Homework Is Bad For Students Quotes

My parents must have seen something in me that I missed. My teachers insisted that I didn’t apply myself… I know that I didn’t like doing the additional homework my parents gave me, so instead of being a scholar I became the class clown. Ouch! My grades, although passing, didn’t come near reflecting my potential. It was suggested that I was a bright child who just didn’t apply himself. Most of the time I received only “C” grades, although they should have been at least “B+” and perhaps by showing just a bit more effort I could have been an “A” student or better. Lazy, was the term they used, and for this reason they gave me lower grades. But nothing fazed me as long as I passed and was promoted with my class. Punishing me also didn’t work, and boxing my ears only made me more rebellious. It must have seemed futile to my parents, but they continued doing what they thought was right. Being defiant, I insisted that if they didn’t give me so much additional work, I would have more time for what was assigned. However, that was not to be.

Creating “Correct” Children in the Classroom One of the most popular discipline programs in American schools is called Assertive Discipline. It teaches teachers to inflict the old “obey or suffer” method of control on students. Here you disguise the threat of punishment by calling it a choice the child is making. As in, “You have a choice, you can either finish your homework or miss the outing this weekend.” Then when the child chooses to try to protect his dignity against this form of terrorism, by refusing to do his homework, you tell him he has chosen his logical, natural consequence of being excluded from the outing. Putting it this way helps the parent or teacher mitigate against the bad feelings and guilt that would otherwise arise to tell the adult that they are operating outside the principles of compassionate relating. This insidious method is even worse than outand-out punishing, where you can at least rebel against your punisher. The use of this mind game teaches the child the false, crazy-making belief that they wanted something bad or painful to happen to them. These programs also have the stated intention of getting the child to be angry with himself for making a poor choice. In this smoke and mirrors game, the children are “causing” everything to happen and the teachers are the puppets of the children’s choices. The only ones who are not taking responsibility for their actions are the adults. Another popular coercive strategy is to use “peer pressure” to create compliance. For instance, a teacher tells her class that if anyone misbehaves then they all won’t get their pizza party. What a great way to turn children against each other. All this is done to help (translation: compel) children to behave themselves. But of course they are not behaving themselves: they are being “behaved” by the adults. Well-meaning teachers and parents try to teach children to be motivated (translation: do boring or aversive stuff without questioning why), responsible (translation: thoughtless conformity to the house rules) people. When surveys are conducted in which fourth-graders are asked what being good means, over 90% answer “being quiet.” And when teachers are asked what happens in a successful classroom, the answer is, “the teacher is able to keep the students on task” (translation: in line, doing what they are told). Consulting firms measuring teacher competence consider this a major criterion of teacher effectiveness. In other words if the students are quietly doing what they were told the teacher is evaluated as good. However my understanding of ‘real learning’ with twenty to forty children is that it is quite naturally a bit noisy and messy. Otherwise children are just playing a nice game of school, based on indoctrination and little integrated retained education. Both punishments and rewards foster a preoccupation with a narrow egocentric self-interest that undermines good values. All little Johnny is thinking about is “How much will you give me if I do X? How can I avoid getting punished if I do Y? What do they want me to do and what happens to me if I don’t do it?” Instead we could teach him to ask, “What kind of person do I want to be and what kind of community do I want to help make?” And Mom is thinking “You didn’t do what I wanted, so now I’m going to make something unpleasant happen to you, for your own good to help you fit into our (dominance/submission based) society.” This contributes to a culture of coercion and prevents a community of compassion. And as we are learning on the global level with our war on terrorism, as you use your energy and resources to punish people you run out of energy and resources to protect people. And even if children look well-behaved, they are not behaving themselves They are being behaved by controlling parents and teachers.

Mr. Avery, You usually send a nightly email out to all students about homework. I didn’t receive one tonight and wanted to make sure that you were… getting along all right with everything at home. I know things can get pretty hard sometimes, especially after today. I’ve thought long and hard about my actions in class today that led to my detention. The memories of my punishment haven’t been easy to deal with, as they’ve brought me much… pressure in places. After careful consideration, I’ve decided that I have done nothing wrong. I will eagerly accept any further detention you give me because of my illicit actions while you’re trying to teach. I don’t plan on changing. Sincerely, Sakura Sato.

Sakura Sato was the only student at Redwood who gave me her full attention while in my class, the only student who actually fully read the material that I assigned for homework, the only student who ever asked me for extra credit when she already had an A-plus. And, fuck, had I wanted to give her some extra credit for a long time now. But she was my student, so those fantasies were off-limits. Against my morals. Shamefully wrong. Yet so fucking sweet.

There is no evidence that any amount of homework improves the academic performance of elementary students.

The exceptional teachers not only tended to give less homework but also were likely to give students more choices about their assignments.

There are some tricks to staying light and getting back to that childlike play state. The writer Kurt Vonnegut wrote a letter to a group of high school students and assigned them this homework: Write a poem and don’t show it to anybody. Tear it up into little pieces and throw them into the trash can. “You will find that you have already been gloriously rewarded for your poem. You have experienced becoming, learned a lot more about what’s inside you, and you have made your soul grow.” That, said Vonnegut, was the whole purpose of making art: “Practicing an art, no matter how well or badly, is a way to make your soul grow, for heaven’s sake.

So you have more of a teacher/bad student, ‘smack him around with a yardstick for not doing his homework’ fantasy.” “I actually have the opposite of that, because I’m pretty sure even thinking it would get me fired.

46. The future is portfolios, not transcripts. (Page 117) 29. Homework helps school systems, not students. (Page 71) 16. Embrace all technologies. (Page 39) 11. Use microcosms as much as possible in learning programs. (Page 29) 24. Teaching is leadership. Most teaching is bad leadership. (Page 59) 39. Five subjects a day? Really? (Page 99) 15. If you care about learning, start with food.(Page 37) For parents of children in traditional schools: 12. Internships, apprenticeships, and interesting jobs beat term papers, textbooks, and tests. (Page 31) 13. Include meaningful work. (Page 33) 25. Expose more, teach less. (Page 61) 43. Minimize “the drop-off.” (Page 109) 44. Increase exposure to non–authority figure adults. (Page 111) 14. Create and use periods of reflection. (Page 35) 30. Every day, adults are role models of learning (whether or not they want to be). (Page 73)

Besides, it’s not impossible that I might have missed that class. I wasn’t the type to attend classes.” “What type were you?” “I don’t know, the bad type. I used to cut school. I was always behind on homework. My teachers thought I was a nightmare to deal with.” “Is that really something you should be telling your professor?” His hands are in his pockets and his ankles are crossed. He has black snow boots with grey soles, and something about the ruggedness of them makes me smile. “But then you’re not my professor, are you? And I’m not your student. I’m just the trespasser.” “I’d be careful then. Bad things happen to those who trespass,” he says in a voice that steals my own.

To avoid getting fooled by spurious correlations, we need to consider additional variables that would be expected to change if a particular causal explanation were true. Twenge does this by examining all the daily activities reported by individual students, in the two datasets that include such measures. Twenge finds that there are just two activities that are significantly correlated with depression and other suicide-related outcomes (such as considering suicide, making a plan, or making an actual attempt): electronic device use (such as a smartphone, tablet, or computer) and watching TV. On the other hand, there are five activities that have inverse relationships with depression (meaning that kids who spend more hours per week on these activities show lower rates of depression): sports and other forms of exercise, attending religious services, reading books and other print media, in-person social interactions, and doing homework.

If only you would apply yourself.” My teachers in high school told me that so often that they decided to really drill it in by writing it in my yearbook, over and over. I was a bad student. Still am. Busywork was the bane of my existence—those little homework assignments that felt like a waste of time, that required organizational skills like Writing Down Your Assignment and Not Losing Your Handout. These were difficult tasks for me. My locker was a pile of loose papers that got more and more crinkly as the weeks went on until it looked like the inside of a recycling bin. I discovered that if you ignore something long enough, it really does go away. Literally. The papers would disintegrate. I would pass just enough tests and do enough begging to eke by with a D. Sometimes.

I’ve copied homework because I left my book in my locker and I didn’t have time to get it before I went home and my class was literally the next period. I had a bad grade—it was a wavering A where it was literally just 90-point something. When you’re that close to getting a B you don’t want to do anything wrong. If we didn’t have the homework, [the teacher] would just give us a zero.” (Annika, middle school student)

In the absence of homework, “students come in all the time and hand me articles about something we talked about in class or tell me about a news report they saw. When intrigued by a good lesson and given freedom [from homework], they naturally seek out more knowledge.

Students will become good readers when they read more. Students will read more when they enjoy reading. They will enjoy reading when they enjoy their reading material. They will enjoy their reading material when they are left to choose it themselves, and to delve into it on their own terms.