Homework Isn’t the only Means of Learning

For any child going through the dizzying world of school and each orientation associated, being part of an exclusive culture for a typical twelve-year curriculum shouldn’t be a cakewalk performed “in vitro.” Although parents certainly can’t support their children whom neither did so well in classes themselves or whom did not have opportunities made possible today by, for example, former President Bush’s signature bill to sponsor a paramount selection of foreign languages in schools today via the National Security Language Initiative for Youth, children’s education begins with the assumption that these resources are not otherwise uniformly provisioned and gradually builds off such supposition that children constantly integrating missed some of the lessons the first time around. Thus, the basic structure of education repeats in greater and more relevant detail for the duration.

The basic “tabula rosa,” or blank slate, that equalizes most children in elementary school makes homework one of the best – but particularly available [emphasis added] means of preparing for the inevitable achievement tests that occur regularly near school season’s end each year. Reading and attending the instructor supply theory while class participation and homework supply necessary phase of practice.

Practice is the objective itself of all this study and work, and the specific practice in questions is represented by quizzes and tests. However, it’s also essential to recognize that homework also factors in to how each basic student grade tallies in to the complete mix. And homework may be considered a minor effect in the specific sense, although daily work can amount to a significant portion of a final letter grade on the “report-card.”

Homework – How important?

Since homework is not the ultimate and final phase of any complete unit of learning that results in the most practical or mathematically-weighted grade from unit testing, questioning its necessity makes certain sense. Indeed, homework could become optional and testing could become all fill-in-the-blank, with greater emphasis on mastery of material included in the specially-selected textbooks. However, the end effect would be less choice for students and therefore fewer ways to build an acceptable, average-or-above grade to pass to the next level. Of course, this idea is not presented as acceptable strategy but instead the very embodiment of how the educational system works in practice.

Although concluding that homework is not necessary could suffice for some portion of high performance students willing to take any necessary and constructive measure to master each lesson, it’s worth noting that at the end of each day that homework still provides one method of practice that can reinforce the day’s learning or the night’s reading assignments for tomorrow’s learning and canusually be completed extremely quickly by any student devoted to staying caught up but also by any student willing to keep up.

Alternative

Once a child has mastered the essential basics of learning what steps to take to learn anything that is not known, then it’s a known fact that homework is not nearly so necessary. Correspondence courses demonstrate the very point that accreditation can be granted, in many cases, for completing tests alone with neither demand nor requirement of homework. Study units are completed, homework is offered on an optional basis, and tests decide the final grade necessary to earn a certificate. The presence of mail-in work, or field assignments, do not count as homework but rather as tests of mastery that are graded according to quality of work.

Practical resolution

But as far as whether homework is necessary, the answer should be affirmative. It is not that homework so specific is necessary but that homework is useful. And so, choice should win out in terms of what should be necessary to expose students to – but especially those attendees of elementary education. Without reducing the question to the atomistic premise that most school work amounts to homework, the take-home daily assignments that must be completed by the following class day present the idea of homework as referenced in practice. Whereas, assignments that can be completed using class time, school time or after-school time – as well as home-time at a student’s option – those that must be turned in on other than “by next class meeting” basis, should not be considered homework.

In consideration, then, for the wide range of different students, homework basically offers one of a handful of useful ways to learn lessons using the most full and complete set of options that can be provisioned and made available with minimal consequence of inefficient cost. Students, especially students who have not mastered the means of learning anything on their own in terms of how to connect to the world rationally and pertinently, need the option of homework to help reinforce lessons self-taught and self-learned either in class or in daily class assignments. Homework may at some point become unnecessary and superfluous, but ultimately the question were best determined by the successful student looking to save time and acquire the most efficient education in the shortest time possible, based on available marketplace choices in school options, before it’s too late to finance a profitable educational future or fallback plan autonomously.