what is homework in sign

Search and compare thousands of words and phrases in American Sign Language (ASL). The largest collection online.

How to sign: preparatory school work done outside school (especially at home)

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Similiar / Same: prep , preparation

Categories: schoolwork , school assignment

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How to sign homework in American Sign Language

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Sign #1 (1 of 1)

Sign instructions:.

This sign is done by signing "home" and then "work". However, in this instance "home" is signed by only pressing your hand on your face once instead of twice. After this, sign "work" by having your non-dominant hand in front of you with your palm orientation downward and your dominant hand tapping against your non-dominant hand 2 times.

Example Video

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Sequential Image Breakdown

Beginning and End Frames

Beginning of sign.

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Dominant Handshapes for this sign

Non-Dominant Handshapes for this sign

About the Author

Paul Kelly, a nationally certified sign language interpreter and the founder of howdoyousign.com, has dedicated his career to bridging communication gaps through sign language. As a CODA (child of deaf adult), with deep personal and professional roots in the deaf community, Paul brings a unique blend of personal insight and professional expertise to his work.

His experiences range from legal to entertainment interpreting, including teaching sign language to celebrities like Dwayne 'The Rock' Johnson. His passion for innovation is evident in the AI-driven features of this dictionary, aiming to make sign language more accessible for all.

You might also be interested in the signs for...

• understanding
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This is how you sign Homework in American Sign Language.

Description.

To sign "Homework" in American Sign Language (ASL), you are going to make an O handshape, put it next to your mouth and then bring it up on top of your cheek and whack your non-dominant hand just once.

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The video above is NOT a single sign, rather it is composed of multiple signs to make up the fingerspelling. If a person was actually fingerspelling this, the letters would flow together and the hand position in space would not jump around except when required due to multiple letters or multiple words.

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Learning strategies in sign language classroom

ASL instructors give their best shot to teach you well. In most cases, Deaf instructors are passionate about their own language and teaching. But, it's only a half way. The other half way is students' learning responsibilities.

Everyone has some different learning experiences and strategies that work for them. Find some learning tips below to attain your learning process and signing skills.

Not everyone, who wants to learn sign language, has the opportunity or convenience to language learning immersion in a Deaf community of the target language (e.g. American Sign Language). Language learning in a classroom is another common option.

Be an im-perfectionist

Language anxiety is common in language learning. Relax and make mistakes. Learning a new language guarantees mistakes, because you're making efforts, trying new sentence constructions with new vocabulary. It's safer to make experiments and mistakes in classes before you do your best on tests. Learning a new language is more about to be able to communicate than to make a perfect sentence.

If you know you make a mistake, simply self-correct it. It's more relaxing than trying to make a perfect sentence at once, which is more anxious. Once you feel comfortable with the skill of correcting yourself, you'd feel more relaxed and confident (then less mistakes follow).

Think in the target language

Instructors teach in the target language (ASL) through contextualized tasks and activities. Take the opportunities to interact with your ASL instructor who can offer you corrective feedback with your sign production ("pronunciation"), grammatical structure and more.

Think in concepts. Focus on the meaning of a word rather than word-for-word translation. Avoid word-for-word translation or English in your mind when signing ASL.

One of the students' strategies is to look at the sentence-level meaning first before scrutinizing the smaller components (word-level meanings) in the sentence.

Another student's tip is "When switching back to English for clarification is probably the worst. Stay immersed in ASL and learn those problem solving skills in ASL. Remain immersed in ASL because 1) you allow yourself to learn more, and 2) it is pretty hard to switch back and forth when you are learning."

Maximize your time to practice ASL in class. "Try my best to maintain a signing environment in and around class and on breaks." If you are in ASL 101, start practicing the habit now: think in ASL (or at least in concepts) from the start on.

Signing practice

Absorb whole information from signed words to grammar and non-manual grammar, and nuances and subtleties. Take notes of syntactic grammar, non-manual grammar, inflections, tones and variations from native ASL signers in various contexts.

Generally focus on signer's face, not hands. Develop your peripheral vision. Use a mirror to look at yourself when signing. Check your non-manual grammar, such as furrowed eyebrows for wh-questions and raised eyebrows for topicalization and yes/no questions.

Videotape yourself and look at your signing from a different perspective in time that you wouldn't be able to assess the same way with the mirror. The cool thing about this is that you can document your progress and compare your skills months later or even years later.

Commitment and attendance

Like for any second language courses (whether signed or spoken), regular attendance is crucial to learning language. Missing classes for the lessons' contextualized learning and human-to-human interactions would be a big loss.

Learning a set of vocabulary from the dictionary or online materials doesn't bring the same benefits as much as the environmental type of immersion. ASL classes are your best opportunities of building and developing the foundation of language in a formal setting. They teach you grammar, structure, contextual meanings, tips, ideas, and live feedback. So, commit to your attendance.

Reguarly practice signing by yourself or with your buddy team. You cannot crash-study ASL (same true for any language) for a test or exam.

Attendance is truly counted if listening is active and so is learning. You benefit from feedback that the instructor gives to other students in every class.

Ask a question. Ask for clarification if you don't understand the content or a new word. Or, ask to repeat if you miss a fingerspelled word. Negotiate meanings.

If you feel timid in class, you can ask questions during the signing exercises in pairs or groups. For broader questions, ask questions during the break, or after or before the class.

If you have a number of words to review, first try the ASL dictionary during your homework. When in doubt or for clarification, check with the instructor in your next class.

Note-taking

What I've observed over the years was that there is a strong correlation between learning results (marks) and students diligently writing notes. Notetaking is one of some active learning methods that helps keep your learning active.

Students may find note-taking in ASL classes a little challenge. So, how can you take notes and maintain paying your attention to the instructor? Find some strategies and the right time to write down notes.

Some instructors may provide prepared notes for you. Check your class's online materials reguarly for any handouts to download or print out before your next class. Bring the handouts to classes either in print or on your tablet or laptop. It's your responsibility to add any new information that your instructor provides in classes.

Do your homework the day before your next class so you know which is new information to write down and what is already in the textbook and/or eclass. If you have any questions, bring the notes to next class and ask the instructor your questions.

After your teacher's instructions and demos, write down the notes during the practice or exercise in pairs or trios. It's also a good time to ask the teacher questions, practice signing, etc.

If you must jot down while watching the teacher signing, quickly write a single word or brief notes and wait until a practice session starts and you can return to the notes to expand.

If you can type like a pro without looking at the keys, it's your advantage. You can type notes. But, make sure you do at the right time as the brain doesn't fully pay attention to two tasks at the time.

Extra practices

Outside classes, find the right resources and materials (developed by Deaf instructors) to learn more. Sign language materials including books, videos, and online materials can be also a useful resource.

Try practicing sign language with a classmate via webcam or phone.

Or participate in a sign language club if offered at your post-secondary institution. If not available, create an informal club with your classmates to practice outside classes once a week, once a month, or on a need basis.

Do some fun activities and games with your study buddies. Try a race of fingerspelling the manual alphabet against a partner. Or, if a family plays the pictionary, use it as "gestionary" instead (manual gesture instead of drawing).

More ideas from the students: "To encourage my family to participate in my learning process." "Signing with your family members or friends/roommates even if they don't know the language." "Practice signing by teaching your boyfriend/girlfriend at home."

Do Homework

Not only you do homework what the instructor assigns, but also review what you've learned in the last class and make notes what you are unsure of or don't recall. That way, you have an opportunity to ask questions in the next class.

Your instructor may provide you a list of vocabulary. You can make notes to help you remember how words are signed. Or, simply check some ASL dictionaries online to help you recall immediately after class. Although, not all instructors provide a handout of the list of vocabulary, it's your responsibility to keep a note of the signs and their meanings and do your homework (e.g. watching the DVD videos, checking the dictionary, and so on).

Not lastly, it's the foremost important of all. Respect the instructors, students, and ASL/Deaf community. Respect the Deaf people's signed language which is their innermost cultural identity.

You may miss many classes, daydream in classes, or ignore homework -- all these things may make you a lousy student. But, a lousy attitude of the best student is a worse one, especially for a Deaf ASL instructor.

Maintain positive attitude that you can apply to any other cultures and people of all backgrounds -- growing compassion, expanding your horizon of perspectives, building cultural relativism (lessening ethnocentrism), personal growth and all. These things are more than merely learning a language. We live in the world of diversity.

Have fun and be fearless

Ligthen up if you're afraid of making mistakes in ASL classes. Toss fear away and be brave to communicate and learn. Laugh when you make a naive silly mistake.

Don't worry about mistakes, which are a normal part of the learning process. You will learn more and quicker by doing it. Usually, more often than not, fluent Deaf signers will be delighted to see you talking with them in their language.

Related posts

Develop your communicative strategies using meaning negotiation .

Also see: How to learn sign language the best way

You may also be interested in signing tips for video assignments.

Video criteria tips for assignments or projects.

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New to sign language? "Where do I start?" or "How do I start learning sign language?" This ASL Rookie guide lists some selected links to the tutorials for ASL beginners to get started and keep rolling. It may be a useful review for intermediate-level learners and ASL students as well.

Some tutorial pages are a mix of free and premium versions. Access to premium content and links below are available in the PatronPlus subscription. More links/posts will be added from time to time.

Jump-starting

• How to fingerspell ABCs
• What is and what is not sign language?

Getting started

• Benefits of learning sign language
• Awareness quiz and Reflections
• Basic transcription symbols (glosses)
• Benefits of bilingualism and bimodalism?
• Is sign language universal?

Language/Culture Fundamentals

• What is American Sign Language?
• Understanding variations
• Introducing audism
• Cultural appropriation

Learning first words

• Expressing greetings
• Introducing oneself and others
• Fingerspelling exercise
• Expressing goodbyes
• Personal Pronouns
• Possessive Pronouns
• WH-questions
• Yes/no questions
• SVO sentence structure
• OSV sentence structure
• Numbers 1-10+
• Basic time: future, present, past

ASL Basics II

• Asking what the sign is for a word
• Spatial referencing
• Verb inflections
• Contrastive structure
• Listing and Ranking
• Classifier basics

Describing shapes

• Describing shapes + perspective
• Describing shapes + locations
• Describing shapes + sizes

Identifying a person

• Basic vocabulary: people
• Vocabulary: Colors

Expressing needs and wants

• Basic food and drinks
• Making commands or requests

Talking about family

• Talking about family and pet
• Telling age
• Telling date
• Vocabulary: relationships
• Vocabulary: pets

Making basic plans

• Review basic tenses
• Calendar: DAYS
• Calendar: MONTHS
• Transportation: basics
• Telling prices in dollars and cents
• Making an order

Talking about activities

• Frequency of time: how often?

Talking about studies

• Majors or areas of studies
• Vocabulary (e.g. TEACHER, COLLEGE, etc.)

Talking about work

Talking about home.

• Vocabulary: types of home

Talking about hobbies and interests

Are you able to carry everyday conversations in ASL? Are you a student in the intermediate levels and beyond, who wishes to boost up your signing skills? You've come to the selected tutorial series.

Language and communication

• Negotiating meanings

Sentence types

• Review sentence OSV structure: the triangle
• Rhetorical sentence
• Conditional sentence

Non-manual signals

• Mouth morphemes: distances
• Mouth morphemes: sizes
• Review time basics
• Temporal aspects: frequency and duration
• Review numbers 1-100
• Learn numbers 100-1000+
• Practice numbers 100-1000+
• Numbers mi/billion
• Phone numbers
• Classifiers

Classifier classes

• Review an introduction
• Classifier handshapes
• Identify different classes
• Semantic classifiers
• Descriptive classifiers
• Body classifier
• Body Part classifier
• Instrumental classifier
• Locative classifier
• Elemental classifier
• Describing objects
• Describing tables
• Describing lamps
• Describing a room
• How to make a BLT sandwich

Stories, poems, performance arts, etc. in sign language.

The ASL Originals

The originals by Jolanta Lapiak in order from the

• The Star Arrow: a poem
• The Deer and the Leaf
• Moon in my Bedroom
• Deaf or Dead: a true story
• The Tooth Tale
• Synchronicity: a true story
• Bear and Two Travelers, The
• Lion and the Mouse, The
• Rabbit and the Turtle, The
• Wind and the Sun, The
• Raven and the Swan, The
• Rooster and the Fox, The
• Old Lion and the Fox, The
• Cock and the Diamond, The
• Crow and the Pitcher, The
• Fox and the Grapes, The
• Peacock and the Crane, The
• The Cracked Pot
• Deer and His Reflection, The
• Farmer and his Sons, The
• Frog and Boiled Water, The
• Goat and the Bridge, The

Poem Translations

• Blending with the Window
• Blossoms and Children
• Eternity into an Hour
• People as Monkeys
• Snow (Mary Mapes Dodge)
• Annabel Lee
• The Eclipse
• Time and Again
• Spring Dawn
• The Little Match Girl
• Birds on the Telephone Lines
• The Hitchhiker
• The King Kong and the Lady
• Zap stories
• More is Not Enough
• Overflowing Cup
• The Sound of Silence
• Moving Mind
• The Moon Cannot be Stolen

Performance and video arts

• Solipsistic Solitude (Knowing Fish)
• Deconstruct W.O.R.D.
• Speak in ASL: a candid video
• Barbwire and Bloodstain of Word
• Crack the Audism
• De-hearingization
• Gallaudet Bison
• Liberated from Signoclasm
• Unleashed from Phonocentrism

Techniques and Devices

• Literary devices and elements
• Number story
• Rhyme and rhythm
• Alliteration poetics
• Cinematic devices: an introduction
• Cinematic vocabulary
• Blink: a grammatical feature

This documentation project follows a child's language acquisition, literacy development, and phonological acquisition in sign language, specifically ASL, from newborn to age five in a natural native-ASL environment and visual culture.

Language development

• Language acquisition in signing
• Language acquisition milestones
• Phonological acquisition
• Language development: Age 1 to 1.5
• Language development: Age 1.5 to 2
• Baby sign language: myths debunked

Baby Signing

• Eye contact with baby from birth
• Cooing in sign language
• Eye tracking and gazing
• Eye-hand coordination
• Gestural pointing and communicative gesture
• Marginal babbling
• Babbling in sign language
• Gesturel pointing for words
• Understanding words
• Baby's first words
• Expressing manners and appreciation
• Literacy: peekaboo
• Literacy: nursery rhymes
• Identity and sense of self
• Parentese or motherese

Toddler Signing

• One-word stage
• Literacy: recognizing and naming ABCs
• Recognizing and naming colors
• Two-word stage
• Pronouns and reversal errors
• Prepositions
• Indicating verbs
• Expressing concepts of time
• Phonological acquisition: a case study

Preschooler and Kinder

• Conditional statements
• Conjunctions
• Other pronouns
• Literacy: writing

From baby to preschooler

• Proximalization
• Fingerspelling development
• Fingerspelling with a CAN attitude
• Sense of humor

ASL Lessons | Bookstore | Library |  ASL University Main ►

HOME: The American Sign Language (ASL) sign for "home"   The sign for "home" has a few different versions.  If you mean "home" as in "domicile" (or a fairly permanent residence) a fairly common version is made by bringing your fingers and thumb together and touching your cheek near the side of your mouth. Then move your hand an inch or two toward your ear and touch your cheek again.         HOME: "HOME" (animated gif)       Some people do the sign HOME starting near their EAR and moving near the MOUTH:   HOME-[ear-to-mouth-version] (animated gif)     There is another very common version of home that only makes "one" contact on the cheek. This version is done in the middle of the cheek (not near the mouth or ear) and typically shows up in  compound-signs such as "homework" or "homemade."  For example, see "homework" below.  Notice how it only contacts or comes near the cheek once and then moves straight into a single-contact version of work. HOMEWORK:   Animation: "homework"    HOMERUN: If you mean "home" as in "to score a homerun" un baseball, then just spell "HR" in an enthusiastic manner.     Notes:  If you do the sign HOME using a "D" handshape it means " dorm ." Also see: HOUSE Also see: HOMEWORK   Memory aid: Think of "home" as being the place where you eat and sleep . However note that the sign for home isn't done directly on the mouth.  Rather -- it is done on the cheek.   *  Want to help support ASL University?  It's easy :  DONATE   ( Thanks! ) *  Another way to help is to buy something from Dr. Bill's " Bookstore ." *  Want even more ASL resources?  Visit the " ASL Training Center ! "  (Subscription Extension of ASLU)   *  Also check out Dr. Bill's channel: www.youtube.com/billvicars   You can learn American Sign Language (ASL) online at American Sign Language University ™  ASL resources by Lifeprint.com  ©  Dr. William Vicars   

Take a deeper look at our most popular series. Each area offers detailed explanations of our series, plus bonus videos and materials!

Signing Naturally Units 1-6

Signing Naturally Units 1-6  is the first part in a series of curricular materials for the instruction of American Sign Language (ASL) as a second language. The goal is to take students with little or no knowledge of ASL and Deaf Culture and provide them with the skills needed to communicate comfortably in a wide variety of situations in the Deaf community. Cultural information taught throughout class allows students to interact with the Deaf community in a way that is respectful and aware.

Signing Naturally Units 1-6  curriculum’s first and foremost goal of language teaching is to bring a person unable to communicate in ASL to a basic level of communicative competency. The curriculum and the lessons are designed to help the class and the program meet the five areas of Communication, Cultures, Connections, Comparisons and Communities outlined by ACTFL. Click here to see how Signing Naturally Units 1-6 match up with the 5 C's!

Units 1-5 comprise several kinds of lessons: conversational (functional), skill building, cultural, and review. Conversation (function) lessons introduce vocabulary and key grammar structures in context of key dialogues. Skill lessons focus on introducing numbers, fingerspelling, spatial elements, and other supporting skills. Cultural lessons focus on behaviors that enable students to act in linguistically and socially acceptable ways. Unit 6 focuses on building narrative skills to prepare students to tell a story from their childhood.

Features of Units 1-6:

• Teacher's lessons and student homework tied closely together reinforces classroom learning
• Unit 6, Storytelling, builds narrative skills appropriate to new learners
• Complete Teacher's Guide index and Student Workbook topic index allow easy access to information
• Over 100 hours of instructional material
• SAMPLE SYLLABUS AND LESSON PLANS
• EVALUATION FORMS
• Signing Naturally Quarter Syllabus(PDF 157.7 KB)     Download Now
• Signing Naturally Teachers Plan(PDF 138.2 KB)     Download Now
• Signing Naturally Semester Syllabus(PDF 218.9 KB)     Download Now
• Unit 6 Evaulation Forms(PDF 1.4 MB)     Download Now

Introduction

Units overview

Table of contents

CD Rom Materials

Teacher Answer Key

Student Homework

Signing Naturally Units 1-6 Teacher's Curriculum Set

Signing naturally units 1....

Signing Naturally Units 1-6 Student Set

Interactive Online Student Materials for Signing Naturally Units 1-6

Interactive online studen....

What Is Homework?

Homework is work that teachers give students to complete outside of the school day. Homework is meant to provide students with practice for what was learned in school or an extension of what was done in class. Students are expected to complete the homework and return to school with the completed homework assignment.

Why Do Teachers Give Homework?

Most teachers give students homework so that they can practice something that was taught to them during class.

For example, if a teacher is teaching students how to add decimal numbers then the homework assignment would be for students to try adding decimals at home independently.

In my science class I never give my students homework that isn’t meaningful or practice towards a learning standard.

Gone are the days of giving homework that is “busy work”.

Also, when students return the following day their homework assignment is incorporated into the lesson so they quickly figure out that completing homework is necessary.

Some teachers, myself included, will use homework as a formative assessment.

If you are unsure what formative assessments are then you need to check out this article I wrote recently.

What Does Homework Look Like?

Homework can be almost anything.

Some examples of homework may include a simple worksheet to complete, a long term project, research, reading, a journal entry, completing something online, a drawing, or the continuation of something started in school, and just about anything else.

Homework isn’t limited to one specific thing.

With my eight grade students I have assigned videos for them to watch, creating a slideshow, completing a CER (more about the CER here) , conduct a survey for data collection, and more.

I have even had them collect leaves to identify the following day in our science class!

If you are a teacher reading this make sure to make your homework assignments interesting and worthwhile, don’t just assign homework as busy work.

Do Teachers Have To Give Homework?

No, teachers don’t have to give homework.

Usually teachers have discretion whether or not they are going to assign homework.

Personally, the principal or school district I work for has no idea how often I assign homework or what I assign for homework.

This decision to give or not give homework solely comes down to the classroom teacher.

The Importance Of Homework

The importance of homework is a heavily debated topic these days.

On one hand you have teachers that will say it is necessary that students continue learning outside the classroom in order to be more successful inside the classroom.

On the other hand some teachers will say that homework isn’t necessary as long as students are working hard during the school day.

Another reason homework is seen as not necessary is because students these days are so busy out of school that they don’t have time to complete homework.

Who is right?

I’d say it’s probably somewhere in the middle.

There is nothing wrong with a little homework for students but it shouldn’t be assigned every night.

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I (Allen) am currently teaching at a public school in a western suburb of Chicago. My teaching career started in 2004. Some of my interests outside of teaching is being with my family, biking, playing video games, travelling, and making the Teacher Adviser website.

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What’s the Right Amount of Homework?

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

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

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

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

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

Small Benefits for Elementary Students

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

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

Moderate Benefits for Middle School Students

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

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

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

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

More Benefits for High School Students, but Risks as Well

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

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

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

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

Parents Play a Key Role

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

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

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What’s the Purpose of Homework?

Finding the right balance between school and home..

Posted November 4, 2014 | Reviewed by Jessica Schrader

Remember the days of sitting in class waiting eagerly for the bell to ring before the teacher said that dreaded word, “homework”? Sighs, rolling eyes, and grunts quickly filled the quiet classroom at the mention of that word. Well, not much has changed today except for the fact that many teachers post assignments electronically. I have yet to see a student jump for joy when the word homework is mentioned, nor have I seen students eager to get home to do their homework (maybe finish it, but not to do it). This brings up the question, “What’s the purpose of homework?”

Research shows mixed results when it comes to homework. Some research has shown that students aren’t doing any more homework than their parents did at their age. In a study, school-aged children and parents completed surveys about how much homework youth have. The results showed that the typical elementary student has 30-45 minutes of homework each night. The average high-school student has about 60 minutes per night. Interestingly, these numbers have remained consistent since 1984!

As an educator, I would like to see a replication of this study. Today's teens are taking college-level courses as early as the ninth and tenth grade. With the push of programs such as Advanced Placement, International Baccalaureate, and Dual Enrollment, it is amazing that teens are not completely burnt out. No wonder 8% of teen's age 13-18 years meet the criteria for an anxiety disorder. Too many teens are spending a lot of time on schoolwork outside of the classroom. Ask today's teen what has him/her so stressed and you'll find that about 80% of them will say school.

There are those who argue that homework does serve a purpose . For example, it helps to prepare students for national and statewide exams and tests. It helps to reinforce what’s being taught in the classroom. It enables parents to actively engage in their child’s education . Plus, it helps teach fundamental skills such as time management , organization, task completion, as well as responsibility. What’s more important is students get to demonstrate mastery of material without the assistance of a teacher.

How much homework should your child do each night? Organizations such as the National Parent Teacher Association support giving students about 10 minutes of homework each night, per grade level, starting in first grade. So a middle school student would have a full day in school and then an additional 60 minutes of homework after school. Is that too much? Are these guidelines being followed? I would recommend speaking with high-achieving teens and let them share how much of their time is consumed with homework. Many will tell you that they spend hours upon hours each night studying for tests, and preparing for papers and projects, etc.

According to Stanford University , more than a couple of hours of homework a night may be counterproductive. Researchers looked at students in high achieving communities, defined as a median household income exceeding $90,000, and 93% of the students attended post-secondary institutions. Students in these areas spent an average of three-plus hours on homework every night. So imagine a teen spending an entire day at school, going to work or extracurricular activities, then going home to do three or more hours of homework each night; only to get up the next day to do it all again.

Researchers have found that students who spend too much time on homework experience more levels of stress and physical health problems. Too much homework has also been shown to have a negative impact on students’ social lives. This is no surprise to the parents who rarely see their child because he/she is too busy working on homework, or to the parent who gets up at 12:30 A.M. to check to see if their child has made it to bed yet. Overall, high school students shouldn’t be spending over two hours on homework each night.

According to the Stanford study , too much homework leads to:

•Stress: 56% of the students surveyed considered homework a primary source of stress. Less than 1% of the students said homework was not a stressor.

•Poor health: Many students reported sleep deprivation, headaches, stomach problems, weight loss, and exhaustion.

•Less time for a social life : Students reported that spending too much time on homework led to pulling out of enjoyable activities, quitting extracurricular activities, and not spending much time with family and friends.

OK, I know not all students spend a lot of time doing homework. According to a survey by the U.S. Dept. of Education’s National Center for Education Statistics , the majority of youth spend an average of seven hours of homework outside of school each week. So while that doesn't seem like an unreasonable amount, what about the student who spends three-plus hours per night? Where is the happy medium?

There are definitely pros and cons to doing homework. I think the bigger question that educators need to address is “what’s the purpose of the assignment?” Is it merely a way to show parents and administration what's going on in the class? Is it a means to help keep the grades up? Is the homework being graded for accuracy or completion? If so, then what if the assignment is wrong? Have the necessary skills been taught so the student can master the material on his or her own? I read an article once that stated teachers underestimate the amount of homework they assign by 50%. If that's accurate then there is definitely cause for concern.

In summary, there seems to be no clear answer on the homework debate. I started the blog with a question “What’s the purpose of homework?” I’ll end with the same question. If a teacher who is assigning the homework can’t provide a clear rationale behind this question, then maybe the homework shouldn’t be assigned.

I welcome you to weigh in with your thoughts. Do you think students have too much homework? If you are a teen reading this, how much homework do you have on an average night?

Raychelle Cassada Lohman n , M.S., LPC, is the author of The Anger Workbook for Teens .

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Definition of homework

Examples of homework in a sentence.

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'homework.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

1662, in the meaning defined at sense 1

Dictionary Entries Near homework

Cite this entry.

“Homework.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/homework. Accessed 17 Mar. 2024.

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What’s the Purpose of Homework?

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

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

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

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

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Report: Broncos are doing ‘serious homework’ on all available quarterbacks

A new report indicates that the Broncos are contuining to do serious homework on all quarterback available on the free agent and potentially available in the trade market.

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Share All sharing options for: Report: Broncos are doing ‘serious homework’ on all available quarterbacks

According to The Athletic’s Dianna Russini, the Denver Broncos are doing “serious homework” on all available free-agent quarterbacks and ones potentially available via a trade .

"The Broncos are doing serious homework on all the available quarterbacks, including both free agents and players currently rostered. With many of the best available free agent quarterbacks already in new homes, potential replacements for Russell Wilson include Jimmy Garoppolo… — MileHighReport (@MileHighReport) March 14, 2024

She continues by saying that a “move is likely to happen prior to April 25th” so it sounds like the Broncos still want to add a quarterback before the draft.

The Broncos are doing serious homework on all the available quarterbacks, including both free agents and players currently rostered. With many of the best available free agent quarterbacks already in new homes, potential replacements for Russell Wilson include Jimmy Garoppolo or Ryan Tannehill . They could also go the trade route, making Justin Fields and Sam Howell interesting options.

Russini names veteran free agent quarterbacks Jimmy Garoppolo who was recently released by the Raiders and former Titans starter Ryan Tannehill as two players who may interest the Broncos. She continues and says the Broncos could go the trade route as well and names Chicago Bears quarterback Justin Fields and Commanders Sam Howell as interesting options for them.

It has been reported that the Broncos were indeed interested in Sam Darnold but his high price tag was too much for the team and Darnold reportedly preferred the Vikings situation over the Broncos . So, he ended up not being a realistic option despite their interest in the former third-overall pick. It has also been reported that they did look into trading for Mac Jones but he ended up being traded to the Jaguars for the 6th round pick. So, the Broncos have shown interest in quarterbacks, but have yet to pull the trigger to acquire one.

Let us take a quick look at the four quarterbacks mentioned and if they should interest the Broncos or not.

Free Agent QB Jimmy Garoppolo

The veteran quarterback who has had stints with the Patriots and 49ers was recently released by the Raiders and is now free to sign with another team. He is known as a “winner” and helped the 49ers reach the Super Bowl a few seasons ago, but recent poor play and injuries make him an underwhelming option for the Broncos.

He could serve as a decent bridge quarterback for a rookie and give the team a veteran presence who has a winning background. However, a two-game suspension for PED’s complicates that strategy and makes him an odd fit for the Broncos.

I personally do not want this to happen and I think the suspension keeps him from being the Broncos bridge quarterback this upcoming season.

Free Agent QB Ryan Tannehill

Tannehill is another veteran with a winning background who may interest the Broncos. However, like Jimmy G., he is an underwhelming option who has not been playing very well in recent years. He has played in 22 games the past two seasons and only has 17 touchdown passes during that span. This past season in 10 games and 8 starts, he only had 4 touchdowns and 7 interceptions.

I do not think Tannehill offers the Broncos much more than what Stidham would and would just be an underwhelming addition. He hasn’t been producing and appears to be on the very back end of his career. He would fit as a bridge starter but signing him would not move the needle at all for me.

Chicago Bears QB Justin Fields

This probably will be the most dividing option on here.

Fields, who the Broncos passed on two draft cornerback Patrick Surtain II is now available on the trade market. The Bears have the number one overall pick thanks to the Carolina Panthers and are expected to use that selection on USC quarterback Caleb Williams. This means, the Bears are shopping around their former starter Justin Fields.

His trade market is not as hot as the Bears expected and his trade value is dropping rapidly as teams sign and trade for other quarterbacks. So, could the Broncos realistically make a move here?

If Sean Payton was not the coach, I would say hell yeah, make that deal. However, Payton prefers a certain style of quarterback, and Fields is not that. He wants a quarterback to win from the pocket consistently, process well, get rid of the ball, and operate his proven system. Fields really does not fit that mold and is much closer to Russell Wilson in play-style and we all saw how that mix went down this past season.

I personally believe Fields is the most talented quarterback available right now but unless Payton feels like he can create an offense that fits Fields strengths, I am not sure if he is a legit option or not. I would not hate making a move for Fields but it seems unlikely at best right now but we shall see.

Commanders QB Sam Howell

Of the possible trade candidates, Howell makes the most sense. He has plenty of talent and flashed that this past season, especially against the Broncos, but he was very inconsistent and mistake-prone as well. He was sacked a lot and led the league in interceptions which are two things Payton certainly will not like, but the talent is there.

He played behind a pretty bad offensive line and with a messy Washington Commanders offense that saw their entire coaching staff fired this offseason. So, getting into a better offensive scheme and paired with an offensive mind like Payton could benefit Howell.

It is not a perfect fit by any means as Howell as some hero ball to him and loves to play outside the structure of an offense, but beggars cannot be choosers in this situation. He would likely only cost the Broncos a 5th or 6th-round pick and could compete with Stidham and potentially a rookie for the starting job.

Note: Sam Howell was traded to the Seattle Seahawks - Source

Final Thoughts

None of the veterans do much for me and I would much prefer the Broncos to take a swing on a younger quarterback and hope for the best. Fields and Howell give you some high-upside with little to no risk involved. If Payton likes one of them and thinks he can bring out the best in them, which he has shown he can do, including this past season with Russ, then you pull the trigger.

Again, I think Fields is the best quarterback available but he does not fit what Payton wants to do. Howell is not a wonderful fit either but I could see Payton potentially having interest in him. He would not cost much draft compensation and would be a low-cost option money-wise as well since he is on a day three rookie contract.

So, of these four options mentioned, which would you rather see the Broncos make? Sign a veteran or swing a trade for a young quarterback with hopes that Payton can develop them?

Which quarterback would you rather see the Broncos get?

Sign jimmy garoppolo, sign ryan tannehill, trade for justin fields, more from mile high report.

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The numbers do not add up for mathematics homework, according to a new study

by University of South Australia

Supporting kids with math homework is a common afterschool activity. But beyond the basics, new curricula and teaching strategies are making it harder for parents to help and it's taking a serious toll on children's confidence and learning.

In a study from the University of South Australia, researchers have found that mathematics homework can sometimes cause more harm than good.

Exploring how homework policies and practices affect families, researchers found that mathematics homework could inadvertently affect a child when it often:

• was too difficult for a child to complete independently, and/or with the support of a parent
• required significant support from parents and seeped into family time
• resulted in a negative experience for the child and their parent, leading to negative associations with mathematics and potentially students' disengagement from the subject
• generated feelings of despair, stress, and negativity among parents who were unable to help
• made students feel inadequate when they struggled with the work.

UniSA researcher Associate Professor Lisa O'Keeffe says such negativity around mathematics has broad implications.

"Homework has long been accepted as a practice that reinforces children's learning and improves academic success," Assoc. Prof. O'Keeffe says.

"But when it is too complex for a student to complete even with parent support, it raises the question as to why it was set as a homework task in the first place. We know that parents play a key role in supporting their children with schooling and homework. When children need help, their parents are often the first people they turn to.

"But many parents are unsure of the current mathematics strategies and approaches that their children are learning as these have changed a lot since they were at school. Like many things, mathematics teaching has evolved over time. But when parents realize that their tried-and-true methods are different to those which their children are learning, it can be hard to adapt, and this can add undue pressure. When children see their parents struggle with mathematics homework, or where mathematics homework becomes a shared site of frustration for families, it can lead to negativity across generations.

"For example, we might hear adults saying things like, 'I wasn't very good at math, so my child won't be either.' Negative interactions with mathematics, and negative discourses like these can lead to reduced confidence, reduced self-efficacy, and can negatively affect children's resilience, persistence, and ultimately their inclination to continue with mathematics."

Any decline in STEM subjects such as math can have long-term impacts for Australia's future. Statistics show that fewer than 10% of students are studying a higher level of math, with math capabilities declining more than 25 points (15-year-olds in 2022 scored at a level that would have been expected of 14-year-olds, 20 years earlier).

Co-researcher, UniSA's Dr. Sarah McDonald, says the research also identified gendered biases.

"Our research showed that it was overwhelmingly mothers who were responsible for managing children's homework. And they often experience frustration or despair when they were unable to understand the math problems," Dr. McDonald says. "When mothers find math hard, there is concern that this may demonstrate to their children , especially their girls, that this is not an area in which they would naturally excel.

"The last thing teachers want to do is disadvantage girls in developing potentially strong mathematical identities. We need a greater understanding of homework policies and expectations.

"The experiences of the families in our study do not support the often-quoted claim by researchers that that homework has potential non-academic benefits such as fostering independence, creating positive character traits, developing good organizational skills, or virtues such as self-discipline and responsibility."

Provided by University of South Australia

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