most part, this pro-homework sentiment is still going strong today, in part because of mandatory testing and continued economic concerns about the nation's competitiveness. Many believe that today's students are falling behind their peers in places like Korea and Finland and are paying more attention to Angry Birds than to ancient Babylonia.

But there are also a growing number of Stephanie Brants out there, educators and parents who believe that students are stressed and missing out on valuable family time. Students, they say, particularly younger students who have seen a rise in the amount of take-home work and already put in a six- to nine-hour "work" day, need less, not more homework.

Who is right? Are students not working hard enough or is homework not working for them? Here's where the story gets a little tricky: It depends on whom you ask and what research you're looking at. As Cathy Vatterott, the author of Rethinking Homework , points out, "Homework has generated enough research so that a study can be found to support almost any position, as long as conflicting studies are ignored." Alfie Kohn, author of The Homework Myth and a strong believer in eliminating all homework, writes that, "The fact that there isn't anything close to unanimity among experts belies the widespread assumption that homework helps." At best, he says, homework shows only an association, not a causal relationship, with academic achievement. In other words, it's hard to tease out how homework is really affecting test scores and grades. Did one teacher give better homework than another? Was one teacher more effective in the classroom? Do certain students test better or just try harder?

"It is difficult to separate where the effect of classroom teaching ends," Vatterott writes, "and the effect of homework begins."

Putting research aside, however, much of the current debate over homework is focused less on how homework affects academic achievement and more on time. Parents in particular have been saying that the amount of time children spend in school, especially with afterschool programs, combined with the amount of homework given — as early as kindergarten — is leaving students with little time to run around, eat dinner with their families, or even get enough sleep.

Certainly, for some parents, homework is a way to stay connected to their children's learning. But for others, homework creates a tug-of-war between parents and children, says Liz Goodenough, M.A.T.'71, creator of a documentary called Where Do the Children Play?

"Ideally homework should be about taking something home, spending a few curious and interesting moments in which children might engage with parents, and then getting that project back to school — an organizational triumph," she says. "A nag-free activity could engage family time: Ask a parent about his or her own childhood. Interview siblings."

Instead, as the authors of The Case Against Homework write, "Homework overload is turning many of us into the types of parents we never wanted to be: nags, bribers, and taskmasters."

Leslie Butchko saw it happen a few years ago when her son started sixth grade in the Santa Monica-Malibu (Calif.) United School District. She remembers him getting two to four hours of homework a night, plus weekend and vacation projects. He was overwhelmed and struggled to finish assignments, especially on nights when he also had an extracurricular activity.

"Ultimately, we felt compelled to have Bobby quit karate — he's a black belt — to allow more time for homework," she says. And then, with all of their attention focused on Bobby's homework, she and her husband started sending their youngest to his room so that Bobby could focus. "One day, my younger son gave us 15-minute coupons as a present for us to use to send him to play in the back room. … It was then that we realized there had to be something wrong with the amount of homework we were facing."

Butchko joined forces with another mother who was having similar struggles and ultimately helped get the homework policy in her district changed, limiting homework on weekends and holidays, setting time guidelines for daily homework, and broadening the definition of homework to include projects and studying for tests. As she told the school board at one meeting when the policy was first being discussed, "In closing, I just want to say that I had more free time at Harvard Law School than my son has in middle school, and that is not in the best interests of our children."

One barrier that Butchko had to overcome initially was convincing many teachers and parents that more homework doesn't necessarily equal rigor.

"Most of the parents that were against the homework policy felt that students need a large quantity of homework to prepare them for the rigorous AP classes in high school and to get them into Harvard," she says.

Stephanie Conklin, Ed.M.'06, sees this at Another Course to College, the Boston pilot school where she teaches math. "When a student is not completing [his or her] homework, parents usually are frustrated by this and agree with me that homework is an important part of their child's learning," she says.

As Timothy Jarman, Ed.M.'10, a ninth-grade English teacher at Eugene Ashley High School in Wilmington, N.C., says, "Parents think it is strange when their children are not assigned a substantial amount of homework."

That's because, writes Vatterott, in her chapter, "The Cult(ure) of Homework," the concept of homework "has become so engrained in U.S. culture that the word homework is part of the common vernacular."

These days, nightly homework is a given in American schools, writes Kohn.

"Homework isn't limited to those occasions when it seems appropriate and important. Most teachers and administrators aren't saying, 'It may be useful to do this particular project at home,'" he writes. "Rather, the point of departure seems to be, 'We've decided ahead of time that children will have to do something every night (or several times a week). … This commitment to the idea of homework in the abstract is accepted by the overwhelming majority of schools — public and private, elementary and secondary."

Brant had to confront this when she cut homework at Gaithersburg Elementary.

"A lot of my parents have this idea that homework is part of life. This is what I had to do when I was young," she says, and so, too, will our kids. "So I had to shift their thinking." She did this slowly, first by asking her teachers last year to really think about what they were sending home. And this year, in addition to forming a parent advisory group around the issue, she also holds events to answer questions.

Still, not everyone is convinced that homework as a given is a bad thing. "Any pursuit of excellence, be it in sports, the arts, or academics, requires hard work. That our culture finds it okay for kids to spend hours a day in a sport but not equal time on academics is part of the problem," wrote one pro-homework parent on the blog for the documentary Race to Nowhere , which looks at the stress American students are under. "Homework has always been an issue for parents and children. It is now and it was 20 years ago. I think when people decide to have children that it is their responsibility to educate them," wrote another.

And part of educating them, some believe, is helping them develop skills they will eventually need in adulthood. "Homework can help students develop study skills that will be of value even after they leave school," reads a publication on the U.S. Department of Education website called Homework Tips for Parents. "It can teach them that learning takes place anywhere, not just in the classroom. … It can foster positive character traits such as independence and responsibility. Homework can teach children how to manage time."

Annie Brown, Ed.M.'01, feels this is particularly critical at less affluent schools like the ones she has worked at in Boston, Cambridge, Mass., and Los Angeles as a literacy coach.

"It feels important that my students do homework because they will ultimately be competing for college placement and jobs with students who have done homework and have developed a work ethic," she says. "Also it will get them ready for independently taking responsibility for their learning, which will need to happen for them to go to college."

The problem with this thinking, writes Vatterott, is that homework becomes a way to practice being a worker.

"Which begs the question," she writes. "Is our job as educators to produce learners or workers?"

Slate magazine editor Emily Bazelon, in a piece about homework, says this makes no sense for younger kids.

"Why should we think that practicing homework in first grade will make you better at doing it in middle school?" she writes. "Doesn't the opposite seem equally plausible: that it's counterproductive to ask children to sit down and work at night before they're developmentally ready because you'll just make them tired and cross?"

Kohn writes in the American School Board Journal that this "premature exposure" to practices like homework (and sit-and-listen lessons and tests) "are clearly a bad match for younger children and of questionable value at any age." He calls it BGUTI: Better Get Used to It. "The logic here is that we have to prepare you for the bad things that are going to be done to you later … by doing them to you now."

According to a recent University of Michigan study, daily homework for six- to eight-year-olds increased on average from about 8 minutes in 1981 to 22 minutes in 2003. A review of research by Duke University Professor Harris Cooper found that for elementary school students, "the average correlation between time spent on homework and achievement … hovered around zero."

So should homework be eliminated? Of course not, say many Ed School graduates who are teaching. Not only would students not have time for essays and long projects, but also teachers would not be able to get all students to grade level or to cover critical material, says Brett Pangburn, Ed.M.'06, a sixth-grade English teacher at Excel Academy Charter School in Boston. Still, he says, homework has to be relevant.

"Kids need to practice the skills being taught in class, especially where, like the kids I teach at Excel, they are behind and need to catch up," he says. "Our results at Excel have demonstrated that kids can catch up and view themselves as in control of their academic futures, but this requires hard work, and homework is a part of it."

Ed School Professor Howard Gardner basically agrees.

"America and Americans lurch between too little homework in many of our schools to an excess of homework in our most competitive environments — Li'l Abner vs. Tiger Mother," he says. "Neither approach makes sense. Homework should build on what happens in class, consolidating skills and helping students to answer new questions."

So how can schools come to a happy medium, a way that allows teachers to cover everything they need while not overwhelming students? Conklin says she often gives online math assignments that act as labs and students have two or three days to complete them, including some in-class time. Students at Pangburn's school have a 50-minute silent period during regular school hours where homework can be started, and where teachers pull individual or small groups of students aside for tutoring, often on that night's homework. Afterschool homework clubs can help.

Some schools and districts have adapted time limits rather than nix homework completely, with the 10-minute per grade rule being the standard — 10 minutes a night for first-graders, 30 minutes for third-graders, and so on. (This remedy, however, is often met with mixed results since not all students work at the same pace.) Other schools offer an extended day that allows teachers to cover more material in school, in turn requiring fewer take-home assignments. And for others, like Stephanie Brant's elementary school in Maryland, more reading with a few targeted project assignments has been the answer.

"The routine of reading is so much more important than the routine of homework," she says. "Let's have kids reflect. You can still have the routine and you can still have your workspace, but now it's for reading. I often say to parents, if we can put a man on the moon, we can put a man or woman on Mars and that person is now a second-grader. We don't know what skills that person will need. At the end of the day, we have to feel confident that we're giving them something they can use on Mars."

Read a January 2014 update.

Homework Policy Still Going Strong

Ed. Magazine

The magazine of the Harvard Graduate School of Education

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Does homework really work?

by: Leslie Crawford | Updated: December 12, 2023

Print article

You know the drill. It’s 10:15 p.m., and the cardboard-and-toothpick Golden Gate Bridge is collapsing. The pages of polynomials have been abandoned. The paper on the Battle of Waterloo seems to have frozen in time with Napoleon lingering eternally over his breakfast at Le Caillou. Then come the tears and tantrums — while we parents wonder, Does the gain merit all this pain? Is this just too much homework?

However the drama unfolds night after night, year after year, most parents hold on to the hope that homework (after soccer games, dinner, flute practice, and, oh yes, that childhood pastime of yore known as playing) advances their children academically.

But what does homework really do for kids? Is the forest’s worth of book reports and math and spelling sheets the average American student completes in their 12 years of primary schooling making a difference? Or is it just busywork?

Homework haterz

Whether or not homework helps, or even hurts, depends on who you ask. If you ask my 12-year-old son, Sam, he’ll say, “Homework doesn’t help anything. It makes kids stressed-out and tired and makes them hate school more.”

Nothing more than common kid bellyaching?

Maybe, but in the fractious field of homework studies, it’s worth noting that Sam’s sentiments nicely synopsize one side of the ivory tower debate. Books like The End of Homework , The Homework Myth , and The Case Against Homework the film Race to Nowhere , and the anguished parent essay “ My Daughter’s Homework is Killing Me ” make the case that homework, by taking away precious family time and putting kids under unneeded pressure, is an ineffective way to help children become better learners and thinkers.

One Canadian couple took their homework apostasy all the way to the Supreme Court of Canada. After arguing that there was no evidence that it improved academic performance, they won a ruling that exempted their two children from all homework.

So what’s the real relationship between homework and academic achievement?

How much is too much?

To answer this question, researchers have been doing their homework on homework, conducting and examining hundreds of studies. Chris Drew Ph.D., founder and editor at The Helpful Professor recently compiled multiple statistics revealing the folly of today’s after-school busy work. Does any of the data he listed below ring true for you?

• 45 percent of parents think homework is too easy for their child, primarily because it is geared to the lowest standard under the Common Core State Standards .

• 74 percent of students say homework is a source of stress , defined as headaches, exhaustion, sleep deprivation, weight loss, and stomach problems.

• Students in high-performing high schools spend an average of 3.1 hours a night on homework , even though 1 to 2 hours is the optimal duration, according to a peer-reviewed study .

Not included in the list above is the fact many kids have to abandon activities they love — like sports and clubs — because homework deprives them of the needed time to enjoy themselves with other pursuits.

Conversely, The Helpful Professor does list a few pros of homework, noting it teaches discipline and time management, and helps parents know what’s being taught in the class.

The oft-bandied rule on homework quantity — 10 minutes a night per grade (starting from between 10 to 20 minutes in first grade) — is listed on the National Education Association’s website and the National Parent Teacher Association’s website , but few schools follow this rule.

Do you think your child is doing excessive homework? Harris Cooper Ph.D., author of a meta-study on homework , recommends talking with the teacher. “Often there is a miscommunication about the goals of homework assignments,” he says. “What appears to be problematic for kids, why they are doing an assignment, can be cleared up with a conversation.” Also, Cooper suggests taking a careful look at how your child is doing the assignments. It may seem like they’re taking two hours, but maybe your child is wandering off frequently to get a snack or getting distracted.

Less is often more

If your child is dutifully doing their work but still burning the midnight oil, it’s worth intervening to make sure your child gets enough sleep. A 2012 study of 535 high school students found that proper sleep may be far more essential to brain and body development.

For elementary school-age children, Cooper’s research at Duke University shows there is no measurable academic advantage to homework. For middle-schoolers, Cooper found there is a direct correlation between homework and achievement if assignments last between one to two hours per night. After two hours, however, achievement doesn’t improve. For high schoolers, Cooper’s research suggests that two hours per night is optimal. If teens have more than two hours of homework a night, their academic success flatlines. But less is not better. The average high school student doing homework outperformed 69 percent of the students in a class with no homework.

Many schools are starting to act on this research. A Florida superintendent abolished homework in her 42,000 student district, replacing it with 20 minutes of nightly reading. She attributed her decision to “ solid research about what works best in improving academic achievement in students .”

More family time

A 2020 survey by Crayola Experience reports 82 percent of children complain they don’t have enough quality time with their parents. Homework deserves much of the blame. “Kids should have a chance to just be kids and do things they enjoy, particularly after spending six hours a day in school,” says Alfie Kohn, author of The Homework Myth . “It’s absurd to insist that children must be engaged in constructive activities right up until their heads hit the pillow.”

By far, the best replacement for homework — for both parents and children — is bonding, relaxing time together.

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Science of mind

Why is homework good for your brain?

Did you know that homework has a profound impact on brain development? It’s not just about completing assignments; homework can actually improve brain function and enhance cognitive abilities.

Homework is designed to help students prepare for the future and develop skills that are essential for success in life. It offers several cognitive benefits, including the development of memory and critical thinking skills. By practicing and repeating new skills through homework, students can enhance their memory and retain knowledge for exams and future tests.

But that’s not all. Homework also helps students build suitable study habits, learn time management, realize personal responsibility, work independently, and improve their ability to use resources and conduct research.

Key Takeaways:

• Homework improves brain function and enhances cognitive abilities.
• By practicing and repeating new skills through homework, students can enhance their memory and retain knowledge.
• Homework helps students build suitable study habits, learn time management, and realize personal responsibility.
• Homework fosters independence and the ability to use resources effectively.
• Research shows that designing and assigning homework correctly can optimize its effectiveness as a learning tool.

The Cognitive Benefits of Homework

Homework is not just a task assigned by teachers to keep students occupied after school; it has far-reaching cognitive benefits and contributes to brain growth and development. Through various homework assignments, students have the opportunity to enhance critical thinking skills, memory retention, and problem-solving abilities.

One essential cognitive benefit of homework is its ability to challenge and develop critical thinking skills. By applying the concepts they’ve learned in class to real-life situations, students can deepen their understanding and improve their analytical thinking abilities. This practice fosters a deeper level of comprehension and encourages students to actively engage with the material.

Another cognitive benefit of homework is its positive impact on memory retention. Through practice and repetition of new skills and knowledge, students reinforce the neural connections in their brains, making the information more accessible and easier to recall. This improved memory retention helps students perform better on exams and enhances their overall academic performance.

Homework also plays a crucial role in developing problem-solving abilities. Assignments that require students to think critically and find innovative solutions to complex problems help cultivate their analytical and logical thinking skills. These problem-solving abilities are essential for success in various aspects of life, from academic pursuits to professional careers.

Overall, homework has a profound impact on cognitive development, providing students with opportunities to enhance critical thinking, memory retention, and problem-solving abilities. By engaging in regular homework assignments, students can nurture these essential cognitive skills and lay a solid foundation for their future academic and professional success.

Building Essential Skills Through Homework

Homework plays a vital role in building essential skills that are crucial for academic success and beyond. It provides students with the opportunity to develop effective study habits, learn time management, cultivate personal responsibility, and engage in independent work.

One of the key benefits of homework is the development of study habits. Through regular homework assignments, students learn how to plan their study sessions, set realistic goals, and effectively organize their time. By following consistent study routines, students can maximize their learning potential and improve their overall academic performance.

Time management is another vital skill that homework helps students develop. By juggling multiple assignments and deadlines, students learn to prioritize tasks, allocate their time effectively, and meet their academic obligations. These skills are essential not only for academic success but also for managing responsibilities in other areas of life.

Homework also fosters a sense of personal responsibility. Being accountable for completing assignments on time and to the best of their ability teaches students the importance of taking ownership of their education. It instills a work ethic that can significantly impact their future success, both inside and outside the classroom.

Furthermore, homework promotes independent work and critical thinking skills. Through assignments that require students to apply concepts learned in class, they develop their problem-solving abilities and deepen their understanding of the subject matter. This type of independent work encourages students to think creatively, analyze information critically, and develop their own perspectives.

By engaging in homework, students are actively building these essential skills that will benefit them throughout their education and beyond. The combination of effective study habits, time management, personal responsibility, and independent work fosters self-discipline, resilience, and a lifelong love of learning.

Testimonial:

“Homework has been instrumental in developing my study habits and time management skills. It has taught me the importance of setting goals and staying organized. Through homework, I’ve become more accountable and independent in my learning.” – Jane Smith, High School Student

Homework and Research Skills

When it comes to homework, research skills are essential for academic success. Homework assignments often require students to explore various resources, such as research papers, books, websites, and videos. By delving into these resources, students develop the ability to effectively use different information sources and enhance their understanding of the subject matter.

Research skills acquired through homework not only improve students’ academic performance but also prepare them to navigate the vast amount of information available in the digital age. By honing their research skills, students become adept at finding relevant and reliable information, analyzing different sources, and critically evaluating the credibility and validity of the information they come across.

Research skills acquired through homework contribute to academic success and prepare students for future challenges.

Through homework, students develop the persistence and resilience necessary to delve deep into a topic, locate relevant information, and synthesize their findings in a coherent manner. These skills are not only valuable during their academic journey but will also benefit them throughout their lives as they continue to learn and grow.

Moreover, conducting research for homework assignments instills a sense of curiosity and a thirst for knowledge in students. It encourages them to explore beyond the textbook and develop a broader perspective on the topics they are studying. They learn to ask questions, seek answers, and develop a lifelong love for learning.

Overall, homework assignments that require research skills play a vital role in shaping students’ intellectual growth, fostering critical thinking, and preparing them for the challenges they will face in their future academic and professional endeavors.

The Science of Homework Efficiency

When it comes to homework, there is a science behind ensuring its maximum effectiveness as a learning tool. Research has shown that the way homework is designed and assigned can have a significant impact on student performance. To optimize learning outcomes, homework should provide independent learning opportunities and present challenges that facilitate deliberate practice of essential content and skills.

One factor that can greatly affect the efficiency of homework is task switching. Constantly switching between homework and distractions like social media can significantly prolong the time spent on assignments. To overcome this, it is crucial to encourage students to delay gratification by using social media as a reward after completing their assignments. By eliminating distractions and focusing on the task at hand, students can deepen their learning and complete their homework more efficiently.

Adopting a scientific approach to tackling homework can lead to improved academic performance. By implementing strategies that optimize learning, such as organizing study sessions, setting goals, and utilizing resources effectively, students can enhance their understanding of the subject matter and improve their overall learning outcomes. By prioritizing uninterrupted focus and disciplined work, students can transform homework into a valuable learning experience that prepares them for success in their academic endeavors.

Source Links

• https://www.crispebooks.org/
• http://www.math.usf.edu/~mccolm/pedagogy/HWgood.html
• https://www.edutopia.org/blog/homework-sleep-and-student-brain-glenn-whitman

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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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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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Credit: August de Richelieu

Does homework still have value? A Johns Hopkins education expert weighs in

Joyce epstein, co-director of the center on school, family, and community partnerships, discusses why homework is essential, how to maximize its benefit to learners, and what the 'no-homework' approach gets wrong.

By Vicky Hallett

The necessity of homework has been a subject of debate since at least as far back as the 1890s, according to Joyce L. Epstein , co-director of the Center on School, Family, and Community Partnerships at Johns Hopkins University. "It's always been the case that parents, kids—and sometimes teachers, too—wonder if this is just busy work," Epstein says.

But after decades of researching how to improve schools, the professor in the Johns Hopkins School of Education remains certain that homework is essential—as long as the teachers have done their homework, too. The National Network of Partnership Schools , which she founded in 1995 to advise schools and districts on ways to improve comprehensive programs of family engagement, has developed hundreds of improved homework ideas through its Teachers Involve Parents in Schoolwork program. For an English class, a student might interview a parent on popular hairstyles from their youth and write about the differences between then and now. Or for science class, a family could identify forms of matter over the dinner table, labeling foods as liquids or solids. These innovative and interactive assignments not only reinforce concepts from the classroom but also foster creativity, spark discussions, and boost student motivation.

"We're not trying to eliminate homework procedures, but expand and enrich them," says Epstein, who is packing this research into a forthcoming book on the purposes and designs of homework. In the meantime, the Hub couldn't wait to ask her some questions:

What kind of homework training do teachers typically get?

Future teachers and administrators really have little formal training on how to design homework before they assign it. This means that most just repeat what their teachers did, or they follow textbook suggestions at the end of units. For example, future teachers are well prepared to teach reading and literacy skills at each grade level, and they continue to learn to improve their teaching of reading in ongoing in-service education. By contrast, most receive little or no training on the purposes and designs of homework in reading or other subjects. It is really important for future teachers to receive systematic training to understand that they have the power, opportunity, and obligation to design homework with a purpose.

Why do students need more interactive homework?

If homework assignments are always the same—10 math problems, six sentences with spelling words—homework can get boring and some kids just stop doing their assignments, especially in the middle and high school years. When we've asked teachers what's the best homework you've ever had or designed, invariably we hear examples of talking with a parent or grandparent or peer to share ideas. To be clear, parents should never be asked to "teach" seventh grade science or any other subject. Rather, teachers set up the homework assignments so that the student is in charge. It's always the student's homework. But a good activity can engage parents in a fun, collaborative way. Our data show that with "good" assignments, more kids finish their work, more kids interact with a family partner, and more parents say, "I learned what's happening in the curriculum." It all works around what the youngsters are learning.

Is family engagement really that important?

At Hopkins, I am part of the Center for Social Organization of Schools , a research center that studies how to improve many aspects of education to help all students do their best in school. One thing my colleagues and I realized was that we needed to look deeply into family and community engagement. There were so few references to this topic when we started that we had to build the field of study. When children go to school, their families "attend" with them whether a teacher can "see" the parents or not. So, family engagement is ever-present in the life of a school.

My daughter's elementary school doesn't assign homework until third grade. What's your take on "no homework" policies?

There are some parents, writers, and commentators who have argued against homework, especially for very young children. They suggest that children should have time to play after school. This, of course is true, but many kindergarten kids are excited to have homework like their older siblings. If they give homework, most teachers of young children make assignments very short—often following an informal rule of 10 minutes per grade level. "No homework" does not guarantee that all students will spend their free time in productive and imaginative play.

Some researchers and critics have consistently misinterpreted research findings. They have argued that homework should be assigned only at the high school level where data point to a strong connection of doing assignments with higher student achievement . However, as we discussed, some students stop doing homework. This leads, statistically, to results showing that doing homework or spending more minutes on homework is linked to higher student achievement. If slow or struggling students are not doing their assignments, they contribute to—or cause—this "result."

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

Did COVID change how schools and parents view homework?

Within 24 hours of the day school doors closed in March 2020, just about every school and district in the country figured out that teachers had to talk to and work with students' parents. This was not the same as homeschooling—teachers were still working hard to provide daily lessons. But if a child was learning at home in the living room, parents were more aware of what they were doing in school. One of the silver linings of COVID was that teachers reported that they gained a better understanding of their students' families. We collected wonderfully creative examples of activities from members of the National Network of Partnership Schools. I'm thinking of one art activity where every child talked with a parent about something that made their family unique. Then they drew their finding on a snowflake and returned it to share in class. In math, students talked with a parent about something the family liked so much that they could represent it 100 times. Conversations about schoolwork at home was the point.

How did you create so many homework activities via the Teachers Involve Parents in Schoolwork program?

We had several projects with educators to help them design interactive assignments, not just "do the next three examples on page 38." Teachers worked in teams to create TIPS activities, and then we turned their work into a standard TIPS format in math, reading/language arts, and science for grades K-8. Any teacher can use or adapt our prototypes to match their curricula.

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

Posted in Voices+Opinion

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Does Homework Work?

There's absolutely no proof that homework helps elementary school pupils learn more or have greater academic success. In fact...when children are asked to do too much nightly work, just the opposite has been found. And study after study shows that homework is not much more beneficial in middle school either. Even in high school, where there can be benefits, they start to decline as soon as kids are overloaded.

Most kids hate homework. They dread it, groan about it, put off doing it as long as possible. It may be the single most reliable extinguisher of the flame of curiosity.

share this!

January 18, 2024

This article has been reviewed according to Science X's editorial process and policies . Editors have highlighted the following attributes while ensuring the content's credibility:

fact-checked

trusted source

Q&A: Does homework still have value? An education expert weighs in

by Vicky Hallett, Johns Hopkins University

The necessity of homework has been a subject of debate since at least as far back as the 1890s, according to Joyce L. Epstein, co-director of the Center on School, Family, and Community Partnerships at Johns Hopkins University. "It's always been the case that parents, kids—and sometimes teachers, too—wonder if this is just busy work," Epstein says.

But after decades of researching how to improve schools, the professor in the Johns Hopkins School of Education remains certain that homework is essential—as long as the teachers have done their homework, too. The National Network of Partnership Schools, which she founded in 1995 to advise schools and districts on ways to improve comprehensive programs of family engagement, has developed hundreds of improved homework ideas through its Teachers Involve Parents in Schoolwork program.

For an English class, a student might interview a parent on popular hairstyles from their youth and write about the differences between then and now. Or for science class, a family could identify forms of matter over the dinner table, labeling foods as liquids or solids. These innovative and interactive assignments not only reinforce concepts from the classroom but also foster creativity, spark discussions, and boost student motivation.

"We're not trying to eliminate homework procedures, but expand and enrich them," says Epstein, who is packing this research into a forthcoming book on the purposes and designs of homework. In the meantime, the Hub couldn't wait to ask her some questions.

What kind of homework training do teachers typically get?

Future teachers and administrators really have little formal training on how to design homework before they assign it. This means that most just repeat what their teachers did, or they follow textbook suggestions at the end of units. For example, future teachers are well prepared to teach reading and literacy skills at each grade level, and they continue to learn to improve their teaching of reading in ongoing in-service education.

By contrast, most receive little or no training on the purposes and designs of homework in reading or other subjects. It is really important for future teachers to receive systematic training to understand that they have the power, opportunity, and obligation to design homework with a purpose.

Why do students need more interactive homework?

If homework assignments are always the same—10 math problems, six sentences with spelling words—homework can get boring and some kids just stop doing their assignments, especially in the middle and high school years. When we've asked teachers what's the best homework you've ever had or designed, invariably we hear examples of talking with a parent or grandparent or peer to share ideas.

To be clear, parents should never be asked to "teach" seventh grade science or any other subject. Rather, teachers set up the homework assignments so that the student is in charge. It's always the student's homework. But a good activity can engage parents in a fun, collaborative way.

Our data show that with "good" assignments, more kids finish their work, more kids interact with a family partner, and more parents say, "I learned what's happening in the curriculum." It all works around what the youngsters are learning.

Is family engagement really that important?

At Hopkins, I am part of the Center for Social Organization of Schools, a research center that studies how to improve many aspects of education to help all students do their best in school. One thing my colleagues and I realized was that we needed to look deeply into family and community engagement. There were so few references to this topic when we started that we had to build the field of study. When children go to school, their families "attend" with them whether a teacher can "see" the parents or not. So, family engagement is ever-present in the life of a school.

My daughter's elementary school doesn't assign homework until third grade. What's your take on 'no homework' policies?

There are some parents, writers, and commentators who have argued against homework, especially for very young children. They suggest that children should have time to play after school. This, of course is true, but many kindergarten kids are excited to have homework like their older siblings. If they give homework, most teachers of young children make assignments very short—often following an informal rule of 10 minutes per grade level . "No homework" does not guarantee that all students will spend their free time in productive and imaginative play.

Some researchers and critics have consistently misinterpreted research findings. They have argued that homework should be assigned only at the high school level where data point to a strong connection of doing assignments with higher student achievement. However, as we discussed, some students stop doing homework. This leads, statistically, to results showing that doing homework or spending more minutes on homework is linked to higher student achievement. If slow or struggling students are not doing their assignments, they contribute to—or cause—this "result."

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

Did COVID change how schools and parents view homework?

Within 24 hours of the day school doors closed in March 2020, just about every school and district in the country figured out that teachers had to talk to and work with students' parents. This was not the same as homeschooling—teachers were still working hard to provide daily lessons. But if a child was learning at home in the living room, parents were more aware of what they were doing in school .

One of the silver linings of COVID was that teachers reported that they gained a better understanding of their students' families. We collected wonderfully creative examples of activities from members of the National Network of Partnership Schools. I'm thinking of one art activity where every child talked with a parent about something that made their family unique. Then they drew their finding on a snowflake and returned it to share in class. In math, students talked with a parent about something the family liked so much that they could represent it 100 times. Conversations about schoolwork at home was the point.

How did you create so many homework activities via the Teachers Involve Parents in Schoolwork program?

We had several projects with educators to help them design interactive assignments, not just "do the next three examples on page 38." Teachers worked in teams to create TIPS activities, and then we turned their work into a standard TIPS format in math, reading/language arts, and science for grades K-8. Any teacher can use or adapt our prototypes to match their curricula.

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

Provided by Johns Hopkins University

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A Strong Work Ethic Can *Make* Your Career and Character—Here's How to Develop It

It pays to work hard

Julie Nguyen is a certified relationship coach and freelance mental health and sexuality writer. Her writing explores themes around mental well-being, culture, psychology, trauma, and human intimacy.

Dr. Sabrina Romanoff, PsyD, is a licensed clinical psychologist and a professor at Yeshiva University’s clinical psychology doctoral program.

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Characteristics of a Strong Work Ethic

How to develop a strong work ethic, work ethic skills for success, the downside to a strong work ethic.

My mother was relentless in instilling a strong work ethic in my family. Growing up, we didn’t have much. But we believed in self-reliance and getting things done, no matter what, to get the things we did have. Her value systems forever shaped my attitude and behaviors, teaching me to channel a wholehearted commitment to my actions. 

Chrystal Ramos , a Headspace mental health coach and coach manager, defines a strong work ethic as the ability to set goals and stick to those objectives until they are achieved. According to Ramos, dedication, discipline , productivity , and flexibility are essential qualities for success.

Dreaming about your desires is one thing; taking action to go after them is another. Here’s how and why you should develop a strong work ethic.

Jeremy Dela Rosa , executive advisor for founders and spiritual life coach, notes possessing a strong work ethic can help you show up to work with increased focus, courage, and problem-solving. 

A work ethic is made up of many qualities that contribute to your success and effectiveness in the workplace. Dela Rosa shares some characteristics below: 

Reliability and Integrity

“Follow through on your commitments to build trust . When others trust you, it cultivates a willingness to give you their time, attention, energy, and ideas,” Dela Rosa says. Examples include meeting your deadlines, following through on your projects, and being on time. “More importantly, when you can trust yourself - your confidence rises, fear loses its hold on you, and making decisions becomes easier.”

Flexibility

Dela Rosa points out that society is undergoing rapid shifts, affecting virtually every job on the market today. Adaptability is key to navigating these changes: “Set yourself up for success by accepting that things never remain static, be willing to let go of old patterns and beliefs that no longer serve you and the team, and constantly experiment with new ideas. By letting go of your personal preferences and comfort zone, you will find new perspectives, clarity, and creative solutions with greater ease.”

Set yourself up for success by accepting that things never remain static, be willing to let go of old patterns and beliefs that no longer serve you and the team, and constantly experiment with new ideas.

Humility and Ownership

You won’t know everything and you’ll make mistakes. That’s OK. “Recognize that this is not a reflection of your inherent worth, but rather an opportunity to learn, improve, and take accountability where you can do better and try new angles. Doing so dramatically improves your working relationship with others and builds loyalty with your customers.”

Collaboration

“We live in a world of immense complexity, with many layers of systems constantly interacting with each other - economic, technological, social, legal, or environmental,” Dela Rosa says. “Your ability to support and work with others is an absolute necessity. Without it, you can’t be a team player and tackle challenges with others. This requires clear communication, reciprocity, integrity, and a genuine interest in the well-being of others.” 

Perseverance

"It may seem easier to give up sometimes, for it often takes multiple tries to get things right," Dela Rosa explains. "Whether it be in life, business, or relationships - the greatest rewards are hidden behind the discomfort. Having the grit and resilience to overcome adversity is a superpower, letting you ascend to unimaginable heights.” 

Benefits of Developing a Strong Work Ethic

Developing a strong work ethic is rewarding as you can see your tangible results and it enhances your professional reputation. As your reputation builds, you prove you can take responsibility for your outcomes, sharpening your ability to thrive in dynamic work settings. 

“There are few things more satisfying than seeing your creations completed, shining with a high quality that only you could produce at your best,” Dela Rosa continues. “Whether it be a happy customer, an increase in sales, a more efficient process, or a more beautiful product - having a strong work ethic enables you to consistently deliver, and deliver well.”

A strong work ethic helps you organize your priorities, tasks, and time effectively to meet challenges head-on, reinforcing positive habits. Despite inevitable moments of stress, procrastination, overwhelm, and distraction, you can rely on your hard-earned discipline to push your projects to completion.

“When you deliver consistently, people start to notice. They trust in your capabilities, they respect your input, they gravitate towards your energy, and they become your biggest supporters,” he says. “Your efforts can open up opportunities for a salary increase, promotion, partnership, or a dream job.”

If you don’t have a strong work ethic, it’s easy to feel demotivated, underperform, and turn in sloppy work at your job.

A solid work ethic is needed to maintain motivation, productivity, and high-quality work. When you care about your goals, team, and overall output, it becomes easier to approach your career with a positive attitude and commitment to excellence. 

Ramos says, “A person can develop a strong work ethic by finding out their ‘why’ and ‘what?’.  Why are you here?  What do you want to accomplish?  What do you ultimately hope to achieve?” Engaging in a contemplative dialogue with yourself to identify these motivations and then defining the core principles are pivotal steps to establish pillars in how you approach work.

Dela Rosa shares tips he uses in his coaching practice to guide new founders, entrepreneurs, and members of organizations through this process. 

• Set a vision for who you are and what you stand for: “Understand who you truly are and what you value most. Is it integrity, consistency, quality, speed, pragmatism, creativity, compassion? Envision yourself operating at your absolute best and what that looks and feels like. Then show up each day and make the choices that represent that ideal self.”
• Practice self-discipline: “Believing in something and acting on it are two different things. Each day, commit to small achievable actions and activities that adhere to your goals and principles. Over time, this consistent behavior will turn into habits and routines and yield compounding returns.”
• Set boundaries : He recommends being firm around distractions such as social media, email, and nonessential meetings. Learn to say no when necessary and commit to following through on your true priorities to get your tasks done.  
• Surround yourself with motivated people. “Individuals naturally conform to their environment, and that includes other people. Surround yourself with peers and colleagues who share similar values and work ethics. Their positive influence and feedback can help motivate and inspire you to stay focused and committed to your own goals.”

A 2022 study found job satisfaction is determined by the concept of “realizing a perfect image of oneself,” which is less about viewing your job as a forced obligation and more about seeing it as a space to refine and master your skills.

As you accomplish goals with cognitive effort, your brain releases dopamine, flooding your body with satisfaction. So, whether it’s doing a good job flipping burgers or project managing, doing those tasks with intrinsic motivation pulls the same reward chemical levers in your brain.

This perspective is especially relevant today, as society increasingly shifts away from hustle culture to combat the burnout experienced by younger generations within the capitalist framework.

Among Gen Z, there’s a notable embrace of “ quiet quitting ,” which rejects the idea that work must be the center of your life. At its best, its values can enforce strong boundaries for work/life balance, reclaim your time, and find meaning in your work since you're making time in life for your happiness.

What are some work ethic skills for success? For starters, Dela Rosa suggests being curious about your job which will incentivize you to seek out new knowledge and acquire new skills. He explains that conscientiousness, paying attention to details, and striving for diligence play a big role in your daily efforts.

“The greatest problem solvers are proactive, self-driven, forward-thinking, and solutions-focused,” he says. “By taking initiative, anticipating future needs, and creating solutions before being asked, you lead the way in preventing delays, minimizing disruptions, and accelerating progress. These are key elements to improving work ethic.”

Examples of a Strong Work Ethic

Let’s explore how a strong work ethic can show up in different professions. In education, it might be a science teacher who passionately conducts engaging experiments in class to excite students. In healthcare, it looks like a nurse who goes above and beyond to provide compassionate care to their patients. In entrepreneurship, it may be demonstrated by a founder tirelessly dedicated to their vision, working around the clock to achieve their goals. 

According to Ramos, here are some other pillars you can add to your work ethic to help you succeed further:

• Advocating for yourself: This helps you take control of your career, how you interact with others, and the projects you’re taking on.
• Prioritizing and being intentional about planning your work-life: Manage your time and energy so you can be thoughtful about caring for yourself while juggling work commitments. 
• Educating yourself as a subject matter expert: By staying updated with continuous learnings, you can learn new perspectives and also network with other individuals in your field. 
• Asking for feedback: This feedback helps you identify blind spots, understand how others perceive your work, and grow professionally. 
• Seeking out mentorship: A mentor can look out for your career path, provide opportunities for growth, and offer support and guidance. 

Most importantly, a strong work ethic benefits the team. Dela Rosa says, “When I recollect the best people I’ve worked with, I always remember the ones who were reliable. They showed up with a smile on their face, followed through, and owned their mistakes. Not only did I feel safe and confident they were on my team, but it was an absolute joy to be in their presence and collaborate.”

Although having a strong work ethic can help you get ahead with your job, it can have detrimental effects on your personal life and mental health when taken too far. Dela Rosa notes a strong work ethic can sometimes translate into excessive self-criticism , workaholism, and perfectionism if one strives for flawless execution. To avoid this pitfall, he recommends practicing self-compassion, setting realistic goals , and celebrating your achievements –no matter how small.

“Working long hours and neglecting personal needs can result in burnout, which impacts mental and physical health,” he says. To prevent burnout , he advises his clients to delegate tasks and focus on their health, hobbies, loved ones, and restorative activities such as meditation, exercise, or reading.

Too much focus on your work ethic may lead to excessive performance and criticizing people who aren't able to match your pace. Doing this can disconnect you from your empathy and emotions as you focus more on doing than being. “Judging others based on their work habits can create tension and undermine team cohesion,” Dela Rosa says. “Focus on your own progress and appreciate diversity in working styles. It fosters a supportive work environment where everyone feels valued and respected.”

What This Means For You

Developing a strong work ethic can be a powerful asset in life. By being driven and actualizing your ambitions, you can count on yourself to see your goals through to the end. As you apply yourself and set your goals, it’s important to recognize when you need to recharge to take care of yourself .

When you’re able to effectively channel your hard work, you can fulfill your dreams and find your individual independence.

Grabowski D, Chudzicka-Czupała A, Stapor K. Relationships between work ethic and motivation to work from the point of view of the self-determination theory .  PLoS One . 2021;16(7):e0253145.

Westbrook A, Braver TS. Dopamine does double duty in motivating cognitive effort .  Neuron . 2016;89(4):695-710.

By Julie Nguyen Julie Nguyen is a certified relationship coach and freelance mental health and sexuality writer. Her writing explores themes around mental well-being, culture, psychology, trauma, and human intimacy.

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The Importance of a Strong Work Ethic and 5 Ways to Improve Yours

What is work ethic, key traits of strong work ethics, benefits of a strong work ethic, how to develop a strong work ethic, when hard work goes too far, becoming a well-rounded worker.

If you’ve ever faked being sick to get out of going to work, you’re not alone. One survey found that an astounding half of American workers admit to asking for a sick day without being sick at all. The results have been backed up by other surveys with similar findings . While there may be many reasons someone may use this tactic, often it comes down to just not wanting to do any work that day. The issue may point to a general lack of strong work ethic for people no matter what industry they’re in.

In today’s competitive job market, having a strong work ethic is more important than ever. Companies want employees who avoid unnecessary absences, show up to work on time, take pride in their work, meet deadlines, and more. And yet, generational differences reveal that having an indomitable work ethic isn’t the priority it once was. Whereas the Baby Boomer generation prides itself on working hard and paying their dues, Millennials seek better work-life balance .

That’s not to say one worldview is better than the other or that Millennials suffer from a poor work ethic, but it’s important not to get caught in the trap that a good work ethic no longer matters. Cultivating and valuing a strong work ethic is still an essential part of being successful in your career as well as your personal development.

In this article, learn what work ethic is, some of the key traits involved, the benefits you can gain from it, and tips on how to improve your work ethic.

Work ethic centers around an individual’s fundamental set of values and beliefs around the role work plays in their life. It encompasses the attitude, level of effort, and standards an individual consistently brings to their professional duties and responsibilities. At its core, possessing a good work ethic is about having integrity, determination, diligence, and a commitment to doing your best no matter the circumstances. It also means holding yourself accountable, maintaining focus, and pushing yourself to grow within whatever role you have. Work ethic establishes trust and respect between colleagues while motivating personal development and fulfillment.

People with a strong work ethic demonstrate certain traits and behaviors valued in the workplace. These are the traits that help them stand out, showing that what they have deserves recognition. Take a look at the following key traits and see which ones you already possess and which work ethic examples you need to work on.

• Punctuality: Those with a good work ethic consistently arrive on time and are ready to work at the start of each shift. They understand the importance of not keeping colleagues waiting and allowing a team to begin tasks and meetings without delay.
• Productivity: Employees with a strong work ethic use their time effectively and avoid all distractions. They minimize non-essential activities like personal calls or web browsing during work hours. Their focus remains on delivering high-quality work.
• Positivity: Individuals with a good work ethic maintain optimistic, encouraging attitudes even during stressful periods. They avoid complaining and keep an open, collaborative spirit. As a result, team morale gets a much needed boost.
• Perseverance: When you have a strong work ethic, you overcome challenges and setbacks. You don’t give up easily on tasks and see efforts through to the very end. With that level of determination, you always get results.
• Accountability: People with a strong work ethic take ownership of their actions and performance. They admit to mistakes rather than blaming others. Part of that process involves correcting those mistakes and ensuring they don’t happen again.
• Proactiveness: Proactive employees take initiative on projects without waiting for direction. Their resourcefulness allows them to identify and address issues before being asked to do anything. With this attitude, they showcase their reliability.
• Thoroughness: A thorough worker consistently produces complete, high-quality work. They review what they’ve done to minimize mistakes. Their attention to detail always delivers excellence.
• Timeliness: In addition to arriving on time, employees exhibit a good work ethic by meeting deadlines. They manage their time wisely to deliver work when expected, even when they have a full plate. Managers value those with wise time management skills .

Creating a strong work ethic for yourself requires a great deal of effort. The benefits, however, far outweigh that effort. Some of the most common benefits include the following.

• Increased productivity and efficiency: Employees with a strong work ethic are able to accomplish more excellent work in less time by consistently applying themselves and avoiding distractions. This leads to greater output, capacity for taking on responsibilities, and ability to complete tasks quickly.
• Improved reputation and credibility: A diligent work ethic builds trust and respect among colleagues, managers, and clients. Others view dependable, hardworking employees as role models and leaders within an organization.
• More opportunities for advancement: Workers who show dedication, initiative, and integrity often expand their responsibilities and earn promotions into leadership roles. Their work ethic makes them deserving of new challenges. Business leadership notices this and rewards them as a result.
• Greater job security and retention: If an employee shows that they have a strong work ethic, they’re of more value to their organization. Managers will want to keep them on the team thanks to their reliability and dedication.
• Higher levels of career satisfaction: When workers put their all in to their jobs, they become more engaged and fulfilled. This leads to a greater sense of satisfaction with what they’re doing. Additionally, they want to constantly improve their skills, which also drives further satisfaction.
• Reduced stress and burnout: With good time management and proper organization, workers can avoid feeling overly stressed. Having a good work ethic means you don’t have to worry about work burnout since you ensure a healthy work-life balance.

It’s one thing to want to develop a strong work ethic. Actually doing so can be a challenge. However, when you know what to look for and the steps involved, that goal can be within your reach.

1. Set Clear Goals

One of the most important steps towards gaining a strong work ethic is to set specific, measurable goals around many of the traits listed above: punctuality, quality of work, and other areas. Definable targets are easier to focus on, and help you stay on the right track. These goals can be simple, such as “arrive 5 minutes early to every shift” or “complete 3 tasks on my to-do list.” There’s no need to overcomplicate things. Especially since these simple, short-term goals can help keep you motivated. 

2. Hold Yourself Accountable

Take ownership of your performance. While it might be tempting to blame outside factors, practicing full accountability shows you are responsible. Don’t let those external factors keep you from achieving more. As you practice self-accountability, you’ll learn discipline while striving for higher personal standards. If you don’t reach your goals, be honest with yourself. Make it your responsibility to track your progress and celebrate wins. Ultimately, it’s up to you to be the best version of yourself.

3. Focus on Time Management

Honing your time management skills allows you to maximize your productivity and avoid the disastrous consequences of procrastination. Use tools like calendars, to-do lists, and best scheduling practices like time blocking to focus on big projects and increase your efficiency. As you work on time management, analyze how you currently spend your time and eliminate distractions. This will be vital in helping you build good habits that will stick with you.

4. Communicate Clearly

Be upfront about the challenges that are affecting you. That doesn’t mean you’re shifting blame. Instead, it’s about keeping your managers informed about your progress. Through good communication, you minimize surprises. As a result, you’ll improve the trust between you and your bosses.

5. Investing in Your Development

The process of cultivating a good work ethic never stops. There will always be opportunities to learn and build on what you’ve done before. Dedicate yourself to continual learning and developing your skills. Take on training opportunities regularly. That includes participating in courses, workshops, and conferences where you can enhance and add to your skill set. By showing commitment to your improvement, you’ll always be ready for any challenges ahead.

For some people, exhibiting a strong work ethic is only about working hard. Their philosophy revolves around putting in more hours than anyone else. This is known as hustle culture , but it’s one of the work personality types that’s a far cry from actually having a good work ethic.

Hustle culture is all about working as much as you can with as much intensity as you can muster. For those practicing hustle culture, a 40-hour work week is hardly enough. It’s not uncommon to see them boast about working 60, 70, or even 80 hours per week. Elon Musk has even been known to advocate for working 100 hours if you can.

However, the negative effects of adopting this mindset are many. Burnout becomes much more common the longer you work. One study discovered that the risk of experiencing burnout doubled after working for 60 hours in one week. Working for longer hours has also been shown to lead to a greater risk of stress, depression, poor sleep quality, and cardiovascular disease. That’s not to mention that a Standford study found that productivity plummets after you’ve hit the 55-hour mark.

Hustle culture is not representative of a good work ethic. When you practice the right habits of a strong work ethic, you practice self-discipline, responsibility, and a healthy balance. Don’t think that you need to work unreasonable hours to show your dedication.

Developing a strong work ethic doesn’t just pay dividends for your career—it helps you develop personally as well. Learning traits such as determination, discipline, positivity, accountability, and thoroughness will turn you into a well-rounded person in general. In addition to benefiting you at your job, you’ll find your personal life will see improvement as well.

While you work on cultivating a good work ethic and combining it with family values , don’t forget about the need for ethical values as well. These go hand-in-hand with a strong work ethic, but they’re not as easy to measure. For more on learning the importance of ethical values, check out the following article.

What Are Ethical Values in Business?

Leaders Media has established sourcing guidelines and relies on relevant, and credible sources for the data, facts, and expert insights and analysis we reference. You can learn more about our mission, ethics, and how we cite sources in our editorial policy .

• Shahu, A., & Gholap, N. (2019). The Effect of Long Working Hours and Overtime on Occupational Health: A Meta-Analysis of Evidence from 1998 to 2018 (IZA Discussion Paper No. 8129). Institute of Labor Economics (IZA). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6617405/
• Kim, W., Khan, S., Ahmad, A., & Khunti, K. (2020). Long working hours and burnout in health care workers: Non-linear dose-response relationship and the effect mediated by sleeping hours-A cross-sectional study. PloS one, 15(11), e0241070. https://pubmed.ncbi.nlm.nih.gov/33957007/
• Pencavel, John. The Productivity of Working Hours. IZA Discussion Paper No. 8129. https://docs.iza.org/dp8129.pdf
• Alpha Leaders. (2018, July 18). SCARY WORK ETHIC – Elon Musk Motivational Video [Video]. YouTube. https://www.youtube.com/watch?v=iu3Wtf5Vwjk
• Purdue University Global. (n.d.). Generational differences in the workplace [Infographic]. https://www.purdueglobal.edu/education-partnerships/generational-workforce-differences-infographic/
• Sick Days Survey 2020: Half of Americans Admit to Faking Sick Days. (2020, January 28). Thrillist. https://www.thrillist.com/news/nation/sick-days-survey-2020-us-workers-zippia
• Moneypenny. (n.d.). How likely are Americans to fake a sick day? Moneypenny | Resources. https://moneypenny.com/us/resources/blog/how-likely-are-americans-to-fake-a-sick-day/

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The Dos and Don’ts of Teaching the Work Ethic

How To Teach Work Ethic

Imagine a scenario where you give an assignment and get back half-hearted work from your students. It isn’t hard to imagine, and it’s a scene that plays out in classrooms on a daily basis. It’s human nature to want to put out the least amount of effort possible. That is unless we have motivation to work harder.

A strong work ethic is one of the most important traits teachers want to instill in their students, so how can we help them learn to love hard work?

Do: Praise students for effort rather than being ‘smart’. If students see that you value hard work, even when the product is not perfect,  then they see you are rewarding a work ethic that will often serve them better than their smarts

Don’t: Allow students to remain stuck in ‘System 1.’ No, your students are not robots, but in System 1 you might start to think they are. What is System 1? According to Todd Finley at Edutopia:

“The efficient and fairly unconscious mode is System 1. Involuntarily reading a Wheaties box, scorning new “athleisure” clothes, and opening a combination lock are all System 1 mental events.”

System 1 tasks are tasks that take minimal thinking and don’t challenge students. What might be a System 1 task to a high school student would be a System 2 task for a younger child, so tailoring the difficulty of tasks to your students is key.

Do: Give assignments that push students to ‘System 2.’ “System 2 mental activities are things like solving problems. System 2 is attention-hungry and physically straining. Your eyes dilate, your breath becomes shallow, your blood pressure quickens, and your muscles bunch” Finley says. Push students beyond the status quo. Of course, every activity shouldn’t be ‘System 2,’ but getting students off autopilot will help them develop stamina and hard work.

Don’t: Become a drill sergeant. While it is important to push students and help them build the stamina to work hard all day, they are still children. They need down time, they need to laugh, and they need a break now and again. If you become too strict, students will consequently rebel and won’t do their best.

Do: Make it fun. Can you challenge students and have fun at the same time? Absolutely! Meeting a challenge is innately fulfilling. Make difficult tasks relevant to students or include competition as part of the activity (teams against each other, beat the timer, etc.)

Don’t: Expect students to jump into new and challenging activities and to love it from day one. If students are used to going through school on autopilot, then increased expectations may be very stressful for them. They are going to need time to adjust to new, higher expectations.

Start small and build from where students are.

Do: Support students. Push them a bit more each day to do better. You don’t have to revamp your entire curriculum and all their activities, just add a dimension of difficulty to tasks they are already familiar with. You can add a writing component, have students work in groups, do some research, etc. Incorporating more in-depth activities bit by bit will help move students toward higher level and deeper thinking.

Don’t: Choose completely teacher directed activities. Students will overall be far less likely to buy in and increase their effort if all the activities they are participating in are close-ended, teacher directed, and irrelevant.

Do: Encourage Creativity. Give students some ownership in their learning . Help them to choose activities that are relevant to them and to be creative. Give students open-ended tasks and encourage out of the box thinking. Play to their strengths by incorporating a variety of activities for students to participate in so that each student gets to experience both what they are strong in and what they are not.

While it may feel impossible to get your students motivated to work hard, rewarding the hard work for its own sake can create a culture of “GRIT”* in your classroom.

* GRIT: Continuing to strive toward goal completion despite set-backs; overcoming the natural temptation to put forth the least amount of effort.

Amy Curletto has been teaching for 12 years in grades K-2. She has a bachelor’s degree in Early Childhood and Elementary Education and also has endorsements in reading and ESL. Besides education, her other passion is writing and she has always dreamed of being a writer. She lives in Utah with her husband, her 3 daughters, and her miniature schnauzer. She enjoys reading, knitting, and camping.

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Homework and Children in Grades 3–6: Purpose, Policy and Non-Academic Impact

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Increasing academic demands, including larger amounts of assigned homework, is correlated with various challenges for children. While homework stress in middle and high school has been studied, research evidence is scant concerning the effects of homework on elementary-aged children.

The objective of this study was to understand rater perception of the purpose of homework, the existence of homework policy, and the relationship, if any, between homework and the emotional health, sleep habits, and parent–child relationships for children in grades 3–6.

Survey research was conducted in the schools examining student ( n  = 397), parent ( n  = 442), and teacher ( n  = 28) perception of homework, including purpose, existing policy, and the childrens’ social and emotional well-being.

Preliminary findings from teacher, parent, and student surveys suggest the presence of modest impact of homework in the area of emotional health (namely, student report of boredom and frustration ), parent–child relationships (with over 25% of the parent and child samples reporting homework always or often interferes with family time and creates a power struggle ), and sleep (36.8% of the children surveyed reported they sometimes get less sleep) in grades 3–6. Additionally, findings suggest misperceptions surrounding the existence of homework policies among parents and teachers, the reasons teachers cite assigning homework, and a disconnect between child-reported and teacher reported emotional impact of homework.

Conclusions

Preliminary findings suggest homework modestly impacts child well-being in various domains in grades 3–6, including sleep, emotional health, and parent/child relationships. School districts, educators, and parents must continue to advocate for evidence-based homework policies that support children’s overall well-being.

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Introduction

Children’s social-emotional health is moving to the forefront of attention in schools, as depression, anxiety, and suicide rates are on the rise (Bitsko et al. 2018 ; Child Mind Institute 2016 ; Horowitz and Graf 2019 ; Perou et al. 2013 ). This comes at a time when there are also intense academic demands, including an increased focus on academic achievement via grades, standardized test scores, and larger amounts of assigned homework (Pope 2010 ). This interplay between the rise in anxiety and depression and scholastic demands has been postulated upon frequently in the literature, and though some research has looked at homework stress as it relates to middle and high school students (Cech 2008 ; Galloway et al. 2013 ; Horowitz and Graf 2019 ; Kackar et al. 2011 ; Katz et al. 2012 ), research evidence is scant as to the effects of academic stress on the social and emotional health of elementary children.

Literature Review

The following review of the literature highlights areas that are most pertinent to the child, including homework as it relates to achievement, the achievement gap, mental health, sleep, and parent–child relationships. Areas of educational policy, teacher training, homework policy, and parent-teacher communication around homework are also explored.

Homework and Achievement

With the authorization of No Child Left Behind and the Common Core State Standards, teachers have felt added pressures to keep up with the tougher standards movement (Tokarski 2011 ). Additionally, teachers report homework is necessary in order to complete state-mandated material (Holte 2015 ). Misconceptions on the effectiveness of homework and student achievement have led many teachers to increase the amount of homework assigned. However, there has been little evidence to support this trend. In fact, there is a significant body of research demonstrating the lack of correlation between homework and student success, particularly at the elementary level. In a meta-analysis examining homework, grades, and standardized test scores, Cooper et al. ( 2006 ) found little correlation between the amount of homework assigned and achievement in elementary school, and only a moderate correlation in middle school. In third grade and below, there was a negative correlation found between the variables ( r  =  − 0.04). Other studies, too, have evidenced no relationship, and even a negative relationship in some grades, between the amount of time spent on homework and academic achievement (Horsley and Walker 2013 ; Trautwein and Köller 2003 ). High levels of homework in competitive high schools were found to hinder learning, full academic engagement, and well-being (Galloway et al. 2013 ). Ironically, research suggests that reducing academic pressures can actually increase children’s academic success and cognitive abilities (American Psychological Association [APA] 2014 ).

International comparison studies of achievement show that national achievement is higher in countries that assign less homework (Baines and Slutsky 2009 ; Güven and Akçay 2019 ). In fact, in a recent international study conducted by Güven and Akçay ( 2019 ), there was no relationship found between math homework frequency and student achievement for fourth grade students in the majority of the countries studied, including the United States. Similarly, additional homework in science, English, and history was found to have little to no impact on respective test scores in later grades (Eren and Henderson 2011 ). In the 2015 “Programme of International Student Assessment” results, Korea and Finland are ranked among the top countries in reading, mathematics, and writing, yet these countries are among those that assign the least amount of homework (Organization for Economic Cooperation and Development [OECD] 2016 ).

Homework and Mental Wellness

Academic stress has been found to play a role in the mental well-being of children. In a study conducted by Conner et al. ( 2009 ), students reported feeling overwhelmed and burdened by their exceeding homework loads, even when they viewed homework as meaningful. Academic stress, specifically the amount of homework assigned, has been identified as a common risk factor for children’s increased anxiety levels (APA 2009 ; Galloway et al. 2013 ; Leung et al. 2010 ), in addition to somatic complaints and sleep disturbance (Galloway et al. 2013 ). Stress also negatively impacts cognition, including memory, executive functioning, motor skills, and immune response (Westheimer et al. 2011 ). Consequently, excessive stress impacts one’s ability to think critically, recall information, and make decisions (Carrion and Wong 2012 ).

Homework and Sleep

Sleep, including quantity and quality, is one life domain commonly impacted by homework and stress. Zhou et al. ( 2015 ) analyzed the prevalence of unhealthy sleep behaviors in school-aged children, with findings suggesting that staying up late to study was one of the leading risk factors most associated with severe tiredness and depression. According to the National Sleep Foundation ( 2017 ), the recommended amount of sleep for elementary school-aged children is 9 – 11 h per night; however, approximately 70% of youth do not get these recommended hours. According to the MetLife American Teacher Survey ( 2008 ), elementary-aged children also acknowledge lack of sleep. Perfect et al. ( 2014 ) found that sleep problems predict lower grades and negative student attitudes toward teachers and school. Eide and Showalter ( 2012 ) conducted a national study that examined the relationship between optimum amounts of sleep and student performance on standardized tests, with results indicating significant correlations ( r  = 0.285–0.593) between sleep and student performance. Therefore, sleep is not only impacted by academic stress and homework, but lack of sleep can also impact academic functioning.

Homework and the Achievement Gap

Homework creates increasing achievement variability among privileged learners and those who are not. For example, learners with more resources, increased parental education, and family support are likely to have higher achievement on homework (Hofferth and Sandberg 2001 ; Moore et al. 2018 ; Ndebele 2015 ; OECD 2016 ). Learners coming from a lower socioeconomic status may not have access to quiet, well-lit environments, computers, and books necessary to complete their homework (Cooper 2001 ; Kralovec and Buell 2000 ). Additionally, many homework assignments require materials that may be limited for some families, including supplies for projects, technology, and transportation. Based on the research to date, the phrase “the homework gap” has been coined to describe those learners who lack the resources necessary to complete assigned homework (Moore et al. 2018 ).

Parent–Teacher Communication Around Homework

Communication between caregivers and teachers is essential. Unfortunately, research suggests parents and teachers often have limited communication regarding homework assignments. Markow et al. ( 2007 ) found most parents (73%) report communicating with their child’s teacher regarding homework assignments less than once a month. Pressman et al. ( 2015 ) indicated children in primary grades spend substantially more time on homework than predicted by educators. For example, they found first grade students had three times more homework than the National Education Association’s recommendation of up to 20 min of homework per night for first graders. While the same homework assignment may take some learners 30 min to complete, it may take others up to 2 or 3 h. However, until parents and teachers have better communication around homework, including time completion and learning styles for individual learners, these misperceptions and disparities will likely persist.

Parent–Child Relationships and Homework

Trautwein et al. ( 2009 ) defined homework as a “double-edged sword” when it comes to the parent–child relationship. While some parental support can be construed as beneficial, parental support can also be experienced as intrusive or detrimental. When examining parental homework styles, a controlling approach was negatively associated with student effort and emotions toward homework (Trautwein et al. 2009 ). Research suggests that homework is a primary source of stress, power struggle, and disagreement among families (Cameron and Bartel 2009 ), with many families struggling with nightly homework battles, including serious arguments between parents and their children over homework (Bennett and Kalish 2006 ). Often, parents are not only held accountable for monitoring homework completion, they may also be accountable for teaching, re-teaching, and providing materials. This is particularly challenging due to the economic and educational diversity of families. Pressman et al. ( 2015 ) found that as parents’ personal perceptions of their abilities to assist their children with homework declined, family-related stressors increased.

Teacher Training

As homework plays a significant role in today’s public education system, an assumption would be made that teachers are trained to design homework tasks to promote learning. However, only 12% of teacher training programs prepare teachers for using homework as an assessment tool (Greenberg and Walsh 2012 ), and only one out of 300 teachers reported ever taking a course regarding homework during their training (Bennett and Kalish 2006 ). The lack of training with regard to homework is evidenced by the differences in teachers’ perspectives. According to the MetLife American Teacher Survey ( 2008 ), less experienced teachers (i.e., those with 5 years or less years of experience) are less likely to to believe homework is important and that homework supports student learning compared to more experienced teachers (i.e., those with 21 plus years of experience). There is no universal system or rule regarding homework; consequently, homework practices reflect individual teacher beliefs and school philosophies.

Educational and Homework Policy

Policy implementation occurs on a daily basis in public schools and classrooms. While some policies are made at the federal level, states, counties, school districts, and even individual school sites often manage education policy (Mullis et al. 2012 ). Thus, educators are left with the responsibility to implement multi-level policies, such as curriculum selection, curriculum standards, and disability policy (Rigby et al. 2016 ). Despite educational reforms occurring on an almost daily basis, little has been initiated with regard to homework policies and practices.

To date, few schools provide specific guidelines regarding homework practices. District policies that do exist are not typically driven by research, using vague terminology regarding the quantity and quality of assignments. Greater variations among homework practices exist when comparing schools in the private sector. For example, Montessori education practices the philosophy of no examinations and no homework for students aged 3–18 (O’Donnell 2013 ). Abeles and Rubenstein ( 2015 ) note that many public school districts advocate for the premise of 10 min of homework per night per grade level. However, there is no research supporting this premise and the guideline fails to recognize that time spent on homework varies based on the individual student. Sartain et al. ( 2015 ) analyzed and evaluated homework policies of multiple school districts, finding the policies examined were outdated, vague, and not student-focused.

The reasons cited for homework assignment, as identified by teachers, are varied, such as enhancing academic achievement through practice or teaching self-discipline. However, not all types of practice are equally effective, particularly if the student is practicing the skill incorrectly (Dean et al. 2012 ; Trautwein et al. 2009 ). The practice of reading is one of the only assignments consistently supported by research to be associated with increased academic achievement (Hofferth and Sandberg 2001 ). Current literature supports 15–20 min of daily allocated time for reading practice (Reutzel and Juth 2017 ). Additionally, research supports project-based learning to deepen learners’ practice and understanding of academic material (Williams 2018 ).

Research also shows that homework only teaches responsibility and self-discipline when parents have that goal in mind and systematically structure and supervise homework (Kralovec and Buell 2000 ). Non-academic activities, such as participating in chores (University of Minnesota 2002 ) and sports (Hofferth and Sandberg 2001 ) were found to be greater predictors of later success and effective problem-solving.

Consistent with the pre-existing research literature, the following hypotheses are offered:

Homework will have some negative correlation with children’s social-emotional well-being.

The purposes cited for the assignment of homework will be varied between parents and teachers.

Schools will lack well-formulated and understood homework policies.

Homework will have some negative correlation with children’s sleep and parent–child relationships.

This quantitative study explored, via perception-based survey research, the social and emotional health of elementary children in grades 3 – 6 and the scholastic pressures they face, namely homework. The researchers implemented newly developed questionnaires addressing student, teacher, and parent perspectives on homework and on children’s social-emotional well-being. Researchers also examined perspectives on the purpose of homework, the existence of school homework policies, and the perceived impact of homework on children’s sleep and family relationships. Given the dearth of prior research in this area, a major goal of this study was to explore associations between academic demands and child well-being with sufficient breadth to allow for identification of potential associations that may be examined more thoroughly by future research. These preliminary associations and item-response tendencies can serve as foundation for future studies with causal, experimental, or more psychometrically focused designs. A conceptual framework for this study is offered in Fig.  1 .

Conceptual framework

Research Questions

What is the perceived impact of homework on children’s social-emotional well-being across teachers, parents, and the children themselves?

What are the primary purposes of homework according to parents and teachers?

How many schools have homework policies, and of those, how many parents and teachers know what the policy is?

What is the perceived impact of homework on children’s sleep and parent–child relationships?

The present quantitative descriptive study is based on researcher developed instruments designed to explore the perceptions of children, teachers and parents on homework and its impact on social-emotional well-being. The use of previously untested instruments and a convenience sample preclude any causal interpretations being drawn from our results. This study is primarily an initial foray into the sparsely researched area of the relationship of homework and social-emotional health, examining an elementary school sample and incorporating multiple perspectives of the parents, teachers, and the children themselves.

Participants

The participants in this study were children in six Northern California schools in grades third through sixth ( n  = 397), their parents ( n  = 442), and their teachers ( n  = 28). The mean grade among children was 4.56 (minimum third grade/maximum sixth grade) with a mean age of 9.97 (minimum 8 years old/maximum 12 years old). Approximately 54% of the children were male and 45% were female, with White being the most common ethnicity (61%), followed by Hispanic (30%), and Pacific Islander (12%). Subjects were able to mark more than one ethnicity. Detailed participant demographics are available upon request.

Instruments

The instruments used in this research include newly developed student, parent, and teacher surveys. The research team formulated a number of survey items that, based on existing research and their own professional experience in the schools, have high face validity in measuring workload, policies, and attitudes surrounding homework. Further psychometric development of these surveys and ascertation of construct and content validity is warranted, with the first step being their use in this initial perception-based study. Each of the surveys, developed specifically for this study, are discussed below.

Student Survey

The Student Survey is a 15-item questionnaire wherein the child was asked closed- and open-ended questions regarding their perspectives on homework, including how homework makes them feel.

Parent Survey

The Parent Survey is a 23-item questionnaire wherein the children’s parents were asked to respond to items regarding their perspectives on their child’s homework, as well as their child’s social-emotional health. Additionally, parents were asked whether their child’s school has a homework policy and, if so, if they know what that policy specifies.

Teacher Survey

The Teacher Survey is a 22-item questionnaire wherein the children’s teacher was asked to respond to items regarding their perspectives of the primary purposes of homework, as well as the impact of homework on children’s social-emotional health. Additionally, teachers were asked whether their school has a homework policy and, if so, what that policy specifies.

Data was collected by the researchers after following Institutional Review Board procedures from the sponsoring university. School district approval was obtained by the lead researcher. Upon district approval, individual school approval was requested by the researchers by contacting site principals, after which, teachers of grades 3 – 6 at those schools were asked to voluntarily participate. Each participating teacher was provided a packet including the following: a manila envelope, Teacher Instructions, Administration Guide, Teacher Survey, Parent Packet, and Student Survey. Surveys and classrooms were de-identified via number assignment. Teachers then distributed the Parent Packet to each child’s guardian, which included the Parent Consent and Parent Survey, corresponding with the child’s assigned number. A coded envelope was also enclosed for parents/guardians to return their completed consent form and survey, if they agreed to participate. The Parent Consent form detailed the purpose of the research, the benefits and risks of participating in the research, confidentiality, and the voluntary nature of completing the survey. Parents who completed the consent form and survey sent the completed materials in the enclosed envelope, sealed, to their child’s teacher. After obtaining returned envelopes, with parent consent, teachers were instructed to administer the corresponding numbered survey to the children during a class period. Teachers were also asked to complete their Teacher Survey. All completed materials were to be placed in envelopes provided to each teacher and returned to the researchers once data was collected.

Analysis of Data

This descriptive and quantitative research design utilized the Statistical Package for the Social Sciences (SPSS) to analyze data. The researchers developed coding keys for the parent, teacher, and student surveys to facilitate data entry into SPSS. Items were also coded based on the type of data, such as nominal or ordinal, and qualitative responses were coded and translated where applicable and transcribed onto a response sheet. Some variables were transformed for more accurate comparison across raters. Parent, teacher, and student ratings were analyzed, and frequency counts and percentages were generated for each item. Items were then compared across and within rater groups to explore the research questions. The data analysis of this study is primarily descriptive and exploratory, not seeking to imply causal relationships between variables. Survey item response results associated with each research questionnaire are summarized in their respective sections below.

The first research question investigated in this study was: “What is the perceived impact of homework on children’s social-emotional well-being across teachers, parents, and children?” For this question the examiners looked at children’s responses to how homework makes them feel from a list of feelings. As demonstrated in Table 1 , approximately 44% of children feel “Bored” and about 25% feel “Annoyed” and “Frustrated” toward homework. Frequencies and percentages are reported in Table 1 . Similar to the student survey, parents also responded to a question regarding their child’s emotional experience surrounding homework. Based on parent reports, approximately 40% of parents perceive their child as “Frustrated” and about 37% acknowledge their child feeling “Stress/Anxiety.” Conversely, about 37% also report their child feels “Competence.” These results are reported in Table 1 .

Additionally, parents and teachers both responded to the question, “How does homework affect your student’s social and emotional health?” One notable finding from parent and teacher reports is that nearly half of both parents and teachers reported homework has “No Effect” on children’s social and emotional health. Frequencies and percentages are reported in Table 2 .

The second research question investigated in this study was: “What are parent and teacher perspectives on the primary purposes of homework?” For this question the examiners looked at three specific questions across parent and teacher surveys. Parents responded to the questions, “Does homework relate to your child’s learning?” and “How often is homework busy work?” While the majority of parents reported homework “Always” (45%) or “Often” (39%) relates to their child’s learning, parents also feel homework is “Often” (29%) busy work. The corresponding frequencies and percentages are summarized in Table 3 . Additionally, teachers were asked, “What are the primary reasons you assign homework?” The primary purposes of homework according to the teachers in this sample are “Skill Practice” (82%), “Develop Work Ethic” (61%), and “Teach Independence and Responsibility” (50%). The frequencies and percentages of teacher responses are displayed in Table 4 . Notably, on this survey item, teachers were instructed to choose one response (item), but the majority of teachers chose multiple items. This suggests teachers perceive themselves as assigning homework for a variety of reasons.

The third research question investigated was, “How many schools have homework policies, and of those, how many parents and teachers know what the policy is?” For this question the examiners analyzed parent and teacher responses to the question, “Does your school have a homework policy?” Frequencies and percentages are displayed in Table 5 . Notably, only two out of the six schools included in this study had homework policies. Results indicate that both parents and teachers are uncertain regarding whether or not their school had a homework policy.

The fourth research question investigated was, “What is the perceived impact of homework on children’s sleep and parent–child relationships?” Children were asked if they get less sleep because of homework and parents were asked if their child gets less sleep because of homework. Finally, teachers were asked about the impact of sleep on academic performance. Frequencies and percentages of student, parent, and teacher data is reported in Table 6 . Results indicate disagreement among parents and children on the impact of homework on sleep. While the majority of parents do not feel their child gets less sleep because of homework (77%), approximately 37% of children report sometimes getting less sleep because of homework. On the other hand, teachers acknowledge the importance of sleep in relation to academic performance, as nearly 93% of teachers report sleep always or often impacts academic performance.

To investigate the perceived impact of homework on the parent–child relationship, parents were asked “How does homework impact your child’s relationships?” Almost 30% of parents report homework “Brings us Together”; however, 24% report homework “Creates a Power Struggle” and nearly 18% report homework “Interferes with Family Time.” Additionally, parents and children were both asked to report if homework gets in the way of family time. Frequencies and percentages are reported in Table 7 . Data was further analyzed to explore potentially significant differences between parents and children on this perception as described below.

In order to prepare for analysis of significant differences between parent and child perceptions regarding homework and family time, a Levene’s test for equality of variances was conducted. Results of the Levene’s test showed that equal variances could not be assumed, and results should be interpreted with caution. Despite this, a difference in mean responses on a Likert-type scale (where higher scores equal greater perceived interference with family time) indicate a disparity in parent ( M  = 2.95, SD  = 0.88) and child ( M  = 2.77, SD  = 0.99) perceptions, t (785) = 2.65, p  = 0.008. Results suggest that children were more likely to feel that homework interferes with family time than their parents. However, follow up testing where equal variances can be assumed is warranted upon further data collection.

The purpose of this research was to explore perceptions of homework by parents, children, and teachers of grades 3–6, including how homework relates to child well-being, awareness of school homework policies and the perceived purpose of homework. A discussion of the results as it relates to each research question is explored.

Perceived Impact of Homework on Children’s Social-Emotional Well-Being Across Teachers, Parents, and Students

According to self-report survey data, children in grades 3–6 reported that completing homework at home generates various feelings. The majority of responses indicated that children felt uncomfortable emotions such as bored, annoyed, and frustrated; however, a subset of children also reported feeling smart when completing homework. While parent and teacher responses suggest parents and teachers do not feel homework affects children’s social-emotional health, children reported that homework does affect how they feel. Specifically, many children in this study reported experiencing feelings of boredom and frustration when thinking about completing homework at home. If the purpose of homework is to enhance children’s engagement in their learning outside of school, educators must re-evaluate homework assignments to align with best practices, as indicated by the researchers Dean et al. ( 2012 ), Vatterott ( 2018 ), and Sartain et al. ( 2015 ). Specifically, educators should consider effects of the amount and type of homework assigned, balancing the goal of increased practice and learning with potential effects on children’s social-emotional health. Future research could incorporate a control group and/or test scores or other measures of academic achievement to isolate and better understand the relationships between homework, health, and scholastic achievement.

According to parent survey data, the perceived effects of homework on their child’s social and emotional well-being appear strikingly different compared to student perceptions. Nearly half of the parents who participated in the survey reported that homework does not impact their child’s social-emotional health. Additionally, more parents indicated that homework had a positive effect on child well-being compared to a negative one. However, parents also acknowledge that homework generates negative emotions such as frustration, stress and anxiety in their children.

Teacher data indicates that, overall, teachers do not appear to see a negative impact on their students’ social-emotional health from homework. Similar to parent responses, nearly half of teachers report that homework has no impact on children’s social-emotional health, and almost one third of teachers reported a positive effect. These results are consistent with related research which indicates that teachers often believe that homework has positive impacts on student development, such as developing good study habits and a sense of responsibility (Bembenutty 2011 ). It should also be noted, not a single teacher reported the belief that homework negatively impacts children’s’ social and emotional well-being, which indicates clear discrepancies between teachers’ perceptions and children’s feelings. Further research is warranted to explore and clarify these discrepancies.

Primary Purposes of Homework According to Teachers and Parents

Results from this study suggest that the majority of parents believe that homework relates and contributes to their child’s learning. This finding supports prior research which indicates that parents often believe that homework has long-term positive effects and builds academic competencies in students (Cooper et al. 2006 ). Notably, however, nearly one third of parents also indicate that homework is often given as busy work by teachers. Teachers reported that they assigned homework to develop students’ academic skills, work ethic, and teach students responsibility and promote independence. While teachers appear to have good intentions regarding the purpose of homework, research suggests that homework is not an effective nor recommended practice to achieve these goals. Household chores, cooking, volunteer experiences, and sports may create more conducive learning opportunities wherein children acquire work ethic, responsibility, independence, and problem-solving skills (Hofferth and Sandberg 2001 ; University of Minnesota 2002 ). Educators should leverage the use of homework in tandem with other student life experiences to best foster both academic achievement and positive youth development more broadly.

Homework Policies

As evident from parent responses, the majority of parents are unaware if their child’s school has a homework policy and many teachers are also uncertain as to whether their school provides restrictions or guidelines for homework (e.g., amount, type, and purpose). Upon contacting school principals, it was determined that only two of the six schools have a school-wide homework policy. Current data indicates the professionals responsible for assigning homework appear to be unclear about whether their school has policies for homework. Additionally, there appears to be a disconnect between parents and teachers regarding whether homework policies do exist among the sampled schools. The research in the current study is consistent with previous research indicating that policies, if they do exist, are often vague and not communicated clearly to parents (Sartain et al. 2015 ). This study suggests that homework policies in these districts require improved communication between administrators, teachers, and parents.

Perceived Impact of Homework on Children’s Sleep and Parent–Child Relationships

Regarding the importance of sleep on academic performance, nearly all of the teachers included in this study acknowledged the impact that sleep has on academic performance. There was disagreement among children and parents on the actual impact that homework has on children’s sleep. Over one third of children report that homework occasionally detracts from their sleep; however, many parents may be unaware of this impact as more than three quarters of parents surveyed reported that homework does not impact their child’s sleep. Thus, while sleep is recognized as highly important for academic achievement, homework may be adversely interfering with students’ full academic potential by compromising their sleep.

In regard to homework’s impact on the parent child-relationship, parents in this survey largely indicated that homework does not interfere in their parent–child relationship. However, among the parents who do notice an impact, the majority report that homework can create a power struggle and diminish their overall family time. These results are consistent with Cameron and Bartell’s ( 2009 ) research which found that parents often believe that excessive amounts of homework often cause unnecessary family stress. Likewise, nearly one third of children in this study reported that homework has an impact on their family time.

This study provides the foundation for additional research regarding the impact of academic demands, specifically homework, on children’s social-emotional well-being, including sleep, according to children, parents, and teachers. Additionally, the research provides some information on reasons teachers assign homework and a documentation of the lack of school homework policies, as well as the misguided knowledge among parents and teachers about such policies.

The preexisting literature and meta-analyses indicate homework has little to no positive effect on elementary-aged learners’ academic achievement (Cooper et al. 2006 ; Trautwein and Köller 2003 ; Wolchover 2012 ). This led to the question, if homework is not conducive to academic achievement at this level, how might it impact other areas of children’s lives? This study provides preliminary information regarding the possible impact of homework on the social-emotional health of elementary children. The preliminary conclusions from this perception research may guide districts, educators, and parents to advocate for evidence-based homework policies that support childrens’ academic and social-emotional health. If homework is to be assigned at the elementary level, Table 8 contains recommended best practices for such assignment, along with a sample of specific guidelines for districts, educators, and parents (Holland et al. 2015 ).

Limitations and Recommendations for Future Research

Due to the preliminary nature of this research, some limitations must be addressed. First, research was conducted using newly developed parent, teacher, and student questionnaires, which were not pilot tested or formally validated. Upon analyzing the data, the researchers discovered limitations within the surveys. For example, due to the nature of the survey items, the variables produced were not always consistently scaled. This created challenges when making direct comparisons. Additionally, this limited the sophistication of the statistical procedures that could be used, and reliability could not be calculated in typical psychometric fashion (e.g., Cronbach’s Alpha). Secondly, the small sample size may limit the generalizability of the results, especially in regard to the limited number of teachers (n  = 28) we were able to survey. Although numerous districts and schools were contacted within the region, only three districts granted permission. These schools may systematically differ from other schools in the region and therefore do not necessarily represent the general population. Third, this research is based on perception, and determining the actual impacts of homework on child wellness would necessitate a larger scale, better controlled study, examining variables beyond simple perception and eliminating potentially confounding factors. It is possible that individuals within and across rater groups interpreted survey items in different ways, leading to inconsistencies in the underlying constructs apparently being measured. Some phrases such as “social-emotional health” can be understood to mean different things by different raters, which could have affected the way raters responded and thus the results of this study. Relatedly, causal links between homework and student social-emotional well-being cannot be established through the present research design and future research should employ the use of matched control groups who do not receive homework to better delineate the direct impact of homework on well-being. Finally, interpretations of the results are limited by the nested nature of the data (parent and student by teacher). The teachers, parents, and students are not truly independent groups, as student and parent perceptions on the impact of homework likely differ as a function of the classroom (teacher) that they are in, as well as the characteristics of the school they attend, their family environment, and more. The previously mentioned challenge of making direct comparisons across raters due to the design of the surveys, as well as small sample size of teachers, limited the researchers’ ability to address this issue. Future research may address this limitation by collecting data and formulating related lines of inquiry that are more conducive to the analysis of nested data. At this time, this survey research is preliminary. An increased sample size and replication of results is necessary before further conclusions can be made. Researchers should also consider obtaining data from a geographically diverse population that mirrors the population in the United States, and using revised surveys that have undergone a rigorous validation process.

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Holland, M., Courtney, M., Vergara, J. et al. Homework and Children in Grades 3–6: Purpose, Policy and Non-Academic Impact. Child Youth Care Forum 50 , 631–651 (2021). https://doi.org/10.1007/s10566-021-09602-8

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Self-Improvement

10 best ways to develop a strong work ethic.

Having a good work ethic is something that will aid you in getting further in life. There are countless success stories out there, from celebrities, athletes, and high-powered CEOs, who credit most, if not all of their success, to their strong work ethic. So, that’s what we aim to touch on in this article, how to develop a strong work ethic.

Before we dive into that however, let’s quickly cover the meaning of what having a strong work ethic is. So, here we go:

One’s work ethic is how one approaches and tackles tasks within one’s job and ultimately their career. Having a good work ethic sets apart those who reach the success they desire and those who fall short. Some attributes include punctuality, prioritizing, and professionalism. But by and large, having a good work ethic comes down to believing and that your extra efforts, and your hard work will lead to some form of benefit or reward.

With that being said, no matter which sphere you work in or what your profession may be, there is an emphasis placed on the need for a good work ethic in all working environments.

This is not merely to be found in employees, but is often something good employers and strong leaders should show through example. So, without further delay, let’s dive in and examine some of best steps you can take to develop a strong work ethic for yourself going forward:

HOW TO DEVELOP A STRONG WORK ETHIC

1. Punctuality And Good Time Management

Other things could be placed before this point, but the importance of showing up on time cannot be stressed enough. When it comes to arriving for work or attending meetings, it is of the utmost importance that you show up on time.

This is because it shows that you are invested in what you are doing, and that you are dependable. If you tend to arrive just on time or a few minutes late, be aware that others may translate this as your being lazy or having little desire for your job.

Thus we would recommend examining what is causing you to lack punctuality and then seeking out how to address the issue. This may be as simple as going to bed earlier and waking up half an hour earlier at the start of each day.

Good punctuality and good time management is part and parcel of having a good work ethic.

2. Prioritizing Of Work And Tasks

We know that we can sometimes get overwhelmed by the amount of work that one has before them, and often our instinct is to grab onto the first thing at hand. But, if you can fight off this urge, and aim to prioritize your work and tasks, your productivity will skyrocket.

This is something where not only will it make you more productive, but it will also make your life much easier as well as stress-free.

Your employer or boss will often inform you of what tasks are of higher priority, but this is not always the case. Therefore, it is up to you to create a strategic plan that outlines what is of most importance.

You know your work, and what it entails better than anyone else. So give your tasks some thought when prioritizing them, and then just tick off the work as you go.

This approach will also aid in organizing your life and create less hassle and confusion throughout your days. And trust us, your employer will noticed the difference in you and your work.

3. Taking Initiative

If you really want to know how to improve work ethic, pay attention to this tip about initiative. Here’s why, because in any line of work, the job is never truly done. There will always be more to do, and we can also continually improve and tweak the way we work.

Thus it is essential to be someone who does not merely sit back and wait to be told what to do. If you know that something is required, yet you have not been asked to do it, step out and offer to get started on the task.

If you have ideas on how productivity or general workflow can be improved or any other concepts that you feel may benefit your company and workplace, do not hesitate to approach your boss to make suggestions.

Leadership and good managers are always on the look out for the team member who shows initiative. So decide to be “that person” and you’ll become known for showing initiative as well as the person who has a strong work ethic.

Related: Ways to Take More Action

4. Set Goals For Yourself

To ensure the completion of tasks promptly and to a desirable quality, one needs to have goals set in place. These goals and objectives should be clear and precise , and not too vague.

Before starting on a task, be sure that you know what the requirements are, and if you are unsure, we advise you to query any aspects thereof.

You should have goals that are measurable in some way or form, even if it is merely the timeframe in which to complete them. Your goals should challenge you, but ought to be realistic. Once you know what you need to execute, then you are ready to get started.

5. Take Pride In Your Work

So you are on time, you have prioritized the work, taken initiative, and have clear goals in mind. Now it is time to knuckle down and get the job done. You do not merely want to do the work, but instead, you want to deliver a final product that you can be proud of and which will hopefully even gain you praise.

In other words, take ownership of what you do, and how you do it.

Even at times when you are having a bad day, giving your best at all times is a skill that is sometimes hard to implement consistently, but it can be done. So always be sure to give your best and know that what you offer is commendable.

6. Do Not Fear Making Mistakes

We all slip up and fail at some time in our lives, but that is not the issue. What we are concerned about is how we react to such stumbling blocks. Those with a good work ethic will take the fall with a pinch of salt, dust themselves off and get back on their feet, ready to move on.

If you look at individuals who have achieved greatness, they would be lying if they said they had not failed repeatedly. What sets them apart from others, though, is that they did not let it get to them. So, embrace your failures, learn the lesson and move on to the next task.

7. Professional Behavior And Presentation

Professionalism manifests itself in various ways, from how one carries themselves, appearance, communication with others, and overall conduct. You want to be someone who exudes discipline , trustworthiness, and loyalty, as well as a longing for self-betterment.

An excellent place to start is being respectful towards others and yourself and taking your job seriously. That is not to say that you cannot have fun and enjoy yourself in your work, but realize its importance and constantly strive for excellence.

8. Learn How To Work Well In A Team

A team player will shine in most working environments. There are few jobs out there where you will be working in isolation. So it is a good idea to harness your interpersonal skills and learn how to interact with people in a professional, courteous, and friendly manner.

Team players know how to reach compromises with others, and they realize that they are not the only ones who’s voice has merit. Professionalism really comes into play here as well, and so does learning how best to handle situations where conflict may arise.

So, if you’re serious about improving your work ethic, become obsessed with being a great team player.

9. Eliminate Distractions

In the hectic and fast-paced world in which we live and with the advent of things like social media and extensive means of communication, it’s no wonder there are so many distractions. When it comes to working, you need to focus on the job at hand, and you need to ensure that your personal life does not creep in and draw you from your work.

We are bombarded constantly with notifications and messages, including work-related ones. But, we need to bear the other points in mind our priorities. Why, because people with a good work ethic have their priorities straight. That, and they make sure they focus most of their time on the things that matter.

So set specific times when you will check your emails and such to maintain an uninterrupted workflow. If you can keep your distractions to a minimum, you can ensure your productivity is at its maximum.

10. Maintain A Positive State Of Mind

This one links up with some of the other points, such as not letting failures get to you . If something negative occurs at work, whether that be not meeting a deadline, having a dispute with a colleague, or dealing with a disgruntled boss, try to remain positive.

This is undoubtedly easier in theory, but it does make a massive difference in the end. Do not allow one negative incident set the tone for your whole day. Rather. work through it and then set it aside to tackle what comes next.

Related: Maintaining a Positive State of Mind

We do not all have jobs where we jump out of bed and cannot wait to start the day; this is true. However, by leveraging the work ethic related tips above, you can help yourself have a better experience within the workplace. Here are those tips again in summary to help you internalize them so you can actually improve your work ethic:

• Be Punctual
• Prioritize Your Tasks
• Show Initiative
• Set Goals For Yourself
• Take Pride In Your Work
• Take More Calculated Risks
• Strive For Professionalism
• Be a Good Team Player
• Remove Distractions and Get Focused
• Have a Positive Mindset

Without a doubt, you will be surprised at how much of a difference a good work ethic has, not only on your job, but on all aspects of your life.

With that being said, here are a handful of other work ethic resources you can use for encouragement and inspiration to level up your work ethic:

• Work Hard & You’ll Succeed
• Work Ethic and Success
• #1 Ingredient For Success
• 10 Characteristics of a Good Work Ethic

Lastly, you don’t have to work 80+ hours a week, and function off of only 5 hours of sleep every night just to prove you have a good work ethic. To develop a strong work ethic, all you have to do is practice a few of these simple steps daily.

And over time your work ethic will gradually improve. Others will soon take note of the changes, and you may just be pleasantly surprised with all the new opportunities that begin flowing your way.

Till next time,

PS – If you enjoyed this article on how to develop a strong work ethic, then you’ll love these work ethic quotes .

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Are you looking for a way to encourage yourself this year? If so, you may have heard about positive affirmations. These are things that we tell ourselves repeatedly to encourage a specific thought or feeling to induce a positive frame of mind. Now, even though affirmations sound great in theory, most everyone wants to know the answer to the following question before giving them a shot; “But, do affirmations work?”

So, if you’ve ever asked yourself this question, then you’ll enjoy this post, as we aim to answer this very important question for you. With that said, let us first comb through some important points below, and see if incorporating positive affirmations into your daily life is something you should begin doing.

What Is the Goal of an Affirmation?

First things first, it’s vital that you know what the purpose or goal of an affirmation, before you even attempt to put them to use.

With that said, chances are, you’ve heard of affirmations before as it is a term that has been growing in popularity over the past two decades. For example, some of the more popular ones are, “I believe in myself.” or “I am worthy of what I desire.” There are also many people who say, “I choose a positive attitude .” Of course, there are plenty of other affirmations to choose from, this is just a small sample to help you understand how/why people use them.

In essences, affirmations are short statements that are relatively easy to remember. They are designed to shift your focus away from prior failures, perceived inadequacies, and other obstacles that might get in the way of your success .

In short, affirmations are meant to help you develop a positive mindset. Thus, by changing your mindset, they are supposed to put yourself in a better position to succeed. No doubt, affirmations sound great in theory, but do affirmations actually work? This is the million dollar question.

Affirmations Work

Yes, affirmations work. If you identify positive affirmations and use them properly, you can change the way you approach difficult situations. They can give you the confidence you need to take an important rest, take on a new challenge, or overcome significant obstacles.

Everyone is slightly different, so everyone will find that some affirmations work well for them, while others don’t. The key to effectiveness, is to experiment with different affirmations.

Thus, you’ll want to consistently test a few out over time, especially if you want to maximize your chances of success.

How Do Affirmations Work?

So, it is great that affirmations work, but how do they work? Affirmations take advantage of something called neuroplasticity. [1] This is your brain’s ability to change what you’re doing and adapt to different situations. Life can change quickly, and your mind has to change with it if you’d like to be successful.

When you use affirmations, you are essentially creating a mental image of yourself being successful. For example, if you want to conquer heights, you may imagine yourself skydiving. If you want to conquer your fear of public speaking, you’ll envision your successful delivering a speech without a hitch. Thus, when you repeat these affirmations to yourself, you are effectively encouraging your brain to change the way that it processes the experience in your mind.

Even though affirmations can work well for you, you need to use them properly if you want to maximize their benefits. What do you need to do if you want to get the most out of positive affirmation? Follow these steps:

1. Start With Your Negative Thoughts

If you want to write positive affirmations, the first thing you need to do is focus on your negative thoughts. After all, you’re probably writing positive affirmations because you have a difficult time overcoming a negative mindset .

There are plenty of ways you can approach this issue. For example, if you always think to yourself, “I make a lot of mistakes,” then you might want to choose a positive affirmation that is the exact opposite of this. For example, you might want to say, “I am capable of making the right decision.” You need to choose something that is the opposite of a negative thought if you want to create a positive affirmation. [2]

2. Use the First-Person

Remember that your positive affirmations are supposed to focus on you. Therefore, you need to use the first person when you write positive affirmations. You should always start with the terms such as “I” or “Me.” That way, you focus your positive affirmations on yourself.

3. Always Use the Present Tense

The goal of a positive affirmation is to help you overcome a challenge right now. Therefore, you need to write them in the present tense. You should not write them in the past tense because you do not want to focus on what has happened previously. You also do not want to write affirmations in the future tense because you want to give yourself the inspiration to act right now. 

If you really want to push yourself, you may want to include something like, “right now” or “immediately” as a part of your affirmation. That way, you encourage your body to make the change now.

4. Keep the Affirmations Short

You want your affirmations to be easy to remember. Therefore, you should try to keep them short. Try to limit your affirmations to fewer than ten words. If your affirmations get any longer than this, they become very hard to remember.

If you need help keeping your affirmations short, be specific. Choose one, focused detail, and make sure your affirmation focus is on that specific issue. If there are other things you want to talk about, you can always create more positive affirmations later. There is no limit to the number of affirmations you can write.

5. Practice Them Every Day 

Now that you have written a positive affirmation or two, you need to incorporate it into your daily routine. Try to practice your positive affirmations every day. For example, you may want to start by repeating them to yourself 10 times when you wake up in the morning. [3] Try to do this before you even climb out of bed.

Then, before you get back to bed, end your day on a positive note. Spend a few minutes repeating your positive affirmations to yourself. That way, you go to bed in an optimistic mood . 

6. Ask for Help When Needed 

Finally, remember that you don’t have to go through this on your own. Ask for help if you need it. There is no shame in asking for help, and you may want to talk to people who have successfully used positive affirmations before. 

You may even want to reach out to a healthcare professional who can give you some pointers. It can be a challenge to write positive affirmations, and it can be a challenge to incorporate them into your everyday life. You might want to reach out to a professional who can assist you.

Incorporate Positive Affirmations Into Your Life

Hopefully we’ve answered the question on whether or not affirmations really work? And by our analysis, yes affirmations do work, and they are a great way to improve not just your mindset, but your life. With that said, even though affirmations can work, you need to use them properly if you want to get the most out of them.

Similar to other activities, it takes some practice to get good at incorporating affirmations into your life. If you want to get the most out of your affirmations, you might want to reach out to a professional who can help you. That way, you can take a well-rounded approach to your mindset and slowly, but surely improve your overall quality of life .

PS – If you enjoyed this post related to how affirmations work, then you’ll enjoy these additional supporting resources on affirmations:

• Affirmations for Success
• What Are Affirmations?
• Affirmations For Money
• Affirmations For Confidence
• Affirmations for Discipline

Have you ever heard the saying, “ Whether you think you can, or you think you can’t–you’re right. “? This quote is often attributed to Henry Ford , the great American industrialist. And it’s true — our thoughts really do have the power to influence our results, our reality, and the success we achieve in this life.

If you think positive thoughts, you’ll attract positive circumstances into your life. On the other hand, if you think negative thoughts, you’ll attract negative circumstances. It’s really that simple.

Simply put, positive thinking is an emotional and mental attitude that focuses on the bright side of life and expects positive results. It is the belief that good things will happen and that your efforts will be rewarded. Of course, optimism does not guarantee success. However, research suggests that a positive perspective can be extremely helpful in achieving goals and promoting happiness.

The art of positive thinking has been practiced by many cultures for centuries. In fact, some Eastern philosophies view positive thinking as a form of meditation. The power of optimism has been studied by scientists and researchers for years, and there is a growing body of evidence that supports its ability to impact how successful you become.

How Does Positive Thinking Work?

“A Great Attitude Is Not The Result of Success; Success Is The Result of a Great Attitude.” – Earl nightingale –

Positive thinking is based on the idea that our thoughts affect our emotions and behaviors. If we think positive thoughts, we will feel positive emotions and be more likely to take positive actions. This, in turn, will lead to positive results.

The science behind positive thinking is called “self-fulfilling prophecies”. This is the idea that our expectations about a situation can influence the outcome. For example, if we expect to fail, we are more likely to give up before we even start. On the other hand, if we expect to succeed, we are more likely to persevere in the face of difficulties.

Self-fulfilling prophecies are a powerful force in our lives. They can shape our reality and determine our success or failure. You may be surprised to know that you’ve probably experienced self-fulfilling prophecies many times in your life.

One well-known example of the power of self-fulfilling prophecies is the Pygmalion Effect. This effect is named after a Greek myth in which a sculptor falls in love with a statue he has created.

In the Pygmalion Effect, people’s expectations about a situation can influence the outcome. For example, if you expect someone to be successful, you may treat them differently than if you expect them to fail. This different treatment can then lead to the person becoming successful.

The Pygmalion Effect has been studied extensively in the field of education. Teachers’ expectations about their students have been shown to impact students’ achievement. In one famous study, teachers were told that some of their students would be “intellectual bloomers” and would show significant increases in IQ over the course of the year.

Sure enough, at the end of the year, the students who were expected to bloom showed significant increases in IQ. This finding demonstrates the power of positive thinking and self-fulfilling prophecies.

The Power Of Positive Thinking

Studies have shown that people who think positively experience more happiness and satisfaction in life. They are also more likely to achieve their goals and enjoy better health. There are many benefits of positive thinking , including:

Increased Resilience. Positive thinkers are more resilient and adaptable than those who think negatively. They are better able to cope with stress and setbacks because they believe that they can overcome any obstacle.

Improved Physical Health. Positive thinking has been linked to better health. It can boost the immune system, reduce stress levels, and increase longevity.

Better Mental Health. Positive thinking can improve your mental health and well-being. It can reduce anxiety and depression, increase happiness, and help you to cope with stress.

Improved Relationships. Positive thinking can improve your relationships with the people around you. Optimistic people are more likely to have fulfilling and satisfying relationships.

Better Job Performance . Positive thinking can improve your job performance. optimistic employees are more productive, take less time off, and are more successful in their careers.

Improved Academic Performance. Positive thinking can improve your academic performance. Students who think positively are more likely to get good grades and achieve their educational goals.

How To Cultivate A Positive Mindset

If you’re not used to thinking positively, it can feel unnatural or even difficult at first. However, with a little practice, it will become easier. Here are some tips to get you started:

Be Mindful Of Your Thoughts. Pay attention to your inner dialogue and the way you talk to yourself. If you catch yourself thinking negative thoughts, stop and reframe them into something more positive.

Practice Gratitude. When you start your day, take a moment to think of things you are grateful for. This will help set the tone for the day and remind you of the good in your life.

Set Realistic Goals. It’s important to have goals, but it’s just as important to make sure they are realistic. If your goals are too high, you may feel discouraged when you don’t reach them. Start small and build on your successes.

Be Accepting Of Yourself . One of the most important things you can do is to learn to accept yourself, flaws and all. We all make mistakes and we all have areas we can improve. Give yourself some grace and focus on the positive.

Be Positive About Change. Change can be difficult, but it can also be good. Embrace new experiences and challenges with a positive attitude and an open mind.

Surround Yourself With Positive People. The people you spend time with can have a lasting impact on your life. Choose to spend time with people who are positive and who will support your journey to a more positive life.

Use Affirmations. Affirmations are positive statements that can help to change your mindset. For example, you might say to yourself, “I am worthy of love and happiness,” or “I am capable of achieving my goals.”

Practice Visualization. Visualization is a powerful tool that can help you achieve your goals. See yourself achieving your dreams and living the life you want. Believe that it is possible and take action towards making it a reality.

Practicing positive thinking can lead to a more fulfilling and happier life. It takes time and effort, but it is worth it. Start making positive thinking a part of your daily routine and see how it can change your life for the better.

Related: Advantages of Positive Thinking

Maintaining A Positive Attitude In Difficult Times

“Change Your Thoughts And You Change Your World.” – norman vincent peale –

When you’re going through tough times, it’s difficult to maintain a positive attitude. Sometimes, it may feel as though the world is against you. You may even feel as though you’re being punished or that you don’t deserve happiness.

It’s important to remember that these negative thoughts are simply your mind trying to protect you from pain. However, they are not based on reality. The truth is, you deserve to be happy, and you can weather through difficulties.

Here are some tips for staying positive when things are tough:

Acknowledge Your Feelings . It’s okay to feel sad, angry, or scared. These are all normal human emotions. Don’t try to bottle them up. Acknowledge your feelings and give yourself permission to feel them. Journaling is an excellent way to recognize and process your feelings.

Find Things To Be Thankful For. Even in the darkest of times, there are always things to be grateful for. It could be something as simple as a sunny day or a warm bed to sleep in. When you look for things to be thankful for, you’ll find that they are all around you.

Practice Self-Care. When you’re going through tough times, it’s important to take care of yourself. This includes both your physical and your mental health. Make sure you are eating healthy , getting an adequate amount of sleep, and exercising regularly. You might also want to consider talking to a therapist if needed.

Connect With Others. When you’re feeling down, reach out to your family and friends. They can provide support and understanding. Sometimes just talking to someone who cares can make all the difference.

Help Others. When you’re struggling, it’s helpful to focus on someone else. It could be as simple as lending a listening ear to a friend or volunteering your time to a worthy cause. Helping others will remind you of the good in the world and it will make you feel good, too.

Find Your Passion . When you’re going through tough times, it’s helpful to find something that brings you joy. It could be a hobby, a sport, or anything else that you’re passionate about. Doing something you love will help you remember that life is still good.

No matter what you’re going through, it’s important to remember that tough times don’t last forever. With time and effort, things will get better. Just hang in there and stay positive.

A Final Case For Positive Thinking

Here’s one last resource for you to consider with regards to positive thinking and success. The video below is from Brian Tracy, who is the author of the worldwide best-selling book, the ‘Psychology of Achievement’ and 70 other books on success. He’s also the Chairman and CEO of Brian Tracy International, a company that specializes in helping people achieve more success in their careers, business, and in life.

With that said, the video is worth giving at least a few minutes of your time, as it does a wonderful job explaining the power of positive thinking. So, give it a look as it makes a really strong case for thinking positively. Enjoy:

Video Credit: Brian Tracy ( Subscribe Here )

The Importance Of Positive Thinking

Positive thinking is an incredibly powerful tool that can help you improve your life in many ways. It is important to be mindful of your thoughts and surround yourself with positive people. With a little practice, positive thinking can become a part of your daily routine and lead to a more fulfilling life.

It is important to exercise patience. It takes time to change your thinking patterns and develop a more positive outlook on life. So, be patient with yourself and don’t expect overnight results. Just keep working towards your goals and you will see progress in time.

The power of positive thinking is a well-known concept, but it’s one that we often forget. Life can be tough and it’s easy to get caught up in all the negative things that are happening. However, if we take a step back and focus on the positive, not only can we start to make a difference, but we can find more success too.

PS – If you enjoyed this article on the power of positive thinking, then you’ll love these success mindset quotes to help you improve your thinking.

10+ BEST BUSINESS AUDIOBOOKS TO FIND NEXT LEVEL SUCCESS

In a business world that is highly crowded and competitive, it takes a lot of time and energy to remain relevant and valuable to the marketplace. Every start-up, business owner, and entrepreneurial minded manager struggles to find the time to improve themselves, let alone stay abreast of the fresh perspectives found in the sea of self-help and business books that exist. The good news is, the growing availability of business audiobooks makes the development we all need to stay competitive, possible.

Audiobooks are truly a boon for anyone seeking a greater edge in their business or career, but that’s pressed for time. So, if you find that you’re the type of person who has been unable to take their career or business to the next level, simply because you don’t have the time to sit and read, well, audiobooks are the solution.

Audiobooks are a fantastic way to absorb the information from books while going about your daily life.  Whether you put one on during your commute or listen while your at the gym, they offer you a way to learn during times you normally couldn’t. With that said, here’s a handful of some of the best business audiobooks that you can begin listening to today to help you find that next level success in business and in life:

BEST BUSINESS AUDIOBOOKS

Note:  We’re reader-supported. When you buy through links on our site, we may earn an affiliate commission.

1. ‘How to Win Friends and Influence People’ by Dale Carnegie

This is pretty much the first book most of us turn to, the first we recommend to our friends and the one most often given as a gift.  It’s the most famous books in the realm of business books but that’s for a very good reason. 

This guide of how to look at situations and make yourself influential and likeable is not what you think.  It is surprisingly more about how to be genuine by not faking it.

How to Win Friends and Influence People is an ideal audiobook for business gurus who want to sell their expertise the right way.

2. ‘Ego is the Enemy’ by Ryan Holiday

Success is a fickle thing and if you let your ego win then you may find it’s destroyed you and your business.  But, according to Ryan Holiday (who also authored the NYT best seller The Obstacle Is The Way ), you can take back your business expertise by taking control of your ego. That’s where the “Ego is the Enemy” audiobook comes in handy.

This audiobook discusses some stories of people who fell victim to their egos and the way it has affected them.  It’s a great listen to stop yourself from sabotaging your profession.

3. ‘Start With Why’ by Simon Sinek

This audiobook challenges listeners to think about the “Why” in their business practices. It’s a secret technique that many natural-born leaders know. When the “Why” is addressed in one’s business venture, then that “Why” becomes the solution to business success.

Simon Sinek explains why certain people are able to see the “Why” in their work, while others don’t see it right away. So, if a business leader doesn’t see the “Why” in their work, then their leadership will fall flat. Sinek will explore this idea with his own experiences in his work and passions in the business world.

4. ‘Unbroken’ by Laura Hillenbrand

This one isn’t necessarily a business book and is pretty heavy but will give you that drive to face the challenges ahead of you. 

It discusses the story of Louis Zamperini who was a POW in the second world war after his plane crashed in the Pacific leaving him drifting on a raft for 47 days. It follows his experiences transferring from prison camp to prison camp in Japan.

5. ‘The 4 Disciplines Of Execution’ by Sean Covey, Chris McChesney, and Jim Huling

If you haven’t heard of the term “4DX,” then allow the likes of Sean Covey, Chris McChesney, and Jim Huling to explain what that is. Essentially, that is the abbreviation for “The 4 Disciplines of Execution.”

This audiobook is the perfect way for business leaders to make projects get off the ground – from the brainstorming sessions to the planning stage to the team executing that brilliant idea. This idea of the 4DX consists of four disciplines that are both practical and timeless. As you listen to this immersive, conference-like discussion, you’ll get plenty of advice on how to lead your business team with an effective plan.

6. ‘The 4-Hour Workweek’ by Timothy Ferriss

Although it’s not about magically turning your workweek into four hours of effort, this audiobook suggests a different approach. Rather than find that burnout cure through reduced work hours, it suggests how working smarter is a better choice. 

This audiobook gives some great tips you can implement in your work. It’s a good introduction to finding that work-life balance.

7. ‘The Power Of Habit’ by Charles Duhigg

Making or breaking a habit is a familiar notion in Charles Duhigg’s The Power of Habit . If you’re tired of your usual business habits, or want to spice up said habits, then this audiobook is for you.

This audiobook describes how the 30-day monotony can take a toll on businesspeople, including leaders. So, what makes these habits stick in the first place? Duhigg suggests three key elements—the cue, the routine, and the reward. He demonstrates these elements through examples and anecdotes. It’s through these examples and anecdotes that listeners can learn how to develop healthier habits in their business endeavors.

8. ‘The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change’ by Stephen R. Covey

The guidebook of how to build your character and get as much out of your day as possible. It can feel a slog at times but is well worth the time listening.  This book is all about the big picture and looking to prioritize your to-do list to make you more efficient. 

Its 336 pages are full of information to help you. And, it includes practical systems that you can implement into your daily life.

9. ‘The Monk Who Sold His Ferrari’ by Rob S. Sharma

A very entertaining book to listen to, this is mostly targeted at entrepreneurs and artists, but definitely gives lessons everyone can take something from.  It’s all about looking at what matters, taking responsibility for yourself, and knowing when it’s time to gracefully bow out.

However, the audiobook also understands when it’s time for a businessperson to double down and fight. In other words, Sharma understands that not all business ventures will be smooth-sailing. He suggests that the love for the job is what matters. It’s like the old saying, “If you love what you do, you’ll never work a day in your life.”

10. ‘Lean In: Women, Work, And The Will To Lead’ by Sheryl Sandberg

Celebrated TED Talk speaker and businesswoman Sheryl Sandberg isn’t afraid to share her experiences in the business world in her audiobook. The bulk of her audiobook exposes the concerns with women’s gradual but noticeable progress in business.

Sandberg not only shares from her own experiences, but also adds a bit of humor in her narrative. In addition to her assertive and casual demeanor, her book is all about tough love and understanding, since those qualities make up the recipe for success for women’s success in the business world, thus crushing the outdated, stereotypical women-stay-at-home myth.

11. ‘Lean Startup’ by Eric Ries

If you’re seeking insights on how to create a radically successful business without breaking the bank or spending endless hours developing something no one wants, then this audiobook is a must-read.

Ries provides an often overlooked approach to launching products or services without overinvesting time and money. His advice is critical for Cash strapped entrepreneurs who aim to preserve their capital and avoid business failure.

This business audio book is perfect for any entrepreneur who is thinking about launching their own startup business. If you’ve never read the book or listened to it in audio, it’s worth giving it a go.

12. ‘Your Next Five Moves: Master The Art of Business Strategy By Patrick Bet-David

‘Your Next Five Moves’ is one of the best-selling business books that is brought to you by the highly successful business mogul and growing media personality, Patrick Bet-David.

Patrick, or PBD as many have come to call him, is a nonsense thinker who cuts through what causes most people to fail in business, by offering up his shrewd business sense and practical ideas.

PBD does tell his readers what to think, but he does provide a solid framework that can help any entrepreneur or business professional better navigate the perils of modern business. If you’re looking to become a leader in your business who consistently achieves long-term success, then this is a must-read book.

Bonus Business Audiobook: ‘Mastery’ by Robert Greene

Finally, Robert Greene has a great audiobook for businesspeople everywhere. Greene will show you how to “master” the art of being a guru at anything you set your mind to, especially business.

If you’re looking to take more control of your life or business and begin shaping it into the master piece that it can be, then you’ll love this book. The work and research he puts into his every book is second to none, and in this particular book Greene pieces together the secrets of what it takes to become a Master. So, if you’re looking for some serious insights on how to become the master of your business, this book is a must read.

Wrapping Up

There are so many additional business audiobooks out there for you to choose from. This selection is just a starter list to help you learn a handful of new and unique ideas to improve yourself, your mindset, and eventually your success in business.

Of course, it’s important to branch out beyond the typical “business” genres as you search out other audiobooks that can truly help you grow . 

100+ STEPHEN COVEY QUOTES THAT COULD CHANGE YOUR LIFE

Stephen Covey was an American educator, businessman, and author of the National Bestselling book  The Seven Habits of Highly Effective People . He also authored many other popular books related to personal growth and striving for personal greatness. In short, he’s inspired countless people all over the world with his words of wisdom, and we aim to perpetuate that wisdom by publishing these handful of Stephen Covey quotes.

His almost sage-like advice has been used by so many people to improve their lives, and we hope you’ll be able to use some of his words to help you change yours. With that being said, if you’re ready for some of words that could quit literally change your life, let’s dive into some of these inspiring Stephen Covey quotes.

STEPHEN COVEY QUOTES FOR PERSONAL CHANGE

1. “ Sow a thought , reap an action; sow an action, reap a habit; sow a habit, reap a character, sow a character, reap a destiny.” – Stephen R. Covey

2. “But until a person can say deeply and honestly, “I am what I am today because of the choices I made yesterday,” that person cannot say, “I choose otherwise.” – Stephen R. Covey

3. “To achieve goals you’ve never achieved before, you need to start doing things you’ve never done before.” – Stephen R. Covey

4. “If we keep doing what we’re doing, we’re going to keep getting what we’re getting.” – Stephen R. Covey

5. “Most of us spend too much time on what is urgent and not enough time on what is important.” – Stephen R. Covey

6. “Effective people are not problem-minded; they’re opportunity-minded. They feed opportunities and starve problems.” – Stephen R. Covey

7. “Most people do not listen with the intent to understand; they listen with the intent to reply.” – Stephen R. Covey

8. “Treat a man as he is and he will remain as he is. Treat a man as he can and should be and he will become as he can and should be.” – Stephen R. Covey

9. “Start with the end in mind.” – Stephen R. Covey

10. “The way we see the problem is the problem.” – Stephen R. Covey

11. “Make time for planning; ware are won in the general’s tent.” – Stephen R. Covey

12. “Trust is the glue of life. It’s the most essential ingredient in effective communication. It’s the foundational principle that holds all relationships.” – Stephen R. Covey

13. “To change ourselves effectively, we first had to change our perceptions.” – Stephen R. Covey

14. “I am not a product of my circumstances. I am a product of my decisions.” – Stephen R. Covey

15. “We see the world, not as it is, but as we are──or, as we are conditioned to see it.” – Stephen R. Covey

16. “Strength lies in differences, not in similarities.” – Stephen R. Covey

17. “Leadership is communicating people’s worth and potential so clearly that they come to see it themselves.” – Stephen R. Covey

18. “Two people can see the same thing, disagree, and yet both be right. It’s not logical; it’s psychological.” – Stephen R. Covey

19. “At some time in your life, you probably had someone believe in you when you didn’t believe in yourself.” – Stephen R. Covey

20. “The key is not to prioritize what’s on your schedule, but to schedule your priorities.” – Stephen R. Covey

21. “You have to decide what your highest priorities are and have the courage —pleasantly, smilingly, non-apologetically, to say “no” to other things. And the way you do that is by having a bigger “yes” burning inside. The enemy of the “best” is often the “good.” – Stephen R. Covey

22. “To touch the soul of another human being is to walk on holy ground.” – Stephen R. Covey

23. “If I really want to improve my situation, I can work on the one thing over which I have control – myself.” – Stephen R. Covey

24. “Be a light, not a judge. Be a model, not a critic” – Stephen R. Covey

25. “Highly effective people tend to be proactive. They decide to find a better job or to have better health, rather than responding to whatever curves life throws at them.” – Stephen R. Covey

26. “Happiness, like unhappiness, is a proactive choice.” – Stephen R. Covey

27. “My paradigm shifted. Suddenly I saw things differently, and because I saw differently, I thought differently, I felt differently, I behaved differently.” – Stephen R. Covey

28. “Live out of your imagination, not your history.” – Stephen R. Covey

29. “When you make a mistake, admit it, correct it, and learn from it — immediately.” – Stephen R. Covey

30. “You can’t change the fruit without changing the root.” – Stephen R. Covey

31. “The only thing that endures over time is the “Law Of The Farm”. You must prepare the ground, plant the seed, cultivate, and water if you expect to reap the harvest.” – Stephen R. Covey

32. “There are three constants in life…change, choice, and principles.” – Stephen R. Covey

33. “What you do has greater impact than what you say.” – Stephen R. Covey

34. “Setbacks are inevitable; misery is a choice.” – Stephen R. Covey

35. “Leadership is a choice, not a position.” – Stephen R. Covey

36. “If you want to be trusted, be trustworthy.” – Stephen R. Covey

37. “The power to keep commitments to ourselves is the essence of developing the basic habits of effectiveness.” – Stephen R. Covey

38. “I use the word effectiveness to get away from the word of success, because it tends to connote only getting desired results. But, you have to constantly nurture the assets that produce those desired results.” – Stephen R. Covey

39. “It’s the nature of reactive people to absolve themselves of responsibility.” – Stephen R. Covey

40. “Leaders are not born or made, they are self-made .” – Stephen R. Covey

41. “Management is efficiency in climbing the ladder of success; leadership determines whether the ladder is leaning against the right wall.” – Stephen R. Covey

42. “Synergy is better than my way or your way. It’s our way.” – Stephen Covey Quote

Halfway There

You’ve made it to the halfway point, great job! Here are a few fun facts to ponder if you’re looking for a little break….

Fun Fact: Stephen Covey was once named by Time magazine as one of the top 25 most influential people.

Fun Fact: Corporations would pay Stephen Covey’s business over $500 million per year to have him teach and train their staff the reinvention/leadership strategies found in his book The 7 Habits of Highly Effective People .

Fun Fact: Stephen Covey is the father of the following 7 Habits…..

Habit 1: Be Proactive Habit 2: Begin with the End in Mind Habit 3: Put First Things First Habit 4: Think Win/Win Habit 5: Seek First to Understand, Then to Be Understood Habit 6: Synergize Habit 7: Sharpen the Saw

Alright, let’s get back to these inspiring Stephen Covey quotes shall we?

Related: Best Self-Growth Quotes

43. “If you want small changes in your life, work on your attitude. But if you want big and primary changes, work on your paradigm.” – Stephen R. Covey

44. “Each of us guards a gate of change that can be opened only from the inside.” – Stephen R. Covey

45. “You can retire from a job, but don’t ever retire from making extremely meaningful contributions in life.” – Stephen R. Covey

46. “The roots of the problems we face in the world, in our national life, and in our family and personal lives are spiritual.” – Stephen R. Covey

47. The key is taking responsibility and initiative, deciding what your life is about and prioritizing your life around the most important things.” – Stephen R. Covey

48. “Goals are pure fantasy unless you have a specific plan to achieve them.” – Stephen R. Covey

49. “Every time you think the problem is ‘out there’, that very thought is the problem.” – Stephen R. Covey

50. “Life is not accumulation, it is about contribution.” – Stephen R. Covey

51. “Employers and business leaders need people who can think for themselves — who can take initiative and be the solution to problems.” – Stephen R. Covey

52. “The main thing is to keep the main thing the main thing.” – Stephen R. Covey

53. “Your most important work is always ahead of you, never behind you.” – Stephen R. Covey

54. “Treat your employees exactly as you want them to treat your best customers.” – Stephen R. Covey

55. “Motivation is a fire from within. If someone tries to light that fire under you, chances are it will burn very briefly.” – Stephen R. Covey

56. “Be a light, not a judge. Be a model, not a critic.” – Stephen R. Covey

57. “Be a part of the solution, not part of the problem.” – Stephen R. Covey

58. “Proactive people carry their own weather with them.” – Stephen R. Covey

59. “Accountability breeds response-ability.” – Stephen R. Covey

60. “ Live your life by a compass, not a clock.” – Stephen R. Covey

61. “Deep within each of us is an inner longing to live a life of greatness and contribution – to really matter, to really make a difference. We can consciously decide to leave behind a life of mediocrity and to life a life of greatness – at home, at work, and in the community.” – Stephen R. Covey

62. “There’s no better way to inform and expand your mind on a regular basis than to get into the habit of reading good literature.” – Stephen R. Covey

63. “Being influenceable is the key to influencing others.” – Stephen R. Covey

64 . “Most arguments are not really disagreements but are rather little ego battles and misunderstandings.” – Stephen R. Covey

65. “We live in a shortcut world. Can you imagine a farmer “cramming” in the fall to bring forth the harvest, as students have done, and still do, to pass examinations? Can you imagine a mile runner “pretending” speed and endurance, or a concert pianist “putting on the appearance” of skill and proficiency?” – Stephen R. Covey

66. “Admission of ignorance is often the first step in our education.” – Stephen R. Covey

67. “Most meetings are a waste of time, because they are so ill-prepared and there’s so little opportunity for true synergy in producing better results.” – Stephen R. Covey

69. “Our most important financial asset is our own capacity to earn.” – Stephen R. Covey

68. “We are not animals. So, we are not a product of what has happened to us in our past. We have the power of choice.” – Stephen R. Covey

70. “To know and no to do is really not to know.” – Stephen R. Covey

71. “The space between stimulus and response, is the freedom to choose your response.” – Stephen R. Covey

72. “You cannot hold people responsible for results if you supervise their methods.” – Stephen R. Covey

73. “I believe conflicting or diverse viewpoints are a gift.” – Stephen R. Covey

74. “Win/Lose poisons the mind.” – Stephen R. Covey

75. “People deep into their souls know principles that are universal, timeless, and self-evident.” – Stephen R. Covey

76. “You cannot think independently in an interdependent world.” – Stephen R. Covey

77. “Don’t waste time on things that are urgent but not important.” – Stephen R. Covey

78. “Write a personal mission statement and live by it, so that your life is a function of your values, not a function of your environment.” – Stephen R. Covey

79. “It isn’t the poisonous snake that bites you that does the serious harm, it’s chasing that sucker that drives the poison into the heart.” – Stephen R. Covey

80. “Leadership is a choice.” – Stephen R. Covey

81. “I wouldn’t do work that does not add value, even if you make money. I would do work which significantly adds value to society.” – Stephen R. Covey

82. “Most meetings don’t need to take place.” – Stephen R. Covey

83. “I have no desire at all to retire, I never will. I am convinced that you should waste and wear out your life trying to make a contribution.” – Stephen R. Covey

84. “The greatest contribution I want to make frankly is to strengthen the families. To me that’s more important than any other organization there is.” – Stephen R. Covey

85. “Where you are headed is more important than how fast you are going.” – Stephen R. Covey

86. “You’ve got to develop the moral authority that your life is not a function of your moods, it’s a function of your values.” – Stephen R. Covey

87. “Trust is the highest form of human motivation. It brings out the very best in people.” Stephen R. Covey

88. “Don’t get seduced by money and by material things. It may be good to a degree, but in the long run what matters is the quality of the relationships with people, the quality of your character, and the quality of the contribution you make.” – Stephen R. Covey

89. “There’s four basic needs in all of us; to live, to love, to learn, to leave a legacy.” – Stephen R. Covey

90. “You’re a product of your own choices.” – Stephen R. Covey

91. “That which you resist persists.” – Stephen R. Covey

92. “People simple feel better about themselves when they’re good at something.” – Stephen R. Covey

93. “When we defend those who are absent, you retain the trust of those present.” – Stephen R. Covey

94. “Paradigms are powerful because they create the lens through which we see the world.” – Stephen R. Covey

95. “Effective leadership is putting first things first. Effective management is discipline, carrying it out.” – Stephen R. Covey

96. “Make sure that as you scramble up the ladder of success, it is leaning against the right building.” – Stephen R. Covey

97. “The win-win mentality is fundamental not just to business but to all of life’s relationships. it’s the ticket to entry into any human being’s heart.” – Stephen R. Covey

98. “People are working harder than ever, but because they lack clarity and vision, they aren’t getting very far. They, in essence, are pushing a rope… with all of their might.” – Stephen Covey

99. “Our greatest joy and our greatest pain come in our relationships with others.” – Stephen R. Covey

100. “The key to success is dedication to life-long learning.” – Stephen R. Covey

Bonus Stephen Covey Quote

Bonus: Here’s one last and final quote from our collection of Stephen Covey quotes. It’s one of our favorites, which is why we’ve decided to highlight it here. They’re certainly great words to live by. Enjoy!

“Everyone Chooses One Or Two Roads In Life – The Old And The Young, The Rich And The Poor, Men And Women Alike. One Is The Broad, Well-traveled Road To Mediocrity , The Other The Road To Greatness And Meaning.” – stephen covey –

Final Thoughts

There you have it, the best of the best Stephen Covey quotes that could help you change your life. If you’ve yet to read his best-selling book, The 7 Habits of Highly Effective People, we highly recommend it.

With that being said, if you enjoyed this page, please share it and bookmark it. And we hope you’ll leverage Stephen Covey’s wise words to reinvent yourself, find more success, and create the results you desire most from life.

BEST UPSKILLING PLATFORMS TO HELP YOU INCREASE YOUR SALARY

If you’re looking for a way to increase your salary, get a raise, or get that promotion you’ve been eyeing, then upskilling should be on your radar. If it is, then this page is for you, as it covers the best upskilling platforms that can level up your earning power. Choosing the right one is crucial to maximizing your time and money, which is why’ve created this guide that ranks and reviews the best upskilling platforms for you.

for beginners + affordable.

hiqh quality + well respected.

for working professionals.

We’re reader supported. When you buy through links on our site, we may earn an affiliate commission.

In this guide, we rank and review the 3 best upskilling platforms . Certainly, there are many additional platforms to consider; however, per our research, these are the best of the best.

We may add more to the list at a later date; but we wanted to save you time so that you can pick the best one for yourself, start upskilling.

That said, if you’re ready to learn more about the best upskilling platforms that will actually help you increase your income, let’s get started:

BEST UPSKILLING PLATFORMS

1. Coursera

Coursera is our top pick when it comes to upskilling platforms. One of the reasons we love their platform so much is because of the variety of courses they offer (over 5,800).

Another reason we love them is because of the learn for free option . With Coursera, you can take almost any course they offer for free.

Of course, there is a catch. If you go the free route, you get the skills but not the credentials.

So, you only have to pay if you want the certification or grading that comes with the program. The great news is the program is extremely affordable.

Coursera Pricing:

Speaking of affordability, let’s talk about Coursera’s pricing. They offer their students guided projects, which start at around $9.99.

Coursera also offers professional certificates which start at roughly $39.99 per month . If you plan to use their site heavily, you can opt for an entire year’s worth of courses for approximately $399 , which is roughly $81 dollars cheaper if you used them for a whole year on their monthly plan.

One last thing on pricing is that they even offer degrees, which start at $9,000 .

Here’s What People Are Saying About Coursera:

• “I have nothing but good things to say about my experience with Coursera. I have loved the learning I have been able to do and look forward to taking many more classes with them.” – Denise
• “Coursera is the best learning platform that offers high-quality courses. There are no deadlines or restrictions to finish the studies. You can learn from anywhere, at any time, on any device. We can access multiple courses at a time. We can catch up on material at our convenience.” – Nalli N.
• “I have been using coursera to learn R and data analysis skills. This has proven so helpful in learning this through step by step instructions and has given me some certificates that make strong additions to a resume.” – Andrew J.

Key Features:

Some of the key features I liked best about Coursera, is that they offer such a vast array of high demand skills to choose from. They offer data analytics, digital marketing, project management, cyber security, you name it.

Another key feature was that fact that they had partnerships with major Universities. This added credibility to their programs, and it instilled confidence that what I was learning was useful.

Currently, Coursera partners with over 300 different universities and companies, to create the high-quality courses they offers. Here’s a small sample, but it’s just the tip of the iceberg:

Overall Feeling:

Overall, I recommend the Coursera platform as my #1 choice for upskilling platforms. It’s affordable, credible, and can be done at your own pace.

I also love the fact that if you finish your courses early, you can actually save money when using the monthly plans.

Hands down, this platform can help you learn key skills that employers want. And it can help you gain the certifications and technical know-how to level up your income and salary.

Udacity is a powerhouse when it comes to digital upskilling. They started out as a company that offered free AI classes back in 2011 via Sandford University.

The demand for their courses grew so fast, that they decided to pivot and create a platform that offered their transformative education to more people. Now, they’re a leader in the creation of job-ready digital skills that empower people all over the world.

Udacity Pricing:

Udacity offers a handful of programs to students free of charge. And they are high quality programs too.

But they also offer some high-powered courses and certification programs. Their flagship certifications are known as nanodegrees.

You can pay monthly as you move through their courses at your own pace for $399 per month .

Or you can opt to purchase three month’s worth of access to their platform for $1,017 . Why three months? Because that’s how long it typically takes to complete their programs.

That said, some of their more advanced programs, like Data Science or Machine Learning offer 4 and 5 month packages, and charge $1,356 and $1,695 , respectively.

Here’s What People Are Saying About Udacity:

• “Excellent Program! I was a bit hesitant in enrolling at first but I’m glad I did it. The content is well structured and the pace at which you take in new information is just right.” – Tamim N.
• “Excellent program so far. The exercise notebooks were good and demanding enough to require the learner to really internalize new concepts and look things up on their own as they would on the job.” – Tom
• “I am super satisfied with the program. The schedule is totally relatable and realistic, and the videos are well balanced between explaining what is necessary and not making it too basic.” – Elisa

Udacity offers up courses that provide its users with knowledge that is highly relevant in the marketplace. In fact, most of their programs strive to provide its students with the skills needed to achieve $100K+ tech careers . On top of that, their aim is to do it in as little as 3 months.

Another great feature of Udacity is that their programs are co-created with some of the world’s most innovative companies. This gives every graduate of their program a real advantage in the marketplace.

One last great feature is their mentorship program. Udacity provides 24/7 access to mentors who are typically on standby to help you with your work, should you get stuck.

Udacity is a legit upskilling platform. It’s not a program for the uninitiated. It’s for serious seekers of knowledge, and money-making skills.

As such, my overall assessment of Udacity is high. The only reason I’d recommend Coursera over this program is because of the price point.

However, if you’re seeking to jump into a completely new career in the shortest amount of time possible, then this program is preferable. It’s also preferable if you’re looking to grow any ai, deep learning, or programming-related skillset rapidly.

That said, Udacity is worth trying out.

EdX has been around since 2012. It was founded by scientists from MIT and Harvard as an experiment to provide every single person the opportunity to acquire the world’s best education.

The organization’s aim these days is to transform ambition into impact by connect millions of people with affordable, career relevant opportunities.

EdX offers over 4,200 online courses, 300+ programs, and partners with educational heavyweights like Harvard, MIT, Boston University. They also partner with corporate heavyweights like Google, IBM, and Meta.

That said, edX is for serious learners who are looking to gain verifiable certifications, or have their courses count towards credit at more formal educational institutions like college or universities.

EdX Pricing:

Again, edX offers some serious educational and upskilling options. You can get a master’s degree through them with a starting point of around $10K , that can dip into the mid $20K range.

They also offer micromaster’s programs which are around $600 to $1500 .

Then they have microbachelor’s programs which similarly priced to the micromaster’s program.

As mentioned earlier, edX also offers certification programs. And their price point starts as low as $150 , but can get up into the $1000’s depending on the program.

If you’re looking for college credit, they offer a program called the Global Freshman Academey which charges around $200 per credit.

Here’s What People Are Saying About EdX:

• “Honestly edX is my favourite site to do these courses. The fee you pay for the certificates if you go that route are indefinite, so you can do the course as you please. Other sites you would have to pay monthly and depending if you don’t complete within the month you’ll only pay more. So, price wise really good.” – edX Learner
• “I have been a student since the early days of edX. I have learned so much from high-quality courses delivered on the edX platform, taught by top-notch universities and industry partners all over the world. In the COVID19 #stayhome season, edX gave more learning opportunities. I cannot recommend edX enough!” – David
• “The MIT courses were excellent. The same content as the university but broken into digestible chunks with concept checks along the way. I found the deadlines challenging but not overwhelming. Also, so much more convenient than commuting to a campus.” – edX Learner

EdX is easy to use, convenient, available on all platforms, and provides employer-recognized certifications. They also offer many free courses if you want to brush up on any subjects or skillsets that will help you be more valuable at work.

This upskilling platform does lean more towards higher education than the other programs; however, if you’re considering going back to school anyway, this platform makes sense to jump onto.

Here are just a handful of their high-caliber educational partners:

Overall, you can’t go wrong with using edX, especially if you have goals to acquire a credential in the form of a degree. They’re affordable, well-known, a provide solid career-based courses, certifications, and degrees that can help you move up in the world.

That said, navigating through the portal and through your courses can seem “clunky” at times. Some students have also mentioned that their experience was slightly complicated.

All in all, however, they are worth giving a try, especially since they offer a 14 day free trial.

Upskilling Runners-Up

Here are some runners-up worthy of your consideration as-well. They are not our top three, but they are still solid upskilling platforms that you can leverage to level-up your skillsets.

One platform I want to call out about his list is SkillShare. They are geared towards improving your creative/design skills. So, if that’s a skill you want to improve upon, they are certainly worth looking into.

• SkillShare (get a free month)
• Grow With Google

If you’re serious about changing your life, or improving your financial situation, then it is imperative that you focus on upskilling. The only way an employer is going to pay you more money is if you put in more time with the company (which is slow upskilling), or you bring more to the table skill-wise by learning new skills.

When choosing a platform, consider the exact features you need, what your budget can handle, and what your overall end goal is before making your final decision.

“Your Success Will Always Be Measured By The Quality And Quantity Of Service You Render.” – – Earl Nightingale –

That said, the platforms outlined here are some of the best. They are all relatively affordable, provide high quality learning, and offer certifications that most employers acknowledge and respect.

If you’re ready to increase your skills and potentially your salary, give one of these upskilling platforms a try.

Till you reach your aims,

HOW TO STOP MAKING EXCUSES

We all make excuses from time to time. Some people make a whole lot of excuses, while others make little to none. And if you’ve found yourself hopping from one excuse to another more often than you’d like, then this article on how to stop making excuses is for you.

With that being said, if you’re ready to find out how it’s possible to make excuse-making a thing of the past, let’s dive in to find out.

Do you find yourself saying No to your goals more often than you say Yes? Do you find that when you do follow through with something, you have to continuously make excuses as to why it took so long?

While excuses may seem harmless at first, they only hold you back from achieving your goals and dreams.

The sooner you eliminate them from your life, the sooner you can become the person that accomplishes everything they want in life.

I have good news and bad news… there comes a time in your life when you feel the need to make a shift from making excuses to taking responsibility. And it is never too late to make a change for the better!

Whatever age or phase of your life you may be in, when you stop making excuses, you start to grow exponentially as a person. You start to move from being reactive (nothing is happening in my life) to being proactive (I am capable and responsible to improve this thing in my life).

Yet, beware! Going from making excuses to taking responsibility is not automatic; baby steps & careful effort will get you there. Here are the fundamental tools that will help you change your life with this transition:

To Stop Making Excuses, Dive Deeper

Have you ever wondered why people make excuses? Is it entirely because everyone is too lazy or too irresponsible? Maybe! But here’s the catch: Often, making excuses is a superficial reaction to something deeper that is going on inside us.

We are complex beings and sometimes we hide a lot of our emotions, such as fear, anger, guilt, or stress, under the surface.

Figure out why you’re making an excuse. Write it down. See what you need to process that emotion in a healthy way.

Part of what allows us to make so many excuses is that we don’t always realize how much we use them. Think about your day and note five common reasons you didn’t complete a task or reach a goal. 

When you do it, you might notice something like you can’t work out today because you only had an hour, you didn’t go grocery shopping because you didn’t feel like it, or you couldn’t clean your house yesterday because your sister needed help with her homework. 

You can probably identify your own specific types of excuses after doing something similar for yourself.

By cutting out common excuses —I am too busy, I don’t have enough money, I deserve a break—we give ourselves permission to get things done. 

By setting new boundaries—I will work out at 6 p.m., If I get paid tomorrow then I am allowed to go buy groceries on Sunday morning—we demonstrate our commitment to being successful. 

Sometimes all it takes is recognizing that, instead of being too tired to exercise, maybe you are just not in a hurry right now. Recognizing these patterns in your behavior helps cut through the confusion and allows you to refocus your energy on getting things done right away.

Decide Where You Want to Go

Start with a problem that you want to solve or a goal that you want to achieve. Then ask yourself what you need in order to get there—goals, tools, skills?

Don’t hesitate to do a little research on how to set clear goals. Once you’ve done your research, get to work on making them happen. 

Break down your long-term objective into smaller steps and use your milestones as motivation along the way. You might find it helpful to keep a journal or start a milestone checklist of things you’ve accomplished so far and check off each item when it’s done. 

Celebrate your successes no matter how small!

Related: Lame Excuses That Kill Success

To Stop Making Excuses Take Action

Are you someone who finds yourself making excuses very frequently about something? Here’s a powerful way to stop doing that: Take action, and it doesn’t matter how small the action is.  

When you take that first step, that will help you stop making excuses. Small action steps on a daily basis are an effective way to eliminate those excuses.

Need to write something? Open the document or your notebook and write the first line. Starting a new fitness program? Do one exercise for one minute. Thinking about a change for the better in your career? Write down one reason why you want this.

Taking action is a gradual process. In order to get rid of the vicious cycle of making excuses, set small goals. These goals will act like benchmarks that will give you the necessary push & motivation to keep going. Small steps and small rewards will add up to great results.

So even if the results are too small to be visible right now, your results will be visible over time. I promise!

Embrace The Journey

The process to stop making excuses is one that asks you to challenge yourself to be a better person. It’s worth it so you can enjoy a better life! It is a step-up call that you’re planning to answer. Right?

Stepping out of your comfort zone is totally OK, just remind yourself to enjoy the adventure . And you don’t have to succeed the first time. But every time you try, you will be a step closer to success and closer to your results.

So, instead of being afraid of the changes, embrace the fear & emotions that come with them completely. In many cases, you can re-label the fear as excitement. And let go of any judgment.

Just observe & release. 

Related: No Excuses Quotes

Leverage Your Support Systems

Here’s the thing about making changes in life. Many times we assume (wrongly!) that we have to win all our battles alone. When it comes to stop making excuses, you will benefit from some objective feedback from a wise & neutral person.

This solves the stickiness and gets you into your new, improve habit patterns. If you feel like things are a bit too overwhelming for you right now, trust yourself to reach out.

Remember, all you need to stop making excuses is take that first step. Go make things happen !

5 ADVANTAGES OF POSITIVE THINKING

Life’s too short to be a negative thinker. Negative thinking decreases the quality of your life, increases stress, and it actually shortens your lifespan. [1] So, to help you kick that negative habit to the curb, we thought it would be a good idea to address a few advantages of positive thinking, in the hopes that you’ll choose to become one.

Of course, you probably already knew this, considering most of us have been told to stay positive and to think positively since we were kids. But then again, most of us also need from time to time a little reminder to keep us on track to do those things which are best for us.

So, that’s exactly what we intend to do with this article, help you remember the key advantages of positive thinking, so you’ll be more inclined to apply them to your life.

With that said, if you’re ready to strengthen your understanding of the primary benefits of positive thought, so you can get start enjoying them for yourself, then let’s dive right into these key advantages.

TOP 5 ADVANTAGES OF POSITIVE THINKING

1. Better Stress Management in Life

We all deal with stresses of some sort. Stress is after all a part of being human and is something that has to be accepted and dealt with. While it is not always possible to avoid stressors or even to control how much impact they have on our lives, we can control how we react and respond to them.

And believe it or not, striving to stay positive can minimize the negative effects stress has on our lives. Learning to maintain a positive outlook, even during stressful times, can help reduce the mental, emotional, and physical effects stress has.

A great deal of stress for many people comes from situations and events they cannot really do anything about. Therefore, responding to bad situations with a positive focus and intent can help those problems seem less severe and can help them have less impact on us day to day.

In short, staying positive can not only reduce your stress levels, but it can mitigate the negative side effects that stress typically has on our overall health and well-being in both the short and long-term .

2. Improved Levels of Mental Health

One of the key advantages of positive thinking is that it has been shown to directly impact our brains and how they work. Our moods, thought processes, habits, actions, and decisions are all partly based on chemical responses and signals from our brain.

On the other hand, negativity has been shown to cause imbalances with these chemicals, while positivity has been shown to have the opposite effect. It is easy to get swept up into a downward cycle of fear, depression, anxiety, fear, and worry.

One feeds into another and the deeper we sink, the more we feel upset and hopeless.

Thus, seeking out the good in things and events, no matter how small or minor they may seem at the time, can help keep you from sinking into a downward spiral of negative thought and its negative consequences.

3. Better Overall Physical Health

Aside from becoming happier and healthier due to keeping a positive outlook, one of the main benefits of positive thinking can be observed in the physical way a brighter outlook impacts us.

So much of our physical health has now been shown to be directly tied to our mental wellbeing and status.

Keeping your thoughts positive can also help you stay healthier in a very real sense. Stress has a huge impact on our physical bodies, and not in a good way! It can cause issues with blood pressure and blood sugar, it can affect the heart and the brain, and it can make us sick as it weakens the immune system over time.

Thus, keeping a positive outlook day in and day out makes it easier for us to stay healthy and physically fit , and which makes it much easier to live our best possible lives.

4. Improved Career and Job Performance

The advantages of positive thinking are vast and cover many aspects of life, including our career path and our jobs. The same positive effects that we can see when we maintain a positive outlook in our personal lives can also be experienced in our work life as well.

Positivity makes it easier for us to think and plan accordingly to deal with issues and problems that may arise. It can also help us better relate to others and work alongside our co-workers more efficiently.

The positive attitude we emulate can also rub off on others in the office or on the jobsite and make the entire work environment a little better and a bit more tolerable.

Related: State of Mind Poem

5. Better Social and Personal Life

The final example of the benefits of positive thinking that you can enjoy in your busy day-to-day life is an improved social reputation and greater sense of self-confidence. Think about those people in your life who you admire and respect.

Chances are, they are very positively minded people too- negative and depressed people usually aren’t very motivational or encouraging to be around.

Fostering a positive outlook and attitude can help draw people to you and make you more likable in your social circles. You can also benefit on a personal level as you enjoy a great sense of self-worth and have opportunity to be good to yourself at the same time.

Positivity attracts, negativity repels. So, if you want to improve your social life, be sure to leverage this last of the 5 advantages of positive thinking.

Bonus Advantage: Good Living

Here’s is one last advantage, but it is certainly not the least. In fact, it’s the ultimate reason we should all strive to improve how we think.

When you incorporate all 5 advantages of positive thinking it ultimately leads to a good life. That’s right, good living is the result of positive thinking.

Having less stress, better mental health, stronger physical health, a good career and a thriving social life equals good living. So, if living the good life is goal of of yours, then aiming to be a positive thinker should be a major goal of yours as well.

Final Thoughts on the Benefits of Positive Thinking

While there is always such as thing as too much of a good thing, positivity is something we all should strive for as much as possible. No, you shouldn’t be so blinded by positivity that you put yourself or others in danger, but a strong positive outlook on life can have surprising benefits.

If you’re still not convinced, be sure to check out these supporting resource about the benefits of positive attitude . It will certainly help.

That said, positive psychology has recently emerged as a new niche focus and area of study within the scientific field of human psychology. Sure, it can be difficult to get started at times, and no one person can maintain a totally positive outlook at all times.

But, when the positivity in your life outweighs the negativity, it can have a truly game-changing impact on your life.

PS – If you enjoyed this article on the 5 advantages of positive thinking, then you’ll likely love these quotes related to the power of keeping a positive attitude .

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Moments A Day

Personal growth for kids and adults

10 Ways to Help Children Develop A Strong Work Ethic

This is a guest post by Ron Stefanski, founder of JobsForTeensHQ.com

A strong work ethic is one of the keys to a leading a successful adult life, and not just in the workplace! A well developed and healthy work ethic is a skill best learned in childhood and will serve a person throughout their entire adult life, both on and off the job.

Instilling a sense of a strong work ethic in your child doesn’t have to be difficult, it doesn’t have to be tiresome, and it can absolutely be fun!

While developing a strong and healthy work ethic is an ongoing process, there are plenty of things you can do with children, even very small children, to help them grow into adults with a keen sense of responsibility and willingness to “get the job done.”

#1 Regular Chores

Chores are often the first “jobs” our children experience in their lives.  Whether it’s loading the dishwasher or mowing the lawn, children of all ages (even very young children) are capable of doing chores. Even children as young as three can carry their plate from the dinner table to the sink, wipe up small spills off the floor, and put things in the hamper.

#2 Helping Around The House

Helping around the house is different from doing “chores”. Chores are assigned to each family member depending on their age and ability, while “helping out” is something that should be expected of everyone. If you’re dusting, hand your child a rag and ask them to help out! Set the groundwork for the expectation that every member of the family is responsible, at least in part, for the successful running of the household. Asking children to help out without the expectation of a reward is a great way to instill a sense of pride and work ethic in them.

#3 School Work

Homework is your child’s first “job”. Encouraging them to take pride in their work (not just getting good grades) is a great way to instill a strong work ethic in them. While schoolwork isn’t always fun, you should frame it as an opportunity to “do a good job” and “learn” rather than treating it as yet another job to be finished as soon as possible.

#4 Helping Those In Need

Encourage your children to help out those in need without the expectation of receiving something in return. Whether it be a friend, an elderly neighbor, the local homeless population , or even an animal, encouraging empathy and consideration for others is another way to instill a sense of work ethic and pride in our children.

#5 Volunteer Work

If no opportunities to be organically helpful present themselves, you can seek our volunteer work for your child. You can tailor the type of volunteer work to their interests. If they love animals, a few hours on a Saturday at the animal shelter could be perfect.

#6 Part-time Work

For children that are old enough, a part-time job can be an excellent way to instill a healthy work ethic. Jobs outside the home differ from chores and schoolwork in that it’s often the first time that children are answerable to a boss (other than mom or dad!).  There are plenty of jobs that are suitable for children, even young teens , and you can try to match up a part-time job with your child’s interests.

#7 Summer Jobs

If you are uncomfortable with your child holding a part-time job during the school year, a summer job may be a great alternative. Not only will it keep your child from being bored once the novelty of summer vacation wears off, but it’s a great way to make a little extra money and learn valuable lessons in responsibility.

#8 Plenty of Encouragement

Praising your child for a job well done is one of the less concrete, but still very important, things you can do to instill a healthy sense of work ethic. Telling them that they’ve done a good job is effective, but you don’t need to lie. If a child doesn’t successfully complete a chore but you can tell that they tried, you should encourage them for their effort and offer gentle suggestions on how to improve.

#9 Delayed Gratification

Delaying gratification, whether it be in the form of an allowance at the end of the week or a reward for a job well done, is a good way to help instill work ethic in children. Immediate gratification feels nice in the moment, but developing the capacity to wait for praise and/or a reward is good practice for adulthood.

#10 Teaching by Example

One of the best things you can do to instill a healthy sense of work ethic in your children is leading by example! Kids are remarkably observant and will look to you as a model.

What are you doing to help your children devleop a strong work ethic? Share your ideas in the comment section below.

About the Author 

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• Self Management at Work

How to Develop a Good Work Ethic

Last Updated: October 7, 2023 References

This article was co-authored by Jessica Elliott, ACC, CEC . Jessica Elliott is a Certified Executive Coach and multi-passionate entrepreneur. She's the founder of LIFETOX, where she hosts mindful experiences and retreats, and J Elliott Coaching, which she provides executive consulting for professionals, teams, and organizations. Jessica has had over fifteen years experience as an entrepreneur and over five years of executive coaching experience. She received her ACC (Associate Certified Coach) accreditation through the International Coaching Federation (ICF) and her CEC (Certified Executive Coach) accreditation through Royal Roads University. This article has been viewed 221,957 times.

Whether you are working at a job or studying at school, developing a good work ethic can be critical to success. Different fields prioritize different characteristics and qualities, but any good work ethic involves good time management, focus, and dedication. If you are looking to develop or improve your work ethic, you can make progress by concentrating on these areas.

Focusing on Your Work

• If you are partially or completely in charge of setting your own work time, you will have to be sure to minimize distractions when working, and to work for a set period of time. Set a specific number of hours (e.g. 6 hours) and treat it like you're in a professional office. Factor in time for breaks and meals, if necessary. [1] X Research source Piazza, C. (2008). Work ethic. In R. Kolb (Ed.), Encyclopedia of business ethics and society. (pp. 2254-2256). Thousand Oaks, CA: SAGE Publications, Inc. Diligently maintaining a log of the hours you work will help you to do this.

• When you make a mistake or don’t complete your work, don’t make excuses. Owning your mistakes or shortcomings and promising to improve in the future shows maturity and a willingness to work well with others.

• Avoid gossiping at work. This will show that you are focused on your job, treat others fairly, and are a good team player. Be personable and wish your coworkers well, but don't get caught up in gossip, oversharing, or office drama.

• Remember that if you tell yourself you need to put something on hold in order to take care of work first, it doesn’t mean that you’ll never get around to it. Reward yourself by relaxing or having fun after you’ve finished your work.

• If you are in school or self-employed, then your hours might be flexible, and you will have to be diligent about making time specifically to do work. Even if an employer sets your work hours for you, however, you can benefit from declaring “focus time” if possible—ask others not to disturb you, turn off all electronic distractions, etc.

• Be persistent if people try to pull you away from your work. For instance, if people distract you by chatting, tell them you have work that you’ve got to finish, but you’d love to catch up with them later.

Managing Your Time

• Another technique to building up to longer periods of work is to push yourself a little further at times. When you feel like you don’t want to work any longer, or are looking for ways to procrastinate, don’t stop immediately. Instead, commit to working a little longer (20 minutes, for example), and then stopping.

• There is some variation from person to person, but generally adults need 7.5 to 8.5 hours of sleep per day.

• When you are off of work for the day, disconnect completely. Try not to think about pending projects, check your work email, or talk too much about work with family and friends.

Resisting Procrastination

Jessica Elliott, ACC, CEC

Consider what's leading you to procrastinate. If you're struggling with motivation at work, try to understand where the root of the problem is coming from. Is it really because you're lazy, or are you just not challenged by or interested enough in what you're doing?

• During this period, if you feel the urge to procrastinate, remind yourself “I need to get this done,” and make yourself do work instead of turning to distractions.

• If you feel yourself getting tired or worn out because of work, stop and rest. If you try to work when you are exhausted, you risk doing less than your best. Not only can this be discouraging, it can make more work for you to do later when you have to correct something or do it over again. Just make sure you aren’t procrastinating, and that you have a clear plan of when and how to pick up with your task after you rest.
• If you work in or study a creative field, procrastination can be a way of dealing with pressures of criticism and/or creative block. If this is the case, resolve yourself to worry about perfecting a project later in the work process. That way, you can get started, make progress, be encouraged, and improve your work later.
• If you work in or study a creative field, you might also benefit from setting two deadlines—one to get a first “draft” of a project, and a second to revise and improve the project. It can also be beneficial to give yourself time between these two deadlines to take a break and refresh your perspective.

Community Q&A

*Be honest with yourself . If you know there are certain times of the day you are less productive, schedule simpler tasks for that time. Using time wisely is the essence of a good work ethic.

• Strive to do your best in all circumstances. Whether cleaning tables or preparing a homework assignment, always do your very best. This attitude will follow you into your chosen career. Thanks Helpful 2 Not Helpful 0
• Distance learning is a dynamic situation that enables you to develop your own schedule. Keep track of the times of day you are most productive and take advantage of them. These are also likely to be the best times to handle major tasks when you enter your career of choice. Thanks Helpful 0 Not Helpful 0
• If you become overwhelmed, learn how to let certain tasks go. For example, if your coursework is more than you can handle, take fewer classes the following semester. If your job is demanding more hours than you can give, discuss it with your boss. This is great practice for the real world because it is inevitable you will face these same challenges in your chosen career. Thanks Helpful 0 Not Helpful 0

• Be careful to avoid "degree mills" when you enroll in a distance learning opportunity - some schools issue degrees that are worth little more than the paper they are printed on. Thanks Helpful 4 Not Helpful 2
• Working full-time and going to college full-time, even through distance learning, can be a huge challenge. If you become overwhelmed, you can take fewer classes to relieve yourself. It is impossible to do your best work when you are overburdened. Thanks Helpful 1 Not Helpful 2

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• ↑ Piazza, C. (2008). Work ethic. In R. Kolb (Ed.), Encyclopedia of business ethics and society. (pp. 2254-2256). Thousand Oaks, CA: SAGE Publications, Inc.
• ↑ http://workethic.coe.uga.edu/jver_art.pdf
• ↑ http://files.eric.ed.gov/fulltext/EJ753214.pdf
• ↑ http://blog.online.saintleo.edu/career-advice/How-To-Develop-A-Good-Work-Ethic-In-5-Easy-Steps

About This Article

To develop a good work ethic, set aside time that you can dedicate specifically for work each day and commit to focusing only on your tasks in those time slots. During that time, minimize distractions such as social media, TV, or texting, so that your attention isn’t constantly pulled away. When you’re working, set a specific goal and don’t stop until it’s finished, so you don’t procrastinate and keep putting it off for another day. Once you’ve established a routine, push yourself to work a little longer each day to gradually build up to longer periods of work. For more advice from our Life Coach reviewer on how to resist procrastination, read on! Did this summary help you? Yes No

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Report Card Comments & Phrases—Work and Study Habits

Report Card Comments & Phrases—Work Habits

Report card comments.

As I have explained in my previous reports, ________ does not use his/her time wisely in class. Please help him/her to understand that we study in class and play at only certain times in school.

When _______ is able to settle down, he/she does much better work. However, he/she is often seeking the attention of his/her classmates, which causes distraction for everyone.

As we have discussed in previous meetings, __________ must continue to improve his/her study habits. We need to encourage him/her to be much more serious about the work he does.

_______ loves artistic activities. However, I am concerned about the amount of time he/she spends drawing when he/she has other work to do. Can we please meet to discuss strategies to help _________ correct this issue?

________ is doing grade-level work at this time. However, I am sure he is capable of turning in better work. When he improves his concentration abilities, I know the work will improve.

_______ misuses much of his work time daydreaming and then does not complete the work in time. He is capable of finishing the work in the allotted time and needs to start doing so.

________ has been doing good work at times, but it is not consistent. She can be very social and restless and often does not finish his/her work on time. Thank you for your help at home. Please continue to work with him/her on this issue.

________ is very anxious to get his/her work done, yet he/she tends to be bothersome to other students around him/her. Although he/she has shown progress in this area over the past month, he/she still needs to work on it.

_______ is having difficulty because he frequently talks out loud and disturbs the other students. He is trying to improve this bad habit and has shown some growth in the past few weeks.

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Report Card Phrases

______ works well in groups, planning and carrying out activities.

______ needs to work democratically with others in groups.

______ needs to develop a better sense of responsibility.

______ wants responsibilities and follows through.

______ now accepts responsibility well.

______ is an attentive student.

______ is gaining self-confidence.

______'s work habits are improving.

______ has the ability to follow directions.

______ requires incentives.

______'s assignments and/or homework are incomplete and/or late.

______ needs to pay attention in class.

______ needs better study skills.

Please encourage him/her to do things on his/her own.

______ is learning to listen to directions more carefully.

______ is learning to be a better listener.

______ is learning to share and listen.

______ listens carefully.

______ is a good worker and an attentive listener.

______ evaluates what he/she hears.

______ needs to listen to all directions.

______ has difficulty following directions.

______'s hand work is beautifully done.

______ enjoys doing neat, careful work.

______'s work is neatly and accurately done.

______ does colorful and interesting art work.

______ takes pride in work well done.

______ makes careless errors.

______ is disorganized.

______ needs to proofread work.

______ is learning to occupy his time constructively.

______ always uses his/her time wisely.

______ never completes assignments in the allotted time.

______ is becoming more dependable during work periods.

______ is gaining independence.

______ is becoming more self-reliant.

______ works independently on assignments.

______ fails to finish independent assignments.

______ comprehends well, but needs to work more quickly.

______ needs to be urged.

______ lacks independence.

______ is too easily distracted.

______ works too slowly.

______ does not complete assignments in the allotted time.

______ seems unable to finish required work.

______ often completes work early.

______ is not very appreciative of the value of time.

______ is sacrificing accuracy for unnecessary speed in his written work.

______ has great potential and works toward achieving it.

______ is working to full capability.

______ is a steadfast, conscientious worker.

______ is enthusiastic about work in general.

______ seeks information.

______ is a hard-working student.

______ is extremely conscientious.

______ is a pleasant, conscientious student.

______ is a hard worker.

______ is an enthusiastic worker during the ____ period.

______ is a polite and conscientious pupil.

______ must improve work habits if he is to gain the fundamentals needed for ___ grade work.

______ is inconsistent in his/her efforts, especially in _______.

______ makes little effort when not under direct supervision.

______ is anxious to please.

More Report Card Comments and Phrases.

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Can Music Make You More Productive?

• Tomas Chamorro-Premuzic

It depends on the task at hand.

Picking the right type of music, at the right time, and for the right task, can be a powerful productivity booster. At the same time, the specific types and aspects of music that influence our performance are variable. Here are a few things anyone interested in using music to improve their performance should consider:

• Your personality determines whether and how much you benefit from background music while you work. If you’re extroverted, your performance will likely increase with background music or minor distractions. Conversely, being an introvert increases the probability that you find any background noise, including music, distracting.
• Your choice of music is influenced by your desire to enhance certain moods, even when you’re not conscious of it. Most people perform best when they pick music that matches their natural personality.
• The effects of music on performance are largely dependent on task complexity. If you have to work on a boring or easy task (whether it is new or old), music can enhance your attention by providing extra stimulation to your brain.
• Background music can be a good antidote to other distractions. Even for those who prefer to work in silence, picking the right music is more likely to help them relax and focus than having to listen to their colleagues, kids, or strangers.
• Some studies report that background music is more beneficial (and less distracting) when it doesn’t have lyrics.

Where your work meets your life. See more from Ascend here .

Music is magical. It has the potential to boost our concentration, mindset, and performance. In the context of work, background music (including the widely-researched classical genre) has been found to improve our performance on cognitive tasks, such as spatial or verbal ability tests, for short periods of time. My own research has shown that music is a powerful emotional regulation tool, and a recent meta-analysis found that music therapy is an effective way to reduce feelings of stress and anxiety.

• Tomas Chamorro-Premuzic is the Chief Innovation Officer at ManpowerGroup, a professor of business psychology at University College London and at Columbia University, co-founder of  deepersignals.com , and an associate at Harvard’s Entrepreneurial Finance Lab. He is the author of  Why Do So Many Incompetent Men Become Leaders? (and How to Fix It ) , upon which his  TEDx talk  was based. His latest book is I, Human: AI, Automation, and the Quest to Reclaim What Makes Us Unique.   Find him at  www.drtomas.com . drtcp

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