PARENT’S PART IN HOMEWORK

Below are ways parents be involved. For example, they can:
—Set a regular time for homework—one that works for their child and their family.

Research
shows a correlation between successful students and parents who create and maintain family routines.

—Pick a fairly quiet study area with lots of light and supplies close by.

A desk in the bedroom is nice, but for many youngsters the kitchen table or a corner of the living room works just fine.

—Remove distractions. Turn off the television and discourage social telephone calls during homework time.
—Provide supplies and resources such as pencils, pens, erasers, writing paper, an assignment book, and a dictionary.
—Provide aids to good organization, such as an assignment calendar, book bag, and folders.
—Encourage parents to check with teacher, the school counselor, or the principal if they cannot provide their child with the necessary supplies, and resources.
—Look over the homework, but do not do the homework for them.
—Review teacher comments on homework that has been returned and discuss with their child.
—Contact the teacher if there’s a homework problem or need they cannot resolve.

Teachers may need to be flexible in scheduling meetings with parents to discuss homework problems in order to
accommodate inflexible job schedules and other demands.

Provide parents with a list of questions to ask their child:
—What’s your assignment today?
—Is the assignment clear?
—When is it due?
—Do you need special resources (e.g., a trip to the library or access to a computer)?
—Do you need special supplies (e.g., graph paper or posterboard)?
—Have you started today’s assignment? Finished it?
—Is it a long-term assignment (e.g., a term paper or science project)?
—For a major project, would it help to write out the steps or make a schedule?
—Would a practice test be useful?
Encourage parents to monitor television-viewing and select with their children the programs they may watch. Inform parents that more then two to three hours of television-viewing on school
nights is related to lower student achievement. Moderate television viewing, especially when supervised by parents, can help children learn.

—If problems with homework arise, work out a solution together with the parent(s) and the child.
The strategy will depend on what the problem is, how severe it is, and the needs of the student.
For example:
—Is the homework too hard? Perhaps the child has fallen behind and will need extra help from the teacher, parent, or tutor to catch up.
—Does the child need to make up a lot of work because of absences?

The first step might be working out a schedule with the teacher.
—Has the child been diagnosed with a learning disability or is one suspected?

If so, the child may need extra help and the teacher may need to adjust some assignments.
—Does the child need extra support, beyond what home and school can give?

Please do not hesitate to contact a qualified mentor who could help your child to understand the concept.